Introducing the Writing Process Introducing the Writing Process in in

Herricks’ Elementary SchoolsHerricks’ Elementary Schools

Introducing the Writing Process Introducing the Writing Process in in

Herricks’ Elementary SchoolsHerricks’ Elementary Schools2009-20112009-2011

K-5K-5

Teachers College Reading and Writing Project

in Herricks

Lucy Calkins

Staff Developers from Teachers College Come to Herricks to Provide Demonstration

Lessons and Debriefings

We Visit Teachers College to Learn about State of the Art Research and

Instruction

Kathy Collins

Response to Intervention and High-Stakes Testing

The Common Core State Standards and the Writing Workshop

Curriculum

•Informational Writing•Narrative Writing

•Persuasive Writing

The Spiraling Curriculum

from Kindergarten to Fifth Grade

– It was a sunny Day in August. My brother Sam and I went to Six• Flags with my mom. As we stepped out of the car into the parking

lot, my mom said, “David, you hold onto Sam’s hand today. I have to watch the twins. Don’t you let go even for a second.” “Ok Mom, I said.” Inside I thought that I was tired of holding Sam’s hand. Sam is six and his hands are always sticky. Its like holding warm gum.

– My mom took the twins to the baby rides. Sam and I rode all the ones

• he could ride together. We bought hot dogs and gumballs. Sam chewed his gumball for two hours. His hand got warmer and stickier. Then he stepped in gum. It was like his whole body was becoming a gumboy. “Sam!” I said. “Watch it.” “I’m not taking that gum off your shoe.” Sam said ok and he blew a bubble.

– Then we were there. At the roller coaster. Sam was too small to go• on. “Stay here, Sam” I said. “I’m going on the roller coaster.” Sam

said• ok and he blew a bubble. I rode the roller coaster. I was scared the

wholetime. I was scared because it was scarey. I was scared because I knew my mom would be mad if she found out I had left Sam by himself. I was scaredthat Sam might get lost. I was scared of those kidnapers who take children. But I thought that any kidnaper would take Sam’s hand and then let go because it would be too sticky.

– When I got off the roller coaster, Sam was there. “Let’s find Mom” I• said. Sam said ok and he blew a bubble. I looked at him. Inside I

was so• glad he was there still. I took his hand. It was warm and sticky like

gum. I like gum.

Narrative

The Spiraling Curriculum from

Kindergarten to Fifth Grade

Informational

The Spiraling Curriculum from

Kindergarten to Fifth Grade

Persuasive

Growing Writersfrom Primary to

Intermediate• There are fundamental

traits of all good writing. • Children build a repertoire

of strategies to write with increasing detail, sophisticated craft, voice, and ability to focus on importance.

• Students employ increasingly correct grammar and conventions as a result of direct instruction.

Teachers Assess Based on Instructional Points

Essay Unit

Student Achievement• Using a writing process to teach

the complex task of writing increases student achievement.

Language Development and Independence

– Spoken Language Development• Writers use their oral language to plan

their written work.– This is a multistep process the children learn

to make their own.» Plan aloud on fingers» Plan aloud touching each page» Turn and Talk (more ‘ear time’)» Peer conferencing» Sketch ideas they’ve planned orally

Children Get Instruction in Talk

Strategies

Language Development

and IndependenceWritten Language*Students apply phonetic

skills to something meaningful.

*Students learn sentence and story structure.

*Students learn the basic mechanics and sequence of writing.

Fostering Independence

• To write well, writers need ample time to write every day.

• Helps gain independent control of what they are learning.

• Children put into practice what they have learned at their own pace, and as they deem necessary.

Materials are always available for students to

use at their own discretion.

Writing Components

• What does Writing Workshop look like?

• What are the writing components of balanced literacy?

Mini Lessons

• Connection• Demonstration-Direct

Instruction• Active Engagement

• Link• Share

Mentor Texts and Teacher-Created Demonstration

Pieces• Are used to

demonstrate writing genres

and author’s craft• Demonstration

pieces are created by

teachers to use as a model

Strategy Groups and Conferring

• One to One Conferences

• Small Group Strategy Lessons Based on Needs

• Support for ALL Children- no matter what level (intervention or enrichment)

Supporting ALL Learners

Units of Study• Centered on teaching to the individual

needs• Offers ways to support multiple needs• Suggests multiple ways to teach each

skill and to offer repetition (if needed)

Differentiation

• Goal is to maximize each student’s growth and individual success by meeting each student where he or she is in the learning process.

• Teacher can tailor teaching to specific, individual needs of all the students in the class

Direct Instruction Fosters a Sense of Community

whole group small group

individualconferences

Developing Students’

Love of Writing• Student choice

Students Write about Their Lives to Deepen

Meaning

Developing Students’ Love of Writing

• Love of Writing• Builds Confidence• Children Have

Choice• Creativity to Shine• Voice • Empowerment in the

World

Teachers College Workshops

Parents as Literacy Partners: Passing the Tricks of the Trade to Parents, K-

8 Wed, Jan. 26, 20119:30 a.m.- 1 p.m.

No charge!Please let an elementary principal know you will attend so he or she can advise Teachers College

of your attendance.

Research Principles

• There are fundamental traits of all good writing and students write well when they learn to use these traits.

• Using a writing process to teach the complex task of writing increases student achievement.

• Students benefit from teaching that offers direct instruction, guided practice, and independent practice.

• To write well, writers need ample time to write every day.

• A well-rounded curriculum provides supports for struggling writers and English language learners.

• Writing and reading are joined processes, and students learn best when writing and reading instruction are coordinated.