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Enhancing Writing Skills in CKLA–NY Program: A Three-Step Process

Learn how CKLA–NY supports the writing process through a structured three-step approach, including planning, drafting, and editing. Discover how students develop fictional narratives independently, with support and guidance from teachers. Gain insights into the five features of teaching writing in CKLA, emphasizing sequential skill progression and consistent instruction methods.

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Enhancing Writing Skills in CKLA–NY Program: A Three-Step Process

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Presentation Transcript

  1. Day 2: Writing in the Core Knowledge Language Arts Program Learning from Student Work

  2. Session 8: How Does CKLA–NY Support the Writing Process? A Familiar Approach

  3. Three-Step Writing Process • Various text types are taught across the grades. • For any one text type (e.g., fictional narrative), the writing process for that text type occurs over consecutive lessons.

  4. Planning • Introduction of text type. • Connection to previous text types. • Teacher models planning of piece with class.

  5. Planning: Fictional Narratives As a class: • Review of story elements; • Brainstorm ideas; and • Observe teacher modeling.

  6. Drafting: Fictional Narrative As a class: • review of what was done in planning stage; • students share ideas verbally; and • teacher serves as scribe writing down the student’s ideas.

  7. Plan and Draft a Fictional Narrative Independently Students: • Apply what they’ve learned. • Write another version of the story on their own. • Are reminded of the three- step writing process. • Can refer to brainstorming ideas. • Use Story Elements template for planning • Receive teacher support if they are not ready to write independently

  8. Editing • Students volunteer to have their piece edited by the class. • Peers offer suggestions. • Teacher conferences with student. • Student self-assesses using checklist specific to text type.

  9. Editing • Students are taught how to edit. • Editing is practiced as a class. • Mr. Mowse asks for help. • Students contribute to make his piece better. • Students are taught editing conventions.

  10. Summary of the Writing Process • Plan, Draft, Edit phases explicitly taught over consecutive lessons • Planning and Drafting- as a class, then independently • Text types taught across K-2 and all rely on this process • Allows for continued support and predictable learning as children progress in their knowledge of text types and complexity of writing

  11. Five Features of Teaching Writing in CKLA • Carefully sequenced progression of skills that are scaffolded, modeled, and taught in steps. • Opportunities for instruction in group or partner setting prior to independent application. • Instruction is consistent, building automaticity. • Each lesson builds on previously taught skills. • Oral activities take place before written activities.

  12. One-Minute Paper • Write down your impressions of writing within the CKLA–NY program—your questions, your concerns, your connections, and your most important take-aways. • Domino Share one idea at your table.

  13. Thank You!

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