1 Joint School District No. 2 Middle School Writing Lab, 2012

Middle School Writing Lab

Placement in Middle School Writing Lab will be determined by the building’s RTI team. Goals The goal of the Middle School Writing Lab is to improve student writing. Writing has many components: planning, drafting, revising and editing. Research shows that students lack skills and strategies for planning and drafting (McCutchen, 1995), and spend too little time revising writing (Fitzgerald, 1987; MacArthur, Graham and Harris, 2004). In contrast, too much time is spent on sentence-level errors, such as poor usage or spelling. Research has shown that focusing on sentence-level errors out of context from the writing process has no correlation to improved writing generally (Andrews et al., 2006; Graham & Perrin, 2007a), limited research regarding explicit direct instruction in grammar skills within the context of writing has shown promising results for students with learning disabilities (Rogers and Graham, 2008). In short, explicit grammar instruction should take place in the context of writing instruction, not as a separate activity. Additionally, good writing does not happen separate from reading. Each writing strategy presented in this curriculum can be modeled through applying the strategy to reading that should be taught first. Using mentor texts to read and comprehend different types of texts prior to writing in a specific genre or mode will help support students’ mastery of writing. The strategies listed in this curriculum follow an “I do. We do. You do” model. Intensive repeated practice with scaffolding must occur prior to removing the instructional scaffolding. The teacher resource Powerful Writing Strategies for All Students by Graham, et al. (2008) provides specific lessons, explanations and black line masters to support this gradual release of responsibility. Progress Monitoring Expectations It is important to note that because the Middle School Language Arts Lab is a Tier 3 Intervention, regular progress monitoring of student performance is expected. The nationally accepted practice of using a curriculum based measure (writing CBM) needs to be an integral part of formative and diagnostic assessment. A five-minute Writing CBM should be administered at the beginning of class/term and then administered every other week, and scored for total words written (TWW), words spelled correctly (WSC), and correct writing sequence (CWS). Please use district norms for progress monitoring (available on the RTI page on the District Intranet). The writing samples can also be used to complete an error analysis to determine specific areas of grammatical/spelling focus if needed. For prompt ideas and scoring guidelines, see http://www.interventioncentral.org/ to access the Written Expression Probe Generator. Please note that district norms are based on a five-minute probe and that students should be provided 1 minute to think and five minutes to write, which is different from the time listed on intervention central’s website and instructions for administering and scoring a writing CBM in the PDF Curriculum-Based Measurement: “Directions for Administering and Scoring CBM Probes in

2 Joint School District No. 2 Middle School Writing Lab, 2012

Writing” (http://www.jimwrightonline.com/pdfdocs/cbmresources/cbmdirections/cbmwrit.pdf). The district norms are available on the district web site. Accessing the District Norms Go to: http://www.meridianschools.org/Pages/Home.aspx Click on Staff. Click on Intranet Login. Click on the Teachers tab. Scroll down and click on RtI on the left-hand side. Click on RtI Written Expression. Scroll down to E. Writing CBM norms. Norms are available for Correct Writing Sequence (CWS), Correctly Spelled Words (CSW) and Total Words Written (TWW)>

3 Joint School District No. 2 Middle School Writing Lab, 2012

CCSS Writing and Language Standards & Strategies Recommended Instructional Sequence: Informative Writing should come before Argument Writing. Some students will need support with Narrative Writing, but that should be the last set of standards to address if time permits.

W.6.2.

W.7.2

W.8.2

Write informative/explanatory texts to examine a topic and

convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content. W.6.2.a

W.7.2.a

W.8.2.a

Introduce a topic; organize ideas, concepts, and information, using strategies

such as definition, classification, comparison/contrast, and cause/effect;

include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension.

Introduce a topic clearly, previewing what is to follow; organize ideas,

concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (e.g., headings),

graphics (e.g., charts, tables), and multimedia when useful to aiding

comprehension.

W.6.2.b

W.7.2.b

W.8.2.b

Develop the topic with relevant facts, definitions, concrete details, quotations,

or other information and examples.

Develop the topic with relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples.

W.6.2.c

W.7.2.c

W.8.2.c

Use appropriate transitions to clarify the relationships among ideas and

concepts.

Use appropriate transitions to create cohesion and clarify the relationships

among ideas and concepts.

Use appropriate and varied transitions to create cohesion and clarify the

relationships among ideas and concepts.

W.6.2.d

W.7.3.d

W.8.3.d

Use precise language and domain-specific vocabulary to inform about or

explain the topic.

W.6.2.e

W.7.2.e

W.8.2.e

Establish and maintain a formal style.

4 Joint School District No. 2 Middle School Writing Lab, 2012

W.6.2.f

W.7.2.f

W.8.2.f

Provide a concluding statement or section that follows from the information or

explanation presented.

Provide a concluding statement or section that follows from and supports the

information or explanation presented.

(Same as W.7.2.f)

W.6.4

W.7.4

W.8.4

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 1–3 above.)

Informative Writing Research-Based Strategy

Powerful Writing Strategies: Section VI: Strategies for Reading and Writing Informational

Text:

Lessons 1-7, p. 392 (These are about reading informational text before writing about it.

Lesson 8, p.415

Lesson 9, p. 418

POW +TREE Strategy: Powerful Writing Strategies for All Students p. 159-206 to meet W.6.2,

W.7.2, W.8.2. Add Step Up To Writing color coding (red, yellow and green) as well to help

students understand informational writing components:

Red = Stop! What is your topic sentence?

Green: Go! Write your topic sentence

Yellow = Slow down and explain.

NOTE: Expand “Reasons” to “Reasons, Details and Facts” for informational Writing.

Planning Paragraph Writing Outline:

T: Topic

R: List Reasons, Details, or Facts

E: Explain Your Reasons, Details, or Facts

E: Examine Your Reasons Details or Facts. Do they clearly relate to the topic? Do they

make sense?

5 Joint School District No. 2 Middle School Writing Lab, 2012

DRAFTING the Paragraph:

T: Topic Sentence

R: Reason, Detail, or Fact

E: Explain Your Reason, Detail, or Fact

E: End it. Write a concluding statement for your paragraph that relates to the topic and

summarizes your thoughts.

Once students have mastered the paragraph, extend the strategy to support an essay.

Optional Digital Resources For Informative Writing

W.6.2.f

W.7.2.f

W.8.2.f

Discovery Ed: What a Wonderful World: Teacher Created Lesson Plan

http://app.discoveryeducation.com/core:player/view/assetGuid/264F8572

-1CC4-4143-6A58-546C0EB68ECB

6 Joint School District No. 2 Middle School Writing Lab, 2012

W.6.1

W.7.1

W.8.1

Write arguments to support claims with clear reasons and

relevant evidence.

W.6.1.a

W.7.1.a

W.8.1.a

Introduce claim(s) and organize the reasons and evidence clearly.

Introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate

or opposing claims, and organize the reasons and evidence logically.

W.6.1.b

W.7.1.b

W.8.1.b

Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text.

Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic

or text.

W.6.1.c

W.7.1.c

W.8.1.c

Use words, phrases, and clauses to clarify the relationships among claim(s)

and reasons.

Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), reasons, and evidence.

Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), counterclaims, reasons, and evidence.

W.6.1.d

W.7.1.d

W.8.1.d

Establish and maintain a formal style.

W.6.1.e

W.7.1.e

W.8.1.e

Provide a concluding statement or section that follows from the argument

presented.

W.6.4

W.7.4

W.8.4

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

7 Joint School District No. 2 Middle School Writing Lab, 2012

Research-Based Strategy Instruction For Argument Writing

POW +TREE Strategy: Powerful Writing Strategies for All Students p. 159-206 to meet W.6.1.

While appropriate for informational writing, this strategy also works for argument writing,

which is different from persuasive writing.

T: Topic Sentence (State the Claim)

R: Reason, Detail, or Fact (Identify relevant evidence to support the claim that include

statistics, text-based evidence)

E: Explain Your Reason, Detail, or Fact (Explain the evidence in more detail: Using the

phrase “this shows that” can help students transition to an explanation of why the R,D,F is

important)

E: End it. Write a concluding statement for your paragraph that relates to the topic and

summarizes your thoughts.

POW+TREE provides a strategy for students to write a very simplistic argument. As students

become more confident and proficient in their writing, they may be ready to add

qualifiers (In most cases, sometimes, more or less, many, etc.)

Use STOP + DARE Strategy for Persuasive Writing: Powerful Writing Strategies for All Students

p. 207-234.

Optional Digital Resources for Argument Writing

W.6.1.a

W.7.1.a

W.8.1.a

Discovery Ed: Persuasive Ideas (6:15) Video Clip from: Discovering Language

Arts: Intermediate Writing (1:38:27). From drafting, editing, and publishing to

organizational strategies to the variety of forms and purposes of writing,

students are introduced to writing narrative accounts, autobiographical

compositions, business letters, technical compositions, and responses to

literature.

http://app.discoveryeducation.com/core:player/view/assetGuid/2AFFF5DB-

9083-4751-99FA-7BB19F09E512

8 Joint School District No. 2 Middle School Writing Lab, 2012

W.6.1.b

W.7.1.b

W.8.1.b

Discovery Ed: Living History: Living During the Industrial Revolution (20:00)

(Includes Black line Masters). “Few events in history have had as great an

effect on people’s lives as the Industrial Revolution that began in the late 18th

century. This program explains the role of new technology on industrialization,

and examines the changes in society and family life that occurred as a result of

it. This program covers: life and textile manufacturing before the Industrial

Revolution, the revolution in the textile industry, factories and growth of

industrial cities, the cotton gin, interchangeable parts, factory work, steam

power, and a discussion about how New England States became the center of

America’s Industrial Revolution.”

http://app.discoveryeducation.com/core:player/view/assetGuid/B0E70FC4-

542F-47C3-80DA-8084560C76E3

Supporting Details (about quitting smoking)

http://app.discoveryeducation.com/core:player/view/assetGuid/59EC4909-

F548-4093-87CE-90D7FD9BD9E2

W.6.1.e

W.7.1.e

W.8.1.e

Discovery Ed: Conclusion: Wrapping Up Your Paper (Video Segment: 1:44)

http://app.discoveryeducation.com/core:player/view/assetGuid/66F5168E-

B155-4386-BB5A-DFE8E605F5C3

Concluding Paragraphs:

http://grammar.ccc.commnet.edu/grammar/composition/endings.htm

Writing a Conclusion

http://web.gccaz.edu/~mdinchak/101online_new/conclusions.htm

9 Joint School District No. 2 Middle School Writing Lab, 2012

W.6.3

W.7.3

W.8.3

Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive

details, and well-structured event sequences. W.6.3.a

W.7.3.a

W.8.3.a

Engage and orient the reader by establishing a context and introducing a

narrator and/or characters; organize an event sequence that unfolds

naturally and logically.

Engage and orient the reader by establishing a context and point of view

and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally and logically.

W.6.3.b

W.7.3.b

W.8.3.b

Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters.

Use narrative techniques, such as dialogue, pacing, description, and

reflection, to develop experiences, events, and/or characters.

W.6.3.c

W.7.3.c

W.8.3.c

Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

Use a variety of transition words, phrases, and clauses to convey sequence,

signal shifts from one time frame or setting to another, and show the

relationships among experiences and events.

W.6.3.d

W.7.3.d

W.8.3.d

Use precise words and phrases, relevant descriptive details, and sensory

language to convey experiences and events.

(Same as W.6.3.d)

Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events.

W.6.3.e

W.7.3.e

W.8.3.e

Provide a conclusion that follows from the narrated experiences or events.

Provide a conclusion that follows from and reflects on the narrated

experiences or events.

Research-Based Strategy Instruction For Narrative Writing

POW+WWW

Powerful Writing Strategies for All Students p. 77-126

Could also have students fill out story maps as they read mentor narrative texts. If a

story map is used instead of the specific POW+WWW strategy, use the same story map

to plan narrative writing using the POW self-regulation strategy.

POW +C-SPACE

Powerful Writing Strategies for All Students, p. 127-155

10 Joint School District No. 2 Middle School Writing Lab, 2012

Optional Digital Resources for Narrative Writing

W.6.3.c

W.7.3.c

W.8.3.c

Discovery Ed: Transitional Tags (Video not working on 9/5/12)

http://app.discoveryeducation.com/core:player/view/assetGuid/EA0D15A

D-9999-419C-85EF-F4629F9C8423 (include time and possibly brief

description)

Using Transitions and Making Every Word Count

http://app.discoveryeducation.com/core:player/view/assetGuid/E2F23BF5-

EB91-4360-B372-22322E4FC64EDiscovery Ed Link:

Transatlantic Transitions

http://app.discoveryeducation.com/core:player/view/assetGuid/18DB33C

4-5F04-47B0-A317-405F308CC49A

W.6.5

W.7.5

W.8.5

With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach.

With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on how well purpose and audience have

been addressed.

Research-Based Strategies for Revision

SCAN Strategy from Powerful Writing Strategies p. 267- 286

CDO Strategy from Powerful Writing Strategies p. 287-296

REVISE Strategy from Powerful Writing Strategies p. 305-322

Optional Digital Resources for Revision

Instructional Support:

Discovery Education’s “ Ready to Write: (7:28)

http://app.discoveryeducation.com/core:player/view/assetGuid/CFFA6DA7-D4DE-

407C-B626-75D34FA8240F

Discovery Education’s “Writing and Revising” (6:10)

http://app.discoveryeducation.com/core:player/view/assetGuid/8FD54FEB-DD1C-

4C74-8953-0A3BC84872D0

Discovery Ed: Editing and Publishing (7:25)

http://app.discoveryeducation.com/core:player/view/assetGuid/BCC53802-094F-42E0-

969D-6454B4D86743

11 Joint School District No. 2 Middle School Writing Lab, 2012

Discovery Ed: Prewriting

http://app.discoveryeducation.com/core:player/view/assetGuid/FECB6E77-68C8-4F16-

85BA-61F900717E47

Discovery Ed: Perfect: Composition

http://app.discoveryeducation.com/core:player/view/assetGuid/43CD879A-3AC9-

4AAC-8F79-8A51D85CA4A7

W.6.6.

W.7.6

W.8.6

Use technology, including the Internet, to produce and publish writing as

well as to interact and collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of three pages in a

single sitting.

Use technology, including the Internet, to produce and publish writing and

link to and cite sources as well as to interact and collaborate with others,

including linking to and citing sources.

Use technology, including the Internet, to produce and publish writing and

present the relationships between information and ideas efficiently as well

as to interact and collaborate with others

Note: Allowing students to word-process their writing can increase writing fluency and

eliminate some of the issues struggling writers encounter. (Graham and Perrin, 2007)

12 Joint School District No. 2 Middle School Writing Lab, 2012

Language Conventions of Standard English

L.6.1.

L.7.1

L.8.1

Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.6.1.a:

L.6.1.b

L.6.1.c

L.6.1.d

L.6.1.e

Ensure that pronouns are in the proper case (subjective, objective,

possessive).

Use intensive pronouns (e.g., myself, ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.

Recognize and correct vague pronouns (i.e., ones with unclear or

ambiguous antecedents).*

Recognize variations from standard English in their own and others' writing

and speaking, and identify and use strategies to improve expression in

conventional language.*

Instructional Support: Discovery Education’s “Harold Syntax Pronouns”

http://app.discoveryeducation.com/core:player/view/assetGuid/48A99B47-0F6C-4416-

8916-8800320E38E6

L.7.1.a

L.7.1.b

L.7.1.c

Explain the function of phrases and clauses in general and their function in

specific sentences.

Choose among simple, compound, complex, and compound-complex

sentences to signal differing relationships among ideas.

Place phrases and clauses within a sentence, recognizing and correcting

misplaced and dangling modifiers.

Instructional Support: Discovery Education: “Compound Sentences:”

http://app.discoveryeducation.com/core:player/view/assetGuid/FB982CA8-D981-43B4-

AF99-82301823E619

Give students a pattern: Compound Sentence:

Article/Noun/Verb/Conjunction/Pronoun/Verb (The boy chewed and he

swallowed) and have them create a sentence that fits the pattern. Discuss the

pattern used for a compound sentence. Repeat with other types of sentences.

Write half of a sentence on a sentence strip. Give them the pattern for each

half, and then put the sentences together for wacky sentences. Discuss the

types of sentences being created by each pattern.

Copy a compound, complex or compound/complex sentence out of a book.

Have students replace nouns, verbs, etc. in the sentence, creating their own

sentence, but maintaining the structure.

13 Joint School District No. 2 Middle School Writing Lab, 2012

L.8.1.a

L.8.1.b

L.8.1.c

L.8.1.d

Explain the function of verbals (gerunds, participles, infinitives) in general

and their function in particular sentences.

Form and use verbs in the active and passive voice.

Form and use verbs in the indicative, imperative, interrogative, conditional,

and subjunctive mood.

Recognize and correct inappropriate shifts in verb voice and mood.

L.6.2.

L.7.2

L.8.2

Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

L.6.2.a

L.6.2.b

Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements*

Spell correctly.

L.7.2.a

L.7.2.b

Use a comma to separate coordinate adjectives (e.g., It was a fascinating,

enjoyable movie but not He word an old [,] green shirt).

Spell correctly

L.8.2.a

L.8.2.b

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Use an ellipsis to indicate an omission.

Spell correctly.

Research-Based Strategy Instruction

For Conventions of Standard English Explicit instruction and application of specific patterns of errors in conventions is

recommended.

Students should keep their own list of common writing errors specific to them and

check their writing for their “writing demons.”

Model explicitly the different types of sentences (simple, compound, complex,

compound-complex) and have students practice writing them until mastery.

Expect students to use the types of sentences in their writing and identify them in

their writing.

Model the different ways verbals can be used to enhance sentence structure.

Have students practice writing using verbals correctly until mastery. Expect

students to explain why using verbals enhances writing, and expect students to

use verbals and identify them in their writing.

14 Joint School District No. 2 Middle School Writing Lab, 2012

Additional Support for Teaching/Reviewing Conventions

Discovery Ed: Pandemonium: Go West, Young Pens: Capitalization:

http://app.discoveryeducation.com/core:player/view/assetGuid/D9308BE6-DB2F-4133-

8A99-4B815E151C8E

Discovery Ed: Punctuation:

http://app.discoveryeducation.com/core:player/view/assetGuid/770F4715-AEDF-47AF-

BB4D-F9E247A736E8

Discovery Ed: Commas:

http://app.discoveryeducation.com/core:player/view/assetGuid/A05571A8-3986-4474-

8184-A8382DAE3F55

Spelling Test Site—Could use for Pre-testing Students or individualizing instruction for

specific students:

http://www.esldesk.com/esl-quizzes/misspelled-words/index.htm

Kids can choose 5 words at a time that you want them to work with.

Good Review of to, too, two, etc.:

http://www.esldesk.com/esl-quizzes/grammar-1/index.htm

Compound Sentences:

http://app.discoveryeducation.com/core:player/view/assetGuid/FB982CA8-D981-43B4-

AF99-82301823E619

Grammar Punk Grades 4-9: Interactive Dice Game to help students engage in writing

while learning parts of speech. See www.grammarpunk.com for ordering information.

15 Joint School District No. 2 Middle School Writing Lab, 2012

Knowledge of Language

L.6.3

L.7.3

L.8.3

Use knowledge of language and its conventions when writing, speaking

reading, or listening.

L.6.3.a

L.6.3.b

Vary sentence patterns for meaning, reader/listener interest, and style.

Maintain consistency in style and tone.

L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing

and eliminating wordiness and redundancy.

L.8.3.a Use verbs in the active and passive voice and in the conditional and

subjunctive mood to achieve particular effects (e.g., emphasizing the actor or

the action; expressing uncertainty or describing a state contrary to fact.

Research-Based Strategies for Mastering Language Skills

See editing and revising section.

Provide students with:

Lists of transition or linking words

Lists of synonyms for overused words

Use mentor texts to allow students to recognize and discuss writing that does and does

not have a consistent style and tone.

Instructor Books/Resources:

Harris, K., Graham, S., Mason, L., & Friedlander, B. (2008). Powerful Writing

Strategies for All Students. Baltimore: Brookes Publishing.

Grammar Punk

Online Resources:

Discovery Education

New York Times Weekly Common Core Reading and Writing:

http://learning.blogs.nytimes.com/2012/09/14/introducing-an-experiment-weekly-common-core-practice-

prompts/?_r=0