WRITING PROCESSPlan for Daily Writing

Overview of Writing Process- Sept. 27th

Math Journaling- Oct. 4th presenter Dawne Coker

Language Arts- Oct. 18th Science- Nov. 1st Social Studies- Nov. 8th

Overview of Sessions

Today we will…Review ResearchPeek into the Common Core Writing StandardsDevelop a Deeper Understanding of the Writing ProcessExplore the Writing Workshop

BreakObserve Writing Conferences- Regie Routman conduct a Writing conferenceGather Helpful Strategies and TimesaversMake a Plan to Try it and Apply it!

My WikiWelcome to

the Professiona

l Developme

nt Journaling Across the Curriculumhttp://www.journalingpd.wikispaces.com

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

Balanced

Literacy

CCSS Languag

e

CCSSWriting

CCSS Speaking and

Listening

CCSS Readin

g

Balanced

LiteracyI don’t have room in my schedule to

teach writing!

Design

There are four strands:•Reading

+ Reading Foundational Skills K-5•Writing•Speaking and Listening•Language

The ELA Common Core supports an integrated model of literacy.There are media requirements blended throughout.

Common Core- Writing Standards

Standards 1-3 address text types and purposes•Writing arguments•Writing informative/explanatory texts•Writing narratives

Common CoreLearning

Activity #1Planning for Success in2012-2013

Foldable Activity• On each flap, list

one type of writing.

•Use the space inside for your

notes about each type of writing.

–Common language anchors to grade-specific standards–What students should know–What students should be able to do

ArgumentAn argument is a reasoned,

logical way of demonstrating that the writer’s position,

belief, or conclusion is valid.Arguments are used for many purposes-• To change the reader’s point of view

• To bring about some action on the

reader’s part• Ask the reader to accept the writer’s explanation or evaluation of a concept, issue or problem

Informative/ Explanatory

Informational/explanatory writing conveys information accurately-

This kind of writing serves to: Increase readers’ knowledge of a

subject Help readers better understand a

procedure or process Provide readers with an

enhanced comprehension of a concept

Narrative

Narrative writing conveys experience, either real or

imaginary, and uses time as its deep structure.

Does not include all of the possible forms of creative writing, such as types of poetry.

Inclusion and evaluation of other such forms are left to teacher discretion..

Writing Process

1. 1. Prewriting

2. 2. Writing3. 3. Revising4. 4. Editing5. 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!

Commercial

Write about

the activities

you like to do

for fun.Commercial 2

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

This step

involves

Brainstorming Considering the purpose

and goals for writing Using graphic organizers

to connect ideas Designing a coherent

structure for a writing piece.

One New Strategy or Practice I

am going to try…

One Strategy or Practice I

am going to continue …

One Strategy or Practice I

am going to stop doing…

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 ChecklistMy Editing Checklist

Name: __________________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 ChartTry 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 WorkshopTypical 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

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.