Strategies for Energizing Your Writing Instruction

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4. Have a process for planning writing instruction.

PGES Connections

•Domain 1d Demonstrating knowledge of content and resources

•Domain 3c Engaging students in the learning

Wonder Boards

“Writing helps students get more actively engaged in subject matter, understand information and concepts more deeply, make connections and raise questions more fluently, remember ideas longer, and apply learning in new situations” (Daniels, Zemelman & Steineke, 2007).

Let’s Start with KCAS

Three Modes of WritingLocated in Standards 1-3

Standards 4-10How students should do the work of Standards1-3

Writing Standards

Where is it addressed in the Standards?

Three Types of Writing

All three types of writing are important to student learning. Understand that it is important to include all

three types. What are the major differences?

Three Types of

Writing

Writing to

Learn

Writing to

Demonstrate

Learning

Writing for

Publication

Writing to Learn

• Instructional tool to promote learning

• Informal, single draft, brief

• The goal is to deepen the student’s understanding of the subject studied

• Application, Extension and reflection

• Emphasizes student thinking not composition

• Different forms

Writing to Demonstrate Learning

• Assessment of student learning or ability to complete a task

• Focus on content knowledge or application of learning

• Response to a prompt or assignment

• Teacher is the audience

• Not suitable for publication

• Graded according to rubric or

scoring guide

Writing for Publication

• Written for specific audience in real world form

• Authentic purpose

• Student ownership

• Taken through the writing process

• Well developed ideas that reflect student thinking, understanding of content

Jot a Top 3 List

Most Important Things to remember when teaching writing

With your Grade Level Partners Have a KCAS Connection Conversation• Look at Standards 6-8

• Highlight changes from grades K-5

• What connections do you see between these standards? Could you bundle them with other standards?

• Where do the different types of writing connect?

Too much content, not enough time

Cannot view knowledge and skills contained in standards as discrete and disconnected.

Bundle and Plan using UBD

•W.1

•W.7

•W.8

•RI.2

•RI.9

•SL.3 *SL.1

Understanding Defined

•Being able to apply knowledge and skills in diverse situations.

•Use this knowledge and skills flexibly and effectively

Content mastery is the means not the end.

UnderstandingProcesses and

skills in practice

Content Mastery

The desired result for the student is to understand that……………

•What content do students need to know.

•What skills do students need to have

•If they know and do these things, what would we them to understand?

The desired result for the student is to understand that……………

•Some sources are more credible than others.

•In order to have an informed opinion or make an informed decision, I should research multiple sources of information.

Then you need evidence of the students ability to……….

•Use multiple sources

•Locate key details in a text

•Support an opinion with details

•Compare and contrast sources and information

Then tasks need to include things like

•Annotation

•Reading more than one text on same topic

•RAFT writing

•LDC Writing

•Exit slips marking key details

•Venn diagram comparing and contrasting two text on same topic

•Writing an opinion piece

How could you use this with different content areas?

Planning for Writing Instruction

Designing the Learning Plan

MENTOR TEXT

Mentor Texts

•Short pieces work best

•Use the text numerous times for different purposes

•Teaching Writer’s Craft not the book

Writing Standard 1

•Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. What do you think?

Opinion

2. Why do you think so?

Reasons

3. How do you know it?

Evidence

Stating opinions Supporting

with evidence

Supporting with textual

evidence

voting

• Which is Better?

• _______________-is better because ____________________

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

Kay Winter

Things I want to Change

Changes Support/So What?

•More recess Increased exercise, less fidgety in classFresh Air, think more clearly, concentrate

Get my own room

Get my ears pierced

Stay up later

No more uniforms

CounterclaimFor and against

Lunch

Hey, Little Antby Phillip and Hannah HooseIllustrated by Debbie Tilley

http://www.cmnonline.org/resource-results.aspx?CID=16

To squish or not to squish!Who has the best support for their opinion?

Boy Ant

Opinion*Supporting Details

Opinion*Supporting Details

HO

What are the facts?

Nonfiction books:

• Are You an Ant? by Judy Allen

• Time For Kids: Ants!

• The Life and Times of the Ant by Charles Micucci

• Inside an Ant Colony by Allan Fowler

• National Geographic Readers: Ants by Melissa Stewart

http://www.collier.k12.fl.us/weblessons/webquest/heylittleant/index.htm

Hey, Little Ant

http://www.cmnonline.org/resource-results.aspx?CID=16

Turn and Talk

•What could you use in your classroom to support opinion writing?

Mentor Text for Informative/ Explanatory

Writing Anchor Std. 2

•Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

No More Boring Animal Reports!Books That Make me Wonder

Steve Jenkins

What are you wondering?

•Start with what you don’t know.

•What questions do you have?

•Let questions drive the research.

Snapple Real Facts

Kindergarten -Second grade Research

ABC BOOKS

How could you use this with different content areas?

Kentucky

Turn and Talk

•What could you use in your classroom to support informative and explanatory writing?

Mentor text for Narrative Writing

Writing Anchor Std. 3

•Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.

People I Know, Places I Go and Things I do

Stretching out the Moment

Crafting a Great Lead

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

Organization

Graphic organizers

Props for Paragraphs

The Claw

Communicating my Ideas

Quotation Sandwich

Adding Emotion to Develop your Ideas

Action Chain

I fell down the steps.

Bare Bones

Sentence Combininga Research-Based Practice

•Constructing more complex and sophisticated sentences through exercises where two or more short, kernel sentences are combined into a single sentence using:

• Placement of adjectives or adverbs

•Inserting Propositional phrases

•Using “connectors” (e.g., but, because, so…)

•Using a seriesExample: The noodle was soft. The noodle was on my plate

Sentence Combining

• The car stopped.

• The car ran out of gas.

The car stopped because it ran out of gas.

• My mom can run fast.• My dad can run fast.

Try This One

•The noodles were long.

•The noodles were skinny.

•The noodles fell on the floor.

•The noodles cracked into pieces.

•The dinner was ruined.

Word Intensity Charts

Word Intensity Thermometers

• Elated

• Joyous

• Cheerful

• Glad

• Exuberant

• Thrilled

• Happy

• Content

MENTOR TEXT BOOKPASS

lisa@cksec.orgLaura@cksec.org

Quick Write

The most important thing about writing is______.

It_____________________________.

It is _____________________ and ___________.

But the most important thing about writing is_______________________________.