writing process plan for daily writing. overview of writing process- sept. 27 th math journaling-...
TRANSCRIPT
WRITING PROCESSPlan for Daily Writing
Overview of Writing Process-
Sept. 27th Math Journaling- Oct. 4th
presenter Dawne Coker
Language Arts
Science
Social Studies
Sessions
Talking PointsKey Research FindingsCommon Core Writing (just a peek)Writing ProcessWriting Workshop
BreakWriting Conferences- Observe Regie Routman conduct a Writing conferenceHelpful Strategies and timesaversTry it and Apply it!
My Wiki
Welcome to the
Professional
Development
Journaling Across the Curriculumhttp://www.journalingpd.wikispaces.com
“Writing well is not just an option for young people – it is a necessity. Along
with reading comprehension, writing is a predictor of academic success and a basic requirement for participation in civic and life and a global economy… Because the
definition of literacy includes both reading and writing skills, poor writing proficiency
should be recognized as part of this national literacy crisis.”
(Graham & Perin, 2007)
Key Research Findings
Create predictable writing routines
Provide time for extensive reading and writing
Provide support through conferences
Key Research Findings cont..
Emphasize writing as a processWrite every dayDevelop professional
knowledge
Common Core- Writing Standards
Just a Peek!
Just wait the
full Writing
Common Core PD will be coming
you soon!!!
What do you have to say about that?
Writing Process
1. 1. Prewriting
2. 2. Writing
3. 3. Revising
4. 4. Editing
5. 5. Publishing
The writing process involves teaching students to write.
This process can be used in all areas of the curriculum and provides an excellent way to connect instruction with core standards.
Here is the What! Now let’s discuss the How!
Prewriting
This
step
involve
s
Brainstorming Considering the purpose
and goals for writing Using graphic organizers
to connect ideas Designing a coherent
structure for a writing piece.
Sources of Inspiration- How do I get ideas in the first
place? Magazines/
newspapers/periodicals/ CD-ROM
Conduct an interview based on your topic
Media- radio, tv, internet
Experiences Film-movies and
documentaries Music Visual art-
observing or creating
Memories Discussion and
brainstorming Responding to
literature Research Role playing Imagination Personal interest
inventories Class interest
inventory Dreams
Prewriting Tools and Strategies- What ways can I prewrite?
Free writing Journaling Image streaming -
transplant yourself to another place or time and describe from a first person point of view
Lists Visualization Brainstorming-
individually or as a group
Webbing/mapping/clustering
Graphic organizers Topic or word chart Graphic Organizers Five senses chart-
Brainstorm the five senses in a chart
Looping Outlining
Think Sheets
Writing
Students work independently at this stage.
Conference with students individually as they write.
Provide the students with sustained writing time: 20-30 minutes
Tips for students when transitioning
from Prewriting to WritingBe selective! Write! Write! Write!
Don’t stop once you start writing. When YOU feel that you have completed your ideas, THEN are then ready to go to the next stage.
Hold it!
Revise
To See Agai
n
Show students how to revise specific aspects of their writing.
Think aloud about how you could add more details and make it clearer.
Teach students to reread their own work more than once as they think about whether it really conveys what they want to their reader.
Revision Process
REREAD- Constantly Read whole text first. Read and ask questions as you go.
Does this sound the way I want it to? Is it interesting?
Cross out: It’s boring. It doesn’t sound right. Repeated word (put in a better one).
Add words: DECIDE WHAT YOU LIKE- keep it!
A.R.R.R. Method-
Adding: What else does the reader need to know?
Rearranging: Is the information in the most logical and most effective order?
Removing: What extra details or unnecessary bits of information are in this piece of writing?
Replacing: What words or details could be replaced by clearer or stronger expressions.
R.A.G. Read Around GroupGeneral Rules for Read Around Groups
1. 3-5 writers per group in varying ability2. Make sure there are no names on the pieces of writing. Student
work is to remain anonymous. Photocopies work well.3. In each group, everyone reads each paper once. Nothing is
written on the papers. This is the first read. It is read to get a general idea about what has been written.
4. During the first read, on a separate piece of paper, each person rates them on a scale of 1-4. (4-outstanding, 3- above average, 2-acceptable, 1- insufficient) Students also write comments about each piece for later discussion with the group.
5. Students discuss why they assigned the score that they did.6. Staying in the same group, students then revise the anonymous
work during a second reading. Students can a) read each paper and mark suggestions on it b) read the piece as a group and mark the group’s suggestions on each paper.
Editing
Editing is.. Spelling Capitalization Punctuation Grammar Sentence Structure Subject/verb agreement Consistent verb tense Word Usage
Editing- Methods
Self Edit Read your own work backwards. Read the last sentence, then the second last
sentence, etc. Does each sentence make sense when you read
it on it’s own? Do you see or hear any errors in the sentence?
Peer Edit Peer editing, with clear guidelines for students to
give feedback on each other’s work, motivates students, allows them to discuss their writing with their peers, and makes the work load a little lighter for you.
Editing Checklist
My Editing ChecklistName: __________________Date: _________Title of My Writing: _________________
1. I read my writing myself to see if it made sense. ____
2. My writing is focused on one important idea or topic. ____
3. My introduction attracts a reader’s attention. ____
4. The title fits the piece and gets a reader interested. ____
5. I replaced weak words (went, nice) with specific words. ____
6. I deleted unnecessary words by combining short sentences. ____
7. I deleted over used words (then, and so). ____
8. I checked for correct punctuation. (.?!,””’) ____
9. I checked for correct capitalization. ____
10. I indented or used a paragraph symbol () to begin a new paragraph ____
Spelling Strategies Chart
Try spelling it another way.Put a check over the letters you think are correct. What’s the tricky part?
Stretch out the sounds in the word?
Read the room, use your resources.
Ask a friend.
Regie Routman, Writing Essentials
Publishing
Encourage students to publish their works in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website.
Having an authentic audience beyond the classroom gives student writing more importance and helps students to see a direct connection between their lives and their literacy development.
Suggestions for Publishing
Writing Workshop
Typical Workshop looks like…
Teacher conducts mini lesson on a specific skill or concept (5-10 minutes)
Students write while teacher confers with individual students (30 minutes)
Selected students share completed pieces or works-in-progress with whole group (5-10 minutes)
Students complete final edits and publish their works when they are finished.
Mini Lesson Writing and
Conferencing Peer Response and
Editing Groups Group Share
Sessions Publishing and
Publication Celebrations
Lesson Framework
Regie Routman, Writing Essentials.
Demonstrations (5-15 minutes) includes one or more of the following: Mini-Lessons Sharing writing by others, such as discussing
kids’ writing -includes mini-lessons woven in on aspects/elements of the genre of writing.
Teacher thinking aloud and writing. Scaffolded conversations (building on previous
learned lessons) before writing. Sustained writing time and conferencing (20-
30 minutes) Sharing and celebrating (10-15 minutes)
Writing Conference- What is it?
One-on-one strategy. Best opportunity for direct
and immediate teaching of the complex processes and skills involved in writing.
Generally are short, about 2-5 minutes.
Take place while other students are working on their independent writing.
Writing Conference- A glance at.. The “golden rule” is to listen to the
student Focus more on the writer than the
writing. Some sample questions to ask during a
conference: What is happening in your story? How did you get that idea Will you put that information in your story? Can you tell me more? I don’t know much
about… When this happened, what do you
remember most?
Writing Conference- Make it Happen!
Start small Take your time Keep it simple! Establish centers and a variety of activities
before you start individual conferences. Other students should be busy on their own
independent writing projects: Drawing or brainstorming topics in prewriting phase Writing Sharing with partners Revising Editing center Publishing center with bookbinding materials
Regie Routman: Conducting an Writing Conference
View DVD
Important Timesavers
Regie Routman, Writing Essentials.
Schedule writing every day Limit the use of prompts that have no real audience ( such as write a
letter to the author telling him one thing you would change about the story)
Provide more choice of writing topics. Students write more easily about something they’re interested in.
Integrate test preparation. Teach basic skills in context. Teach students to revise and edit as they go; this saves time later on. Expect high-frequency words to be correctly spelled. This saves
correction time and aids speed of writing. Expect legible handwriting. This saves time for your students and for
you. Encourage invented spelling within reasonable, agreed-on guidelines.
This speeds up writing and encourages broader use of words. Use parents. (carefully selected and trained) as final editors in the
classroom. Tell students why- make writing purpose understood. Students will
invest more in their writing.
Model Writing Behavior
Regie Routman, Writing Essentials.
Write on every other line. Write on only one side of the paper. Date everything. Write legibly. Spell high-frequency words correctly,
and use your best invented spelling for others words.
Keep writing records. Model on ELMO using the same
paper your students will be using.
Excellent Teachers = Excellent Writers
Regie Routman, Writing Essentials.
Demonstrate Connect Guide Teach Rely
Top 10 Suggestions for Making it Fit!
Regie Routman, Writing Essentials.
1. Keep it short 2. Keep it simple 3. Slow it down. 4. Start with the whole. 5. Move on. 6. Teach it first. Label it later. 7. Trust yourself as a writer and as a teacher
of writing.8. Stop when energy is high.9. Use common sense.10. Enjoy writing!
Mine, Ours, Theirs Activity
Fill out the first column (Mine) for everything you learned about the writing process.
Work with your small group and share what you have written down adding in the second column (Ours) new information from your partners.
Create a visual that represents the information you have. It can be listing, a flow chart, a concept map etc..
Take a gallery walk looking at the various representations that the groups have made.
Add to the third column (Theirs) the new information you have learned.
Think about the one thing you have learned about the topic and share with the group.
Try it and Apply it!
Adopt practices of Highly Effective Teachers Engage in professional conversation with your
colleagues about effective writing practices. Read books and journal articles about writing
and teaching. Demonstrate writing by thinking aloud and
writing in front of your students Share with students the writing you do outside
school: ask them to do the same. Examine and evaluate student writing samples
at your grade level meeting. Observe other teachers’ writing classrooms, at
your grade level and across grade levels. Conference with students about their writing.