Welcome!

1. Welcome! Kakau Mea Nui (Writing Matters) Project Writing Process – PDE 3 Course

2. Agenda – Sept. 19, 2012 Q: “I see writers circling the writing first—doing things to get ready: sharpening pencils, straightening their desktops, fussing with clothes, listening to music, reading, fiddling with their paper, starting out the window—circling the act of writing until they are ready to pounce.” - Ruth Culham, 2005 • Features of quality writing • Course overview and syllabus • Writing and the writing process • Next class meeting

3. Features of Quality Writing - Activity • Break into small groups. • Review the packet of writing samples. • Discuss the samples with your groups. • Make a list of qualities about each sample.

4. What is quality writing?

5. Course Syllabus

6. Course Objectives Upon completing this course, participants will be able to… • Explain the writing process and the writing traits. • Explain how a process-based approach improves the quality of student writing. • Incorporate research-based strategies into writing instruction. • Differentiate writing strategies and activities for diverse learners. • Design and employ rubrics to evaluate student writing.

7. Course Website Visit www.kakaumeanui.wordpress.com. • Download course materials • Check for class updates • Share helpful links, resources, and ideas with peers

8. Course Textbook • Kindergarten-2nd Grade • Culham, Ruth. 6+1 Traits of Writing: The Complete Guide for Primary Grades. New York: Scholastic, 2005. Print. • 3rd-8th Grade • Culham, Ruth. 6+1 Traits of Writing: The Complete Guide for Grades 3 and Up. New York: Scholastic, 2003. Print.

9. Course Materials Class Meetings • Notebook or paper • Pencil or pen • Reading and textbook • Completed reading responses • Mini-lesson plans, reflective analysis, and student samples (as appropriate) Final Portfolio • 1½-inch to 2-inch binder • Five dividers

10. Course Portfolio • Five Reading Responses • Four Mini-lessons with Action Research Reflection Forms • One Writing Intensive Unit Plan • Reflective Essay • Reflective Essay Process Documentation

11. Portfolio: Four Mini-Lessons • Lesson plan • Identify instructional goals and objectives • Describe procedure • Supplementary documents (as appropriate) • Copy of rubrics or checklists • Copy of materials • Student samples (as appropriate) • Action Research Reflection form

12. Portfolio: Writing Intensive Unit Plan • Unit description – Big picture • Unit rationale • Instructional goals and objectives • Final project explanation • Assessment tool • Lesson plans for the unit • Supplementary documents • Copies of materials • Copies of rubrics and/or checklists • Pictures, charts, guidelines • Teacher feedback and reflection • Three student portfolio samples with teacher feedback • Evidence of prewriting strategies • Drafts • Peer review or conferencing checklist • Final draft

13. Portfolio: Reflective Essay • Components of the Reflective Essay • Describe what you have learned in the course • Explain how you applied what you learned in your class • Supplementary Documentation • Use prewriting strategy(ies) to draft your essay • Conference with and receive feedback from instructor or peers • Revise and edit your essay

14. Portfolio: Captions Each document in your portfolio requires a caption that outlines the following: • What is the document? • Why is the document evidence of learning that has taken place in the course? • What does the document show?

15. Take 10 minutes. Please enjoy some refreshments and get some fresh air.

16. Process Learning Activity

17. Process Learning Activity • What were the questions you had as we did this activity? • How did you feel when I asked you to revise your work? • Do you think revising your work was helpful to improving your piece?

18. What is the writing process?

19. The Evolution of the Writing Process Composing Writing a text Prewriting Gathering ideas for writing Postwriting Sharing a text with others

20. The Evolution of the Writing Process Translating Writing a text Planning Gathering ideas for writing Reviewing Revising a text

21. The Evolution of the Writing Process Publishing Polishing a text for it’s “final” form Drafting Writing a text Prewriting Gathering ideas for writing Editing Correcting sentence-level errors Sharing Sharing a text with others Revising Reviewing a text and making substantive changes

22. Partners A+BWhat have you learned about the writing process?

23. What are the writing traits?

24. A Brief History of the Writing Traits • In the mid-1980s, a group of teachers worked together “to create a reliable and accurate tool to measure student writing performance” (Culham, 2005). • These teachers identified common characteristics to the pieces identified as “good,” “fair,” and “poor” (Culham, 2005). The common features that the teachers found became known as the writing traits.

25. The Writing Traits Voice “Personal stamp” a writer adds to a piece of writing Organization How the message is constructed Ideas Meaning behind the message Presentation How the writer presents the message Word Choice Range of vocabulary the writer uses Conventions Precise use of grammar and mechanics Sentence Fluency How the words and phrases flow

26. Blending the Writing Process and Traits • The writing process provide a way to describe the activities that writers engage in as they produce a message. • The traits provide a way to frame the way we think about, respond to, and talk about writing (Culham, 2005). • Developing writers involves developing habits of the mind, which involves giving writers a way to talk about their writing and a way to orient themselves to a writing task.

27. Blending the Writing Process and Traits • Ruth Culham (2005) writes, “The traits are the writing process at the revision and editing stages” because the traits give us a way to talk about features of a piece of writing. • The traits are connected with activities in the writing process (Culham, 2005).

28. Blending the Process with the Traits Publishing Primary trait: Presentation Drafting Primary traits: Ideas, organization Prewriting Primary trait: Ideas Editing Primary trait: Conventions Sharing Primary traits: Ideas, organization, voice, word choice, sentence fluency Revising Primary traits: Ideas, organization, voice, word choice, sentence fluency

29. Partners A+B • What were the most helpful comments you received about your sculpture? What did these comments have in common? • What have you learned about the writing traits?

30. What are we doing when we teach writing?

31. Process-Based Writing Instruction • Writing is a complex, non-linear, problem solving process. There is no single path to quality writing that will work for all children, all the time, and in all circumstances. • The writing process is a way of looking at writing instruction that shifts emphasis from writing products to the process involved in crafting a piece of writing.

32. Process-Based Writing Instruction • Research shows that effective writing instruction incorporates all of the elements of the writing process so that students build a repertoire of writing strategies. • Effective instruction orients children to the task of constructing meaning and provides a variety of tactics to use during the writing process (Tompkins, 2008).

33. Writing Process 3-2-1 • Explain 3 things you learned in the lesson • Describe 2 ways that you can incorporate what you’ve learned into your classroom • Ask 1 question that you still have

34. Next Class Meeting • Date for next class – Not Oct. 17 • Reading for next class • Reading Response #1

35. Reading • All – Read Teaching Writing, Ch. 1, p. 21-29 (handout) • K-2 – Read 6+1 Traits of Writing, Ch. 3, p. 66-68 6+1 Traits of Writing, Ch. 4, p. 100-102 6+1 Traits of Writing, Ch. 5, p. 134-138 • 3-8 – Read 6+1 Traits of Writing, Ch. 2, p. 33-40 6+1 Traits of Writing, Ch. 3, p. 68-76 6+1 Traits of Writing, Ch. 4, p. 100-109

36. Reading Response #1 Explanation • Complete two 3-2-1 pages for the readings. • One 3-2-1 page for the Teaching Writinghandout • One 3-2-1 page for the 6+1 Traits of Writing reading • 3-2-1 Prompts 3 – Explain three things you learned 2 – Describe two ways you could apply what you learned 1 – Write one discussion question for our class