WRITING STRATEGIESYork Middle & High School

September 10, 2014

Jill Johnson, ESU 6@mrsjilljjjohnson@esu6.netesu6craftknowledge.wikispaces.com

WHAT ARE THE GROUND RULES FOR WRITING? KIDS NEED TO KNOW!

What will we use? capital letters at the beginning of sentences

What won’t we use? texting shortcuts

Write on sticky notes at your table and add them to the poster.

THINGS TO CONSIDER

six traits writing process common language of

instruction writing instruction vs.

writing assignments If you want it, teach it.

(You can’t put an essay on a test if you haven’t practiced essay writing.)

I do. We do. You do.

AGENDAWriting Across the Curriculum Strategies

Short Writing: Power Sentences Think Ink Link Sentence Stems

Longer Writing: Paragraph Frames RAFTS Paragraph Shrinking

HOW CAN I ADD MORE WRITING IN MY CLASS?

I’m not a writing teacher, so…

#1 POWER SENTENCES

Write one power sentence about why were are here today. Go around the table and share your sentence. As a group, combine your ideas and rewrite one sentence including

all the ideas.

Exit tickets. Tweets (In <140 characters tell me…include at least one

appropriate hashtag) Six word memoirs (for self or the famous person you are studying:

author, mathmatician, etc.) Prompt with a Sentence stem (The use of ratios….)

Idea #2: Think – Ink - Link

1. Think: prompt all and provide time to think.

2. Ink: direct students to write; provide a structure.

3. Link: provide structured opportunities to share

1. Prompt: Should Ray Rice be suspended from the NFL for life?2. Structure: Ray Rice (should/should not) be suspended from the NFL for life because…3. Link: Tell your elbow partner. Elbow partner offer an agree or disagree and why.

http://goo.gl/di9Cpp

Idea #3: Sentence Stems

1. Create2. Model3. Practice4. Review

I learned. . .The main ideas. . .We agreed. . .

http://goo.gl/di9Cpp

Idea #3: Timed Writing with Sentence StemsWhat?• brief writing to rehearse, apply, synthesize

content (e.g., 5 or 10 or 30 minutes)• a teacher prompt to use specific academic

language or syntax when responding to prompts

Why?• beyond journaling• accurate rehearsal• students using academic language and

syntax• provides scaffold to competently discuss

topic

Examples:• I predict _____ because _____.• One consequence of the invention was

a rise in _____.• Two potential motives behind an

author’s use of _____ include _____.• Your response must include the words

“function” and “variable”

Idea #4: Writing Frames

1. Create2. Model3. Practice4. Review

Idea #4: Writing Frames

1. Create2. Model3. Practice4. Review

http://goo.gl/u8YoG2

I do: Create a paragraph frame for Catching Fire. http://goo.gl/opIY4w

We do: To commemorate the 50th anniversary of the assassination of JFK, create a paragraph frame for the “greatest president.”

IDEA #5: BUILDING R.A.F.T.S.

Role Audience

Format Topic Strong Verb

reporter, observer, eyewitness

teacher, students, people who lived during a specific era

letter, article, poem, song famous person, event,

place explaining, informing,

persuading

Get students involved in the planning!

http://goo.gl/RLTL2c

IDEA #6: PARAGRAPH SHRINKING

Take the time to teach this process!

I do.

We do. We do. We do. We do. We do.

You do.

1. Identify who or what a paragraph is mostly about.

2. Identify the most important information.

3. Shrink all the information into one main-idea statement of 10 words or less.

CHALLENGE:In the next two weeks: try at least ONE new type of writing in your classroom

tell a colleague how it worked! plan to bring writing samples to our next meeting for FEEDBACK!

THANKS FOR YOUR WORK TODAY!

Have a fantastic week!