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Join Chelsea Kirk from Maya Angelou Academy in this informative webinar focused on improving writing instruction in the classroom. Covering topics such as different types of writing, scaffolding for diverse learners, and the writing process from planning to publishing, educators will gain valuable insights and strategies to implement. Learn how to foster student independence in writing, utilize effective rubrics, and promote editing and revising skills. This session is designed for educators seeking to enhance their teaching practices and student writing outcomes.
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Writing In The Classroom CCEAS Webinar Chelsea Kirk Maya Angelou Academy April 22, 2014 Ckirk@seeforever.org.
Agenda • Increasing Knowledge About Writing • Exemplary student models • Scaffolding and differentiation • Writing Strategies • Planning, Drafting, Editing, Revising, and Publishing
Increasing Knowledge About Writing • What types of writing can happen in the classroom? • Free writes • Structured writing • Analytical writing • Argumentative writing • Figurative and imaginary writing • Timed writing • “Quick writing” • Speeches, poetry, memoirs, plays, short stories, novels…
Writing: How do we get there? • Utilizing the Writing Process • Teacher planning • Knowing where your students are in their writing skills • Scaffolding and differentiation
The Writing Process (Strategies) • Step 1: Planning TEACHER PLANNING: • What type of writing are students doing? • What is the topic? • How will students be graded? (How will they show mastery?) • What is the timeline of the assignment? STUDENT PLANNING: • What materials do “I” need? • What is the assignment and when is it “due”?
Step 1: Planning Notice: Explicit instructions with options for essay topics
Step 1: Planning What should students do next? LET THEM KNOW!! • TEACHER GOALS: • Foster independence, especially during the writing process • Make a clear outline of what scholars need to do • Tracking system if needed • Timeline with due dates
Step 1: Planning (RUBRICS) • How will students be graded? • Review each section of the rubric with students • Use it as an editing tool later
Step 1: Planning • Outlining • Differentiation • What tools do scholars need to achieve the writing goal? • What supports do scholars need? • Examples: • Differentiated outlines • Text supports (selected quotes, evidence, sources…) • Paragraph starters and helping prompts
Step 2: Drafting • Provide enough time for this phase • Emphasize the importance of writing (structure + content) and editing will follow • Drafting checklists can be helpful (to ensure students understand all of the pieces they need in their final writing product)
Step 3: Editing • Explicitly teach editing & revising • Explain the importance of editing • Connect editing to GED and SAT (test-taking skills) • Editing as a 3-step process: self, peer, teacher • Warm ups: “Quick edits” or “Paragraph edits”
Step 4: Revising • Explicitly teach the revising skills • What is revising? • Revising vs. Editing? • Peer-revising
Step 5: Publishing • “Final draft” • Handwritten or typed • “Author’s circle” (whole-group share out) • Awards • Publishing certificates • Blogs
Final “Take-Aways” • Writing is a process • Writing must be explicitly taught • Any type of writing assignments must be pre-planned • The writing process applies both to the teacher and the student • Allow for enough instructional time to teach writing and to have pure writing days
Basic “Building Blocks” of writing • Brief Constructed Response (BCR) • Paragraph writing • The key building block of all writing • Analysis Writing • Multi-paragraph writing • Editing & Revising (usually an IEP goal for many students)
Final: “Food for thought” • Writing doesn’t always have to “look” like “writing”!
Questions? • Please ask any questions you may have or any areas in need of clarification. • Thank you so much for your time! • Materials and resources will be sent out.
