lessons that change writersprincipals
TRANSCRIPT
LESSONS THAT CHANGE WRITERS
Fayette County Principals and Instructional Coaches
Summer Professional Learning Opportunity
Guided Reading 101: An Introduction, July 14,2015
Audience: New teachers, Schools interested in Differentiating Reading instruction using leveled readers and small groups, Instructional Coaches, PGES Coaches, Special Education teachers, Interventionists
Register online
Roadmap for the Day
Guiding Teachers to understand the language of the writing standards and progression of writing over time
Instructional strategies for teaching writing traits and skills to “gap” groups
Classroom Look Fors
Percentage of elementary students in the Gap Group in KY
PGES Connection
Skills ofa Proficient Writer
Universal Screeners
Possible Data Sources
KPREP Results On-demand
Extended Response/Constructed Response
MAP
Core Content Assessments (CCA’s)
Program Assessments
Writing Sprees
CBM Group-Administered Probes
Universal Screening for Writing
Screening for Letter Writing Fluency
Screening for Word Writing Fluency Dictation Sentences Hearing and Recording Sounds in Words
(Observation Survey)
Observation Survey Writing Spree by Marie Clay (Writing Fluency)
Screening Written Expression Writing Probes
CBM
Rubrics
Struggling Writers
Are not thoughtful or planful when they write
Spend less than 1 minute planning
Approach as a single process---content generation
But writing lacks content
Have difficulty accessing the knowledge they have
The Areas of Need May be Multi Layered
KCAS
Three Modes of WritingLocated in Standards 1-3
Standards 4-10How students should do the work of Standards1-3
Where is it in KCAS?
Where is it addressed in the Standards?
Writing Progressions Standard 2
“IN COMMON” PAPERS AND WRITING PROGRESSIONS DOCUMENT
The Story of “In Common” Resources
Created to supplement Appendix C in Common Core Standards
Vermont Writing Collaborative and Student Achievement Partners
Over 1600 pieces submitted
Range of samples (writing over time and On demand)
Three modes represented K-12
Instructional resource for teachers, provide clearer understanding of qualities of effective writing across content.
Grade Level Expectations of CCSSHow does writing change over time in Information Writing?
How might you use the Vermont “In Common” Papers with your teachers?
PGES connection
CORE WRITING PRACTICES
What does writing instruction look like in your school?
Why Write in the Classroom?
“Writing helps students get more a______ en_______ in subject matter, understand information and concepts more d_____, make con_______ and raise questions more fluently, re_____ ideas longer, and apply learning in new s__________” (Daniels, Zemelman & Steineke, 2007).
Core Writing Instruction
Writing over time (standard 10) Assessment Writing
On Demand Writing
Skills Students Need
Unpacking the Prompt
Analysis: Context, audience, role, topic
Selecting the best prompt
Marking the Text
WWF GRAPHIC ORGANIZER
Practice Planning Time
Skills Students Need
Qualities and Expectations of Good Writers
Organization Understand the genre
Writing good leads/ topic sentences/ opening paragraphs
Idea Development Use examples and descriptive details to support their ideas
So What?
Word Choice and Sentence Fluency Effective use of transitions
Sentence Fluency
WRITER’S WORKSHOP
Process and Product
Integrated Writing Instruction (MacArthur, Graham, & Schwarz, 1993 )
The instructor follows a uniform daily instructional framework for writing instruction.
1. Status-checking (formative assessment 3D)2. Mini-Lesson (3A directions procedures, intro of
content)3. Student Writing (choice 3 C)4. Peer & Teacher Conferences (teacher responsiveness
3F, 3D peers and teachers)5. Group Sharing or Publishing
Filling the Instructional Toolbox
Graphic organizers
The Claw
Cloze or Story Frames
Sentence Frames“Providing students with the beginning of an academic response is a very effective tool for increasing the quality and quantity of student participation. Sentence starters serve to both focus attention on critical content as well as provide students with the language support needed to engage in academic discussions.”
Kevin Feldman & Kate Kinsella
I believe ________________________ is the best season.
Reason #1 Reason #2
I believe ___________________________
____________________________________.
I think this because_____________________
____________________________________.
Also, ________________________________
____________________________________.
All in all, _____________________________
____________________________________.
Paragraph Frame for Opinion Writing
I like ______________ because ______________. The first reason I like ____________ is because ____________. The second reason I like ____________ is because ______________. In conclusion, I feel that ________________ is the best due to the fact _____________.
Idea Development
Think of a Time…One Minute Essay
Quotation Sandwich
Action Chain
I fell down the steps.
Word Choice, Voice and Sentence Fluency
Bare Bones
Word Intensity Thermometers
Elated
Joyous
Cheerful
Glad
Exuberant
Thrilled
Happy
Content
Take a look at Student Writing
Excellent Writing Instruction Includes
Daily writing with a focus on grade level standards
Mini Lessons and Mentor Texts to teach writing traits and strategies
Specific Feedback
A balance between assessment writing and writing over time Writing to Learn, Writing for Publication, and Writing to demonstrate knowledge
Student Choice