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The Writing Process

The Writing Process

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The Writing Process

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  1. The Writing Process Professional Development Learner Elementary Presented by: Literacy Team: Sylvia Abdulla Aimee Strandquist Jennifer Lawrence

  2. WELCOME! • Staff survey results indicated a need for strategies in the writing process. • Student scores indicated a need for further development. • Student achievement on report cards

  3. AGENDA • 8:30- Continental Breakfast in library (Enjoy) • 8:45- Ice Breaker: Bacon • 9:00- Introduction/Goals • 9:45- Break • 10:00- Primary Teachers K-2: Room 31 • 10:00- Intermediate Teachers 3-5: Room 32 • 12:00- Lunch- on your own • 1:00- Regroup in your respective rooms • 2:30- Conclusion and wrap up in library • 3:00- Evaluation of today’s professional development

  4. BACON!!! • As you smell and hear the bacon cooking brainstorm words and phrases to describe this experience. • Next, you will have 10 minutes to write your thoughts on paper. • Now we would like you to share your writing with the group.

  5. INTRODUCTION • Read- A Brief Case History of Janet Emig: Introduction to “The Contributions of Janet Emig.” By Gerald Nelms • While reading: • ? Things you did not know • ! ‘Ah ha’ moments • * Things you already knew

  6. GOALS • Introduce the steps of the writing process • Provide strategies to use in the classroom • Recommend tools to assess your students’ writing

  7. QUESTIONS?? • Any thoughts, comments, or concerns about the agenda. • Break for 15 minutes

  8. Intermediate/Primary AgendaThe Writing Process 10:00-10:45 Prewriting/Brainstorming 10:45-11:30 Rough Draft/ Writing 11:30-11:45 Review 11:45-12:00 Comments, questions, up coming events 12:00-1:00 Lunch on your own 1:00-1:30 Revision/Editing 1:30-2:00 Final Draft/Publishing 2:00-2:30 Assessments 2:30 Meet back in the library

  9. Primary Session • Step 1: Prewriting/Brainstorming • “It includes any experience, activity, or exercise that motivates a person to write or generate ideas for writing.” The Writing Process-Janet Emig Discuss thought process during brainstorming. What were some strategies you used to illustrate and label your topic?

  10. Primary Session • Step 2: Rough Draft/Writing • “Using prewriting/brainstorming materials as inspiration, the writer writes.” The Writing Process Organizer Discuss thought process during the rough draft/writing. What were some strategies you used to write about your topic?

  11. REVIEW • How would you use these steps in your classroom? • What writing strategies/lessons did you use in the past that could now apply to the brainstorming and rough draft steps?

  12. COMMENTS, QUESTIONS, UP-COMING EVENTS • LUNCH • MEET BACK IN ROOM 31 AT 1:00pm

  13. Primary Session • Step 3: Revision • “A true revision involves a process during which a writer ‘resees’ and ‘rethinks’ a piece of his or her writing many times while writing and rereading it, with special emphasis on how effectively the written material communicates his or her intent to the audience.” The Writing Process-Janet Emig Discuss thought process during the revision process. What were some strategies you used to organize and embellish your vocabulary?

  14. Primary Session • Step 4: Editing • “Editing, which is the refinement stage of the writing process, is the cleaning up and correcting of a piece of writing.” The Writing Process-Janet Emig Discuss thought process during the editing process. What were some strategies you used to edit your writing?

  15. Primary Session • Step 5: Final Draft/Publishing • “This stage in the writing process is designed to help students realize the importance of, and establish value for their own writing.” The Writing Process Discuss thought process during the final draft/publishing stage. What were some strategies you used when creating your final draft?

  16. Assessments Websites www.schooldiscovery.com/schrockguide/assess.html www.teach-nology.com/web_tools/rubrics/ www.quadro.net/~ecoxon/Reporting/Assessment.html www.Rubistar.4teachers.org

  17. Intermediate Session • Step 1: Prewriting/Brainstorming • “It includes any experience, activity, or exercise that motivates a person to write or generate ideas for writing.” The Writing Process Discuss thought process during brainstorming. What were some strategies you used to create your graphic organizer your topic?

  18. Intermediate Session • Step 2: Rough Draft/Writing • “Using prewriting/brainstorming materials as inspiration, the writer writes.” The Writing Process Organizer Discuss thought process during the rough draft/writing. What were some strategies you used to write about your topic?

  19. Review • How would you use these steps in your classroom? • What writing strategies/lessons did you use in the past that could now apply to the brainstorming and rough draft steps?

  20. COMMENTS, QUESTIONS, UP-COMING EVENTS • LUNCH • MEET BACK IN ROOM 31 AT 1:00pm

  21. Intermediate Session • Step 3: Revision • “A true revision involves a process during which a writer ‘resees’ and ‘rethinks’ a piece of his or her writing many times while writing and rereading it, with special emphasis on how effectively the written material communicates his or her intent to the audience.” The Writing Process Discuss thought process during the revision process. What were some strategies you used to organize and embellish your vocabulary?

  22. Intermediate Session • Step 4: Editing • “Editing, which is the refinement stage of the writing process, is the cleaning up and correcting of a piece of writing.” The Writing Process Discuss thought process during the editing process. What were some strategies you used to edit your writing?

  23. Intermediate Session • Step 5: Final Draft/Publishing • “This stage in the writing process is designed to help students realize the importance of, and establish value for their own writing.” The Writing Process Discuss thought process during the final draft/publishing stage. What were some strategies you used when creating your final draft?

  24. Assessments Websites www.schooldiscovery.com/schrockguide/assess.html www.teach-nology.com/web_tools/rubrics/ www.quadro.net/~ecoxon/Reporting/Assessment.html www.Rubistar.4teachers.org

  25. Teacher Resources

  26. Teacher Resources

  27. Teacher Resources

  28. Teacher Resources • Anderson, C. (2000). How’s it going. Portsmouth, NH: Heinemann • Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann. • Calkins, L. (2005). One to one: the art of conferring with young writers. Portsmouth, NH: Heinemann. • Calkins, L. (2004). Conferring with young writers. CD-ROM, Firsthand. • Houston, G. (2004). How writing works. Boston, MA: Pearson Education. • http://courses.nus.edu

  29. English Language Arts Standards • 5.0: Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.6.0: Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.7.0: Students write using standard English grammar, usage, punctuation, capitalization, and spelling8.0: Students listen to and evaluate oral communications for content, style, speaker's purpose, and audience appropriateness.9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.

  30. CONCLUSION • Thank you for your participation and positive feedback. • Future goals: • Regroup to discuss progress and implementations used in your classrooms • Next staff development will include integrating the writing traits within the writing process Before you leave please complete the survey evaluating today's professional development.