Taking it to Writing January 10, 2014 Weber School
District
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Be sure to sign roll Cell phones turned off and put away
Sitting with team from school Write down ideas to share during
discussion times 20 minute break at 9:50 Housekeeping
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Writing today is not a frill for the few, but an essential
skill for the many. National Commission on Writing (2003)
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Writing is the most difficult of all language skills. It is
acquired the latest, mastered by the fewest, and learned with the
most effort over the longest period of time. (D. Johnson & H.
Myklebust, 1967) Writing is Difficult
Conventions of Standard English 1.Demonstrate command of the
conventions of standard English grammar and usage when writing or
speaking. a.Independently and legibly write all upper- and lower-
case cursive letters b.Produce grade-appropriate text using legible
cursive writing Language Standards Grade 3
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By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the
grades 2-3 text complexity band independently and proficiently.
Recognize and begin to read documents written in cursive. By the
end of the year, read and comprehend informational texts, including
history /social studies texts, science, and technical texts, at the
high end of the grades 2-3 text complexity band independently and
proficiently. Recognize and begin to read documents written in
cursive. Reading Standards Range of Reading and Level of Text
Complexity
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Teaching Elementary School Students to be Effective Writers
Institute of Education Sciences, U.S. Dept. of Ed, 2012
http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/
wwc/publications_reviews.aspx#pubsearch.
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Write Traits in a Process Model
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Writing well involves more than simply documenting ideas as
they come to mind. It is a process that requires that the writer
think carefully about the purpose for writing, plan what to say,
plan how to say it, and understand what the reader needs to know.
Teachers can help students become effective writers by teaching a
variety of strategies for carrying out each component of the
writing process and by supporting students in applying the
strategies until they are able to do so independently. Writing
Process
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Generating Ideas what do I have to say? Setting goals for what
purpose am I writing? Organizing ideas in what form will I express
my thoughts? Louisa Moats (2013) Planning Involves
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Develop goals and generate ideas Gather information from
reading, prior knowledge, and discussions with others Organize
ideas for writing based on the purpose of the text Write these
goals and ideas down in order to refer and modify them throughout
the writing process 6 Traits Connection: Ideas Strategies: POW
(Pick ideas, Organize their notes, Write and say more) Ordering
Ideas/Outlining Generating Ideas
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Create a preliminary version of a text Select words and
construct sentences to accurately convey ideas Skills such as
spelling, handwriting, and capitalization and punctuation are
important when drafting but should not be the focus of students
effort at this stage 6 Traits Connection: all traits except
conventions and presentation Strategies: Imitation (models of
exemplary text) Sentence Generation Drafting
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Make content changes to clarify or enhance meaning Reorganize
Add or remove sections Refine word choice and sentence structure
Word processing can make this easier for many students 6 Traits
Connection: Organization, voice, sentence fluency Strategies: Peer
revising (?, ^) Revision- Did I say what I wanted to say?
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Reading from the readers perspective: Is the message complete,
logical, written with conventional symbols and grammar? Revising,
editing: Did I say what I wanted to say? Did I reach my audience?
Are the conventions respected? What will add interest? Review and
Revision Involve:
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http://vimeo.com/38247060 http://vimeo.com/38247060 Building
Excellence in Student Work Models, Critique, Descriptive
Feedback
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Make changes to conventions of written English Make the text
readable for audience and intended meaning clearer Spelling Grammar
6 Traits Connection: Word Choice, Conventions Strategies: COPS
(Capitalize, Overall appearance, Punctuation, Spelling)
Editing
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Occurs at the end of the writing process Purpose is to share
publicly in written form or oral form, or both Not all student
writing needs to be published but students should be given
opportunities to publish their writing and celebrate their
accomplishments 6 Trait Connection: Presentation Strategies: Peer
Sharing (in pairs, listen and read along as the author reads aloud)
Authentic audience(s) Publishing
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Before a student can be expected to write formally, they must
be able to speak formally. Ways to support this: Require students
to use formal language to answer questions asked in lessons Require
students to restate part of question in responding Use sentence
framing to support writing formally Oral Language
ListeningSpeakingReadingWriting
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Writing places multiple simultaneous demands on the writer.
Mastering the foundational skills of good writing, including
handwriting, spelling, sentence construction, and typing, allows
students to devote more of their attention to composing written
texts by utilizing the strategies and techniques associated with
the writing process. Foundational Skills
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Read the first piece. What elements of effective writing are
evident in this sample? Discuss your observations with a partner.
Read the next piece. How is this piece similar to the previous
piece? How is it different? Continue reading, analyzing and
discussing each piece.
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Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. a. Introduce a topic and
group related information together; include illustrations when
useful to aiding comprehension. b. Develop the topic with facts,
definitions, and details. c. Use linking words and phrases (e.g.
also, another, and, more, but) to connect ideas within categories
of information. d. Provide a concluding statement or section.
Great Prompts Matched to Treasures Not aligned to Utah Language
Arts Core Where to find prompts
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3. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences. a. Establish a situation and introduce a narrator
and/or characters; organize an event sequence that unfolds
naturally. b. Use dialogue and descriptions of actions, thoughts,
and feelings to develop experiences and events or show the response
of characters to situations. c. Use temporal words and phrases to
signal event order. d. Provide a sense of closure.
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2. Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. a. Introduce a topic and
group related information together; include illustrations when
useful to aiding comprehension. b. Develop the topic with facts,
definitions, and details. From the Text c. Use linking words and
phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information. d. Provide a concluding statement
or section.
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1. Write opinion pieces on topics or texts, supporting a point
of view with reasons. a. Introduce the topic or text they are
writing about, state an opinion, and create an organizational
structure that lists reasons. b. Provide reasons that support the
opinion. Support from the text c. Use linking words and phrases
(e.g., because, therefore, since, for example) to connect opinion
and reasons. d. Provide a concluding statement or section.
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4.1 Cook-A-Doodle-Doo There are many steps to making favorite
food dishes. Think about your favorite dish to make. Write to
explain how to make your favorite food. (Informative/Explanatory)
Not Text Dependent There are many steps to making favorite food
dishes. Explain how the characters work together in Cook-A-
Doodle-Doo to make their shortcake. Do you think Turtle, Pig and
Iguana worked well as a team? In your opinion, who was the most
helpful; Turtle, Pig or Iguana? Why?
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Next Layer writing only for teacher? Audience- who will read
their writing In your opinion, who was the most helpful; Turtle,
Pig or Iguana? Why? Nominate one character to receive the Helpful
Hand Award. Purpose- why you are writing Entertain Inform
Persuade
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4.2 Seven Spools of Thread page 51 Unit 4.2: Arguing and
quarreling can hurt friendships. Think about someone you have a
hard time getting along with. Write to describe how you can solve
this problem and be a better friend to this person. (Narrative)
Text dependent Opinion Informative/Explanatory
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4.2 Seven Spools of Thread Rewrite prompt to fit with the Utah
Language Arts core. Either Informative/Explanatory or Opinion that
is text dependent. Try both if time. Current Prompt: Unit 4.2:
Arguing and quarreling can hurt friendships. Think about someone
you have a hard time getting along with. Write to describe how you
can solve this problem and be a better friend to this person.
(Narrative) _____________________________________________________
Add an audience- What is the purpose of this piece?
_____________________________________________________ New and
improved core aligned prompt
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Writing for Understanding
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Writing for understanding is built on the following principles.
1.Knowing what you want students to be able to do in the end-
create written products that make sense and convey meaning to both
writer and reader. 2.Plan backwards giving students plenty of
knowledge and guidance to get them there. Writing for
Understanding
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No matter how thought provoking a question is, one cannot
reflect on knowledge one does not have. One cannot analyze
information that is sketchy, inaccurate, or poorly understood. One
cannot synthesize from nothing. It is up to teachers, then, to
provide activities and experiences that give students knowledge and
help then construct meaning from that knowledge. Writing for
Understanding, pg 11 Writing for Understanding
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Teaching is about transfer. The goal is for students to take
what they learn from the study of one text and apply it to the next
text they read. By guiding students through these text analyzing
activities, they will develop the skills necessary to do them on
their own. Gradual release is the key. Writing for
Understanding
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Writing for Understanding Backwards Design
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Taking It To The Classroom Backwards Design Writing for
Understanding Text Dependent Questions Close Reading Speaking &
Listening Treasures Program
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Gorilla Garden Heres My Dollar Treasures
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Social Studies Standard 3 Students will understand the
principles of civic responsibility in classroom, community, and
country. Engage in meaningful dialogue about the community and
current events within the classroom, school, and local community.
(Extend to your community and maybe even do a service project where
the students volunteer their time) Reading Informational 3.9
Reading Informational 3.9 Compare and contrast the most important
points and key details presented in two texts on the same topic.
Writing 3.1 Writing 3.1 Write opinion pieces on topics or texts,
supporting a point of view with reasons. Central Ideas When
possible tie your content and language standards.
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Essential Question: How do volunteers help a community? (social
studies std 3) Focusing/Essential Questions
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Text Dependent Questions: Key Ideas & Detail- recount key
details and how they support the main idea (RI 3.2) What caused the
volunteer to become involved? What steps or tasks did they do to
complete the project? What effect did the project have? Craft &
Structure- determine meaning words and phrases (RI 3.5) Explain the
slogan Inspire, take action, make a difference Explain the slogan
Give a dollar, save a life Two Column Note taking: Integration of
Knowledge- Compare and contrast the most important points and key
details presented in two texts on the same topic. (RI3.9 Oral
Processing Speaking & Listening- Engage effectively in a range
of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly Partner
Turn and talk In my opinion _______deserves the award because
Building Content Knowledge For time, we will not do this today
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Understanding of Writers Craft Writer Workshop Mini Lessons We
still need to teach writing crafts students can apply to enhance
and improve their writing. These lessons could include the
different writing types and tasks of writing, writing to different
audiences, 6 traits.
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Structure
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Prompt: Angel and Amelia are volunteers. There is an award for
Volunteer of the Year. In your opinion, which one deserves the
award? Write a nomination for your choice, and use evidence from
the text to support your choice. (RI 3.9) Fill out graphic
organizer together Shared writing Shared Revision Shared Editing
Writing /Revising
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Lets Experience it Look for and cite evidence from the text to
answer the following questions If the day you were born is an odd
number fill in the left side for the story Gorilla Garden If the
day you were born is an even number fill in the right side for
Heres My Dollar. Prior to this we would have read the story through
one time, this is the second time in the text reading closely. We
would do this as a class one story at a time, but for time we are
dividing and conquering I set this worksheet up so it can be easily
compared students could use a blank pg folded Key Ideas &
Detail Questions Building Content Knowledge
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Lets Experience it Evidence Based Stems On page ______... The
author stated The text stated
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Explain the slogan Inspire, take action, make a difference
Explain the slogan Give a dollar, save a life How did the slogans
help the volunteer efforts? FOR TIME WE WILL NOT DO THIS TODAY Lets
Experience it
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Understanding Writers Craft For time purposes, we will not do
today
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Angel and Amelia are volunteers. There is an award for
Volunteer of the Year. In your opinion, which one deserves the
award? Write a nomination for your choice, and use evidence from
the text to support your choice. After answering the text dependent
questions and doing the activities, will students be able to
respond to this writing prompt? Reading Informational 3.9 Reading
Informational 3.9 Compare and contrast the most important points
and key details presented in two texts on the same topic. Writing
3.1 Writing 3.1 Write opinion pieces on topics or texts, supporting
a point of view with reasons. Writing for Understanding Integration
of knowledge & ideas
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Writing for Understanding Choose your structure
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Shared Writing- Essential Question How do volunteers help a
community? How can you help your community? (apply learning)
Writing for Understanding
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Support at Home
http://www.readingrockets.org/pdfs/edextras/59261-en.pdf
