Writing Guidance

1. Writing Guidance For Elementary Educators Rose Tomishima Elementary Literacy and ELA Specialist rtomishima@doe.in.gov @RoseTomishima @EducateIN #INspirEDlit

2. In This PD... • The Why of Writing • Setting Up Writing • Development Stages of Writing • Four Types of Writing • Writing Block Components • Classroom Video Examples • What About Grammar Click on the link to go straight to the section!

3. The Why Behind Writing • Communication • Real-World Applications • Success for future • Switch focus from handwriting to writing for a variety of purposes

4. How Writing Helps Academic Achievement • Identify comprehension gaps • Boost reading comprehension • Enhance speaking • Improve organizational and study skills • Develop analytical capabilities

5. Writing Principles Write for a variety of purposes Writing is a process Writing should be integrated into all content areas Explicit instruction in all grades Sentences as building blocks Embed in content of curriculum Content drives rigor Grammar is taught in context of writing

6. Standards-Based Writing Instruction

7. Time for Writing • Dedicated , protected daily writing time • 25-60 minutes daily for all grades

8. Setting-Up Culture for Writing Consider the following: • Physical space or classroom areas • Building student stamina • Teacher’s attitude • Teacher modeling

9. Setting-Up Culture for Writing Sally Wade, Title I Reading Teacher

10. Building Writing Stamina

11. Student Choice • Topic • Paper type • Presentation Style • Self-Assessment

12. Student Goals • Improve academic performance • Increase motivation to achieve • Increase pride and satisfaction in performance • Improve self-confidence

13. Setting Effective Goals

14. Developmental Stages of Writing • Scribbling/drawing • Letter-like formations and shapes • Letters • Letters and spaces • Words and spaces • Phonetic writing and spelling • Conventional writing and spelling

15. Scribbling and Drawing In this stage, you may see… • Scribbling starting any place on the page • Random marks that do not resemble print

16. Letter-like Formations and Shapes In this stage, you may see… • Pictures or random strokes with an intended message • Linear marks intended to communicate a message • Letter-like marks around page

17. Letters In this stage, you may see... • Long strings of various letters • Usually all capital letters • Letters moving from left to right

18. Letters/Words and Spaces In this stage, you may see… • Labeling pictures with beginning, middle, and ending sounds • Phonetic spelling • Mix of upper and lowercase letters

19. Phonetic Writing and Spelling In this stage, you may see… • Construction of words into simple sentences • Writing is readable • Known words spelled correctly (usually sight words) • Some conventions (capitals or periods)

20. Conventional Writing and Spelling In this stage, you may see… • Complete sentence or sentences • Writing is readable • Majority of words spelled correctly • Topic focused • Conventions used .

21. Continued Development of Writing

22. Conventional Writing and Spelling

23. Four Types of Writing

24. Components of a Writing Block • Mini Lesson • Writing Time • Conferring • Sharing

25. Mini Lesson • 5-10 minutes at beginning of writing block • Teacher-led • Explicit instruction • Same structure daily • Focus on one topic or concept

26. Mini Lesson Connection: How will this apply to your students? Teaching: What is the concept of the mini lesson? How will you deliver this material? Active Engagement: How can your students interact with the lesson? Link: How will you tie this lesson back to your students?

27. Mini Lesson 1st Grade Mini Lesson Video 4th Grade Mini Lesson Video

28. Writing Time • 20-45 minutes of independent writing time • Students have designated writing space • Teacher circulates room, observing, conferring, or leading small groups

29. Writing Time

30. Building Independence Student First Name, 4th Grade

31. Conferring or Small Group Time • During writing time • Meet students where they are in their writing • Respond to student writing • Give feedback, next steps, or help student maintain stamina • Teacher modeling during small groups

32. Conferring or Small Group Time 1st Grade Conferring Video 4th Grade Conferring Video

33. Conferring or Small Group Time Template for Whole Class Template by Student Template by Writing Genre Template Examples Template by Student with Goals Template for Group Writing Trends

34. Conferring with Tech Revision Assistant Online Tool Confer App Evernote Notability App

35. Sharing Time • End of writing block • Sharing should be instructional and inspirational • A way for students to learn from other’s work 1st Grade Sharing Video

36. Sharing Time

37. Closing 4th Grade Closing Video

38. Why Use a Closer?

39. Why Use a Closer?

40. So What About Grammar? Grammar and conventions of English should be taught in context of student writing. Sentence activities are the best way to accomplish this.

41. So What About Grammar? Use one or two grammar skills per unit or genre. Just focus on these. Consider which skills students will encounter most. Focus on these first. When a new grammar convention or skill is presented, give many examples and model using it within a sentence. Through proofreading, editing, and revising own’s work, students learn proper use of grammar. Combining sentences

42. Principal Talk Mindy Dablow, Clarksville Elementary Principal

43. Special Thanks To Writing samples, photos, and videos feature Clarksville Elementary School students and staff.

44. One Lucky Winner... The Word Collector By: Peter H Reynolds

45. Thank You! Rose Tomishima Elementary Literacy and ELA Specialist rtomishima@doe.in.gov 317-232-0863 @RoseTomishima