Taking it to Writing

1. Taking it to Writing January 10, 2014 Weber School District

2. Housekeeping Be sure to sign roll Cell phones turned off and put away Sitting with team from school Write down ideas to share during discussion times 20 minute break at 9:50

3. National Commission on Writing (2003) “Writing today is not a frill for the few, but an essential skill for the many.”

4. Writing is Difficult Writing is the most difficult of all language skills. It is acquired the latest, mastered by the fewest, and learned with the most effort over the longest period of time. (D. Johnson & H. Myklebust, 1967)

5. Utah Core Standards • Utah Core Language Standards (added components) • Manuscript Handwriting (K-2) • Cursive Writing (3-5) • Reading cursive writing (3-5)

6. Language Standards Grade 3 • Conventions of Standard English • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • Independently and legibly write all upper- and lower- case cursive letters • Produce grade-appropriate text using legible cursive writing

7. Reading Standards Range of Reading and Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive. By the end of the year, read and comprehend informational texts, including history /social studies texts, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.

8. Teaching Elementary School Students to be Effective Writers Institute of Education Sciences, U.S. Dept. of Ed, 2012 http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

9. Write Traits in a Process Model

10. Writing Process Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know. Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process and by supporting students in applying the strategies until they are able to do so independently.

11. Planning Involves Generating Ideas – what do I have to say? Setting goals – for what purpose am I writing? Organizing ideas – in what form will I express my thoughts? Louisa Moats (2013)

12. Generating Ideas • Develop goals and generate ideas • Gather information from reading, prior knowledge, and discussions with others • Organize ideas for writing based on the purpose of the text • Write these goals and ideas down in order to refer and modify them throughout the writing process • 6 Traits Connection: Ideas • Strategies: • POW (Pick ideas, Organize their notes, Write and say more) • Ordering Ideas/Outlining

13. Drafting • Create a preliminary version of a text • Select words and construct sentences to accurately convey ideas • Skills such as spelling, handwriting, and capitalization and punctuation are important when drafting but should not be the focus of students’ effort at this stage • 6 Traits Connection: all traits except conventions and presentation • Strategies: • Imitation (models of exemplary text) • Sentence Generation

14. Revision- Did I say what I wanted to say? • Make content changes to clarify or enhance meaning • Reorganize • Add or remove sections • Refine word choice and sentence structure • Word processing can make this easier for many students • 6 Traits Connection: Organization, voice, sentence fluency • Strategies: • Peer revising (?, ^)

15. Review and Revision Involve: Reading from the reader’s perspective: Is the message complete, logical, written with conventional symbols and grammar? Revising, editing: Did I say what I wanted to say? Did I reach my audience? Are the conventions respected? What will add interest?

16. Building Excellence in Student WorkModels, Critique, Descriptive Feedback http://vimeo.com/38247060

17. Editing • Make changes to conventions of written English • Make the text readable for audience and intended meaning clearer • Spelling • Grammar • 6 Traits Connection: Word Choice, Conventions • Strategies: • COPS (Capitalize, Overall appearance, Punctuation, Spelling)

18. Publishing • Occurs at the end of the writing process • Purpose is to share publicly in written form or oral form, or both • Not all student writing needs to be published but students should be given opportunities to publish their writing and celebrate their accomplishments • 6 Trait Connection: Presentation • Strategies: • Peer Sharing (in pairs, listen and read along as the author reads aloud) • Authentic audience(s)

19. Oral Language • Before a student can be expected to write formally, they must be able to speak formally. • Ways to support this: • Require students to use formal language to answer questions asked in lessons • Require students to restate part of question in responding • Use sentence framing to support writing formally

20. Foundational Skills Writing places multiple simultaneous demands on the writer. Mastering the foundational skills of good writing, including handwriting, spelling, sentence construction, and typing, allows students to devote more of their attention to composing written texts by utilizing the strategies and techniques associated with the writing process.

21. COMMON CORE WRITING STANDARDS ACTIVITY • Read the first piece. What elements of effective writing are evident in this sample? Discuss your observations with a partner. • Read the next piece. How is this piece similar to the previous piece? How is it different? • Continue reading, analyzing and discussing each piece.

22. How does the 3rd grade passage compare to Writing Standard 3.2? Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. • Develop the topic with facts, definitions, and details. • Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information. • Provide a concluding statement or section.

23. 3rd Grade Passage

24. Rubric for the Opinion Essay

25. Rubric for the Informative-Explanatory Essay

26. SAGE Testing Selection Criteria

27. Breathe! http://www.youtube.com/watch?v=o53i0kL6-Jw

28. Where to find prompts Great Prompts Matched to Treasures Not aligned to Utah Language Arts Core

30. Narrative Writing • 3. Write narratives to develop real or imagined experiences • or events using effective technique, descriptive details, • and clear event sequences. • a. Establish a situation and introduce a narrator and/or • characters; organize an event sequence that unfolds • naturally. • b. Use dialogue and descriptions of actions, thoughts, • and feelings to develop experiences and events or • show the response of characters to situations. • c. Use temporal words and phrases to signal event • order. • d. Provide a sense of closure.

31. Informative/Explanatory • 2. Write informative/explanatory texts to examine a topic • and convey ideas and information clearly. • a. Introduce a topic and group related information together; • include illustrations when useful to aiding comprehension. • b. Develop the topic with facts, definitions, and details. • From the Text • c. Use linking words and phrases (e.g., also, another, • and, more, but) to connect ideas within categories of • information. • d. Provide a concluding statement or section.

32. Opinion • 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. • a. Introduce the topic or text they are writing about, • state an opinion, and create an organizational structure • that lists reasons. • b. Provide reasons that support the opinion. • Support from the text • c. Use linking words and phrases (e.g., because, therefore, • since, for example) to connect opinion and • reasons. • d. Provide a concluding statement or section.

33. 4.1 Cook-A-Doodle-Doo • There are many steps to making favorite food dishes. Think about your favorite dish to make. Write to explain how to make your favorite food. (Informative/Explanatory) • Not Text Dependent • There are many steps to making favorite food dishes. Explain how the characters work together in Cook-A-Doodle-Doo to make their shortcake. • Do you think Turtle, Pig and Iguana worked well as a team? • In your opinion, who was the most helpful; Turtle, Pig or Iguana? Why?

34. Next Layerwriting only for teacher? Audience-who will read their writing Purpose-why you are writing Entertain Inform Persuade • In your opinion, who was the most helpful; Turtle, Pig or Iguana? Why? • Nominate one character to receive the Helpful Hand Award.

35. 4.2 Seven Spools of Threadpage 51 • Unit 4.2: Arguing and quarreling can hurt friendships. Think about someone you have a hard time getting along with. Write to describe how you can solve this problem and be a better friend to this person. (Narrative) • Text dependent • Opinion • Informative/Explanatory

36. 4.2 Seven Spools of Thread Rewrite prompt to fit with the Utah Language Arts core. Either Informative/Explanatory or Opinion that is text dependent. Try both if time. Current Prompt: Unit 4.2: Arguing and quarreling can hurt friendships. Think about someone you have a hard time getting along with. Write to describe how you can solve this problem and be a better friend to this person. (Narrative) _____________________________________________________ Add an audience- What is the purpose of this piece? _____________________________________________________ New and improved core aligned prompt

38. Writing for Understanding

39. Writing for Understanding • Writing for understanding is built on the following principles. • Knowing what you want students to be able to do in the end- create written products that make sense and convey meaning to both writer and reader. • Plan backwards giving students plenty of knowledge and guidance to get them there.

40. Writing for Understanding No matter how thought provoking a question is, one cannot reflect on knowledge one does not have. One cannot analyze information that is sketchy, inaccurate, or poorly understood. One cannot synthesize from nothing. It is up to teachers, then, to provide activities and experiences that give students knowledge and help then construct meaning from that knowledge. Writing for Understanding, pg 11

41. Writing for Understanding Teaching is about transfer. The goal is for students to take what they learn from the study of one text and apply it to the next text they read. By guiding students through these text analyzing activities, they will develop the skills necessary to do them on their own. Gradual release is the key.

42. Writing for UnderstandingBackwards Design

43. Taking It To The Classroom Backwards Design Writing for Understanding Text Dependent Questions Close Reading Speaking & Listening Treasures Program

44. Treasures Gorilla Garden Here’s My Dollar

45. Central IdeasWhen possible tie your content and language standards. • Social Studies Standard 3 • Students will understand the principles of civic responsibility in classroom, community, and country. • Engage in meaningful dialogue about the community and current events within the classroom, school, and local community. (Extend to your community and maybe even do a service project where the students volunteer their time) • Reading Informational 3.9 • Compare and contrast the most important points and key details presented in two texts on the same topic. • Writing 3.1 • Write opinion pieces on topics or texts, supporting a point of view with reasons.

46. Focusing/Essential Questions • Essential Question: • How do volunteers help a community? (social studies std 3)

47. Building Content Knowledge For time, we will not do this today Text Dependent Questions: • Key Ideas & Detail- recount key details and how they support the main idea (RI 3.2) • What caused the volunteer to become involved? • What steps or tasks did they do to complete the project? • What effect did the project have? • Craft & Structure- determine meaning words and phrases (RI 3.5) • Explain the slogan “Inspire, take action, make a difference” • Explain the slogan “Give a dollar, save a life” Two Column Note taking: • Integration of Knowledge- Compare and contrast the most important points and key details presented in two texts on the same topic. (RI3.9 Oral Processing • Speaking & Listening- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly • Partner Turn and talk – In my opinion _______deserves the award because…

48. Understanding of Writers Craft Letter Writing Lesson Writer Workshop Mini Lessons We still need to teach writing crafts students can apply to enhance and improve their writing. These lessons could include the different writing types and tasks of writing, writing to different audiences, 6 traits.

49. Structure

50. Writing /Revising • Prompt: Angel and Amelia are volunteers. There is an award for Volunteer of the Year. In your opinion, which one deserves the award? Write a nomination for your choice, and use evidence from the text to support your choice. (RI 3.9) • Fill out graphic organizer together • Shared writing • Shared Revision • Shared Editing