writing 101

Writing 101Writing across the curriculum

Improving writingWrite everyday

6+1 Writing Traits Organization

Ideas

Word Choice

Sentence Fluency

Voice

Conventions

Presentation

Writing Process Planning

Drafting

Revising

Editing

Publishing

Improving Writing Skills—Essential Components Direct instruction

Teacher Variety of tools Accessible to all learning styles

Write Every day All subject areas Variety of text structures Common language/terminology

Feedback Individual and specific Strengths Next steps

Criteria for feedback clearly stated

Writing connected to reading To get better at reading you read

To get better at writing you write

Free response as a formative measure of writing

Free response Read a selection aloud—stop and ask students to

respond

Write a sentence or draw a picture (younger students)

Responses about content, character, or vocabulary

Responses may include: What do you like or dislike about the text Where does the selection take place? How does it make you feel? What do you predict will happen? How does the character remind you of someone

you know? How does the text connect to you and your life?

Think, pair, share or turn to your neighbor

Reread your response to yourself

Group discussion

Still agree with your response?

No right or wrong answers

Writing development At first it may be summary types of response—that is what students are

used to

Expands on ideas

Improves sentence fluency

Gives voice to writing

Improves comprehension of reading

Using responses to improve writing:

Complete sentences

Makes sense

Short and choppy or run-on

Start all sentences the same way

Simple or more complex sentences (Adjectives, adverbs)

Strong action verbs

Take risks with new words or voice

Improving writing at the sentence level

Basic writing

Building better sentences Pictures give kids words—Paint a picture using words

Write down their responses

Model conventions—Use word sentence to discuss what you are writing

Choose action words rather than passive words

Pattern—who, action, finish the thought (Three box sentences)

Add descriptors—Adjectives and adverbs

Add phrases and clauses (four box sentences)

Three block writing

Four block writing

Moving to paragraphs Introduction

Body

Conclusion

Topic Sentence Declarative statement--simple

Number word included

Situation/stand (starter words)

Ask a question—paragraph will answer the question

Beware My name is_____ and today I will tell you about….

In this paper, I will tell you about…..

I’m going to write about….

Deadly duo: There are Here are

Body sentences Big ideas

Transitons

First, second, third—level one

Transition words and phrases

Repetition of word or thought, pattern

Conclusions Strong ending

Summarize

Repeat of topic sentence with different words

“clincher”

Words that signal a conclusion

Examples and non examples of good conclusion words

Good conclusive words Actually

As a result

Certainly

Clearly

Consequently

Definitely

In fact

Obviously

Surely/truly

Beware All in all

In conclusion

That is all

The end

I hope you like my paper

Let’s Summarize!Short and Sweet

Summary or Retell?Summary>3rd or 4th Grade

Big ideas

Written

Short, sequential, few details

Retell< 3rd or 4th Grade Main idea and details (Sometimes

all details)

Oral

Lengthy, may contain information not necessarily found in the text

A Good Summary should…. Significantly shorter than original text

Paraphrasing using own words not directly copied from text

Big ideas in sequential order

Eliminate most details (especially fluff)

No personal opinions

No outside information not found in text.

Writing a good summary—Step 1: Topic sentence Name it (name of article and author)

Verb it (What it does)

Big picture (What does it tell me, what does it say?)

List of verbs: tells, shows, describes, explains, discusses, listts, explores, illustrates, teaches, compares, contrasts

Write a summary Step 2—Paraphrase big ideas. Jot dots using rule of 5 (five or less words)

Encourages paraphrasing and chunking

4-6 jot dots (most of the time)

Beginning, middle, end. (sequential)

Main ideas from story.

Write a summary: Step 3 Write out loud Turn to a neighbor and orally write you summary from your topic sentence

and jot dots

Turn each jot dot into a complete sentence

Practice

Helps clarify ideas

Write a summary Step 4 and 5 4: Keep plan close by to refer back to.

5. Write the summary

Response to Literature—Summary plus Short summary

Personal connections—to self, world, or other text

Author’s message or lesson, including a personal comment

QuestionsThank you!