LESSONS THAT CHANGE WRITERS

Fayette County Principals and Instructional Coaches

Summer Professional Learning Opportunity

Guided Reading 101: An Introduction, July 14,2015

Audience: New teachers, Schools interested in Differentiating Reading instruction using leveled readers and small groups, Instructional Coaches, PGES Coaches, Special Education teachers, Interventionists

Register online

Roadmap for the Day

Guiding Teachers to understand the language of the writing standards and progression of writing over time

Instructional strategies for teaching writing traits and skills to “gap” groups

Classroom Look Fors

Percentage of elementary students in the Gap Group in KY

PGES Connection

Skills ofa Proficient Writer

Universal Screeners

Possible Data Sources

KPREP Results On-demand

Extended Response/Constructed Response

MAP

Core Content Assessments (CCA’s)

Program Assessments

Writing Sprees

CBM Group-Administered Probes

Universal Screening for Writing

Screening for Letter Writing Fluency

Screening for Word Writing Fluency Dictation Sentences Hearing and Recording Sounds in Words

(Observation Survey)

Observation Survey Writing Spree by Marie Clay (Writing Fluency)

Screening Written Expression Writing Probes

CBM

Rubrics

Struggling Writers

Are not thoughtful or planful when they write

Spend less than 1 minute planning

Approach as a single process---content generation

But writing lacks content

Have difficulty accessing the knowledge they have

The Areas of Need May be Multi Layered

KCAS

Three Modes of WritingLocated in Standards 1-3

Standards 4-10How students should do the work of Standards1-3

Where is it in KCAS?

Where is it addressed in the Standards?

Writing Progressions Standard 2

“IN COMMON” PAPERS AND WRITING PROGRESSIONS DOCUMENT

The Story of “In Common” Resources

Created to supplement Appendix C in Common Core Standards

Vermont Writing Collaborative and Student Achievement Partners

Over 1600 pieces submitted

Range of samples (writing over time and On demand)

Three modes represented K-12

Instructional resource for teachers, provide clearer understanding of qualities of effective writing across content.

Grade Level Expectations of CCSSHow does writing change over time in Information Writing?

How might you use the Vermont “In Common” Papers with your teachers?

PGES connection

CORE WRITING PRACTICES

What does writing instruction look like in your school?

Why Write in the Classroom?

“Writing helps students get more a______ en_______ in subject matter, understand information and concepts more d_____, make con_______ and raise questions more fluently, re_____ ideas longer, and apply learning in new s__________” (Daniels, Zemelman & Steineke, 2007).

Core Writing Instruction

Writing over time (standard 10) Assessment Writing

On Demand Writing

Skills Students Need

Unpacking the Prompt

Analysis: Context, audience, role, topic

Selecting the best prompt

Marking the Text

WWF GRAPHIC ORGANIZER

Practice Planning Time

Skills Students Need

Qualities and Expectations of Good Writers

Organization Understand the genre

Writing good leads/ topic sentences/ opening paragraphs

Idea Development Use examples and descriptive details to support their ideas

So What?

Word Choice and Sentence Fluency Effective use of transitions

Sentence Fluency

WRITER’S WORKSHOP

Process and Product

Integrated Writing Instruction (MacArthur, Graham, & Schwarz, 1993 )

The instructor follows a uniform daily instructional framework for writing instruction.

1. Status-checking (formative assessment 3D)2. Mini-Lesson (3A directions procedures, intro of

content)3. Student Writing (choice 3 C)4. Peer & Teacher Conferences (teacher responsiveness

3F, 3D peers and teachers)5. Group Sharing or Publishing

Filling the Instructional Toolbox

Graphic organizers

The Claw

Cloze or Story Frames

Sentence Frames“Providing students with the beginning of an academic response is a very effective tool for increasing the quality and quantity of student participation. Sentence starters serve to both focus attention on critical content as well as provide students with the language support needed to engage in academic discussions.”

Kevin Feldman & Kate Kinsella

I believe ________________________ is the best season.

Reason #1 Reason #2

I believe ___________________________

____________________________________.

I think this because_____________________

____________________________________.

Also, ________________________________

____________________________________.

All in all, _____________________________

____________________________________.

Paragraph Frame for Opinion Writing

I like ______________ because ______________. The first reason I like ____________ is because ____________. The second reason I like ____________ is because ______________. In conclusion, I feel that ________________ is the best due to the fact _____________.

Idea Development

Think of a Time…One Minute Essay

Quotation Sandwich

Action Chain

I fell down the steps.

Word Choice, Voice and Sentence Fluency

Bare Bones

Word Intensity Thermometers

Elated

Joyous

Cheerful

Glad

Exuberant

Thrilled

Happy

Content

Take a look at Student Writing

Excellent Writing Instruction Includes

Daily writing with a focus on grade level standards

Mini Lessons and Mentor Texts to teach writing traits and strategies

Specific Feedback

A balance between assessment writing and writing over time Writing to Learn, Writing for Publication, and Writing to demonstrate knowledge

Student Choice

lisa@cksec.org