Taking it to WritingJanuary 10, 2014

Weber School District

Be sure to sign roll Cell phones turned off and put away Sitting with team from school Write down ideas to share during discussion

times 20 minute break at 9:50

Housekeeping

“Writing today is not a frill for the few, but an essential skill for the many.”

National Commission on Writing (2003)

Writing is the most difficult of all language skills.

It is acquired the latest, mastered by the fewest, and learned with the most effort over the longest period of time.

(D. Johnson & H. Myklebust, 1967)

Writing is Difficult

Utah Core Language Standards (added components) Manuscript Handwriting (K-2) Cursive Writing (3-5) Reading cursive writing (3-5)

Utah Core Standards

Conventions of Standard English 1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking.

a. Independently and legibly write all upper- and lower- case cursive letters

b. Produce grade-appropriate text using legible cursive writing

Language Standards Grade 3

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.

By the end of the year, read and comprehend informational texts, including history /social studies texts, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive.

Reading Standards Range of Reading and Level of Text Complexity

Teaching Elementary School Students to be Effective Writers

Institute of Education Sciences, U.S. Dept. of Ed, 2012http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx#pubsearch.

Write Traits in a

Process Model

Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know.

Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process and by supporting students in applying the strategies until they are able to do so independently.

Writing Process

Generating Ideas – what do I have to say? Setting goals – for what purpose am I

writing? Organizing ideas – in what form will I express

my thoughts?

Louisa Moats (2013)

Planning Involves

Develop goals and generate ideas Gather information from reading, prior knowledge, and

discussions with others Organize ideas for writing based on the purpose of the

text Write these goals and ideas down in order to refer and

modify them throughout the writing process

6 Traits Connection: Ideas Strategies:

POW (Pick ideas, Organize their notes, Write and say more) Ordering Ideas/Outlining

Generating Ideas

Create a preliminary version of a text Select words and construct sentences to accurately convey ideas Skills such as spelling, handwriting, and capitalization and

punctuation are important when drafting but should not be the focus of students’ effort at this stage

6 Traits Connection: all traits except conventions and presentation Strategies:

Imitation (models of exemplary text) Sentence Generation

Drafting

Make content changes to clarify or enhance meaning Reorganize Add or remove sections Refine word choice and sentence structure Word processing can make this easier for many students

6 Traits Connection: Organization, voice, sentence fluency Strategies:

Peer revising (?, ^)

Revision- Did I say what I wanted to say?

Reading from the reader’s perspective: Is the message complete, logical, written with conventional symbols and grammar?

Revising, editing: Did I say what I wanted to say? Did I reach my audience? Are the conventions respected? What will add interest?

Review and Revision Involve:

http://vimeo.com/38247060

Building Excellence in Student WorkModels, Critique, Descriptive Feedback

Make changes to conventions of written English Make the text readable for audience and intended

meaning clearer Spelling Grammar

6 Traits Connection: Word Choice, Conventions Strategies:

COPS (Capitalize, Overall appearance, Punctuation, Spelling)

Editing

Occurs at the end of the writing process Purpose is to share publicly in written form or oral form, or both Not all student writing needs to be published but students

should be given opportunities to publish their writing and celebrate their accomplishments

6 Trait Connection: Presentation Strategies:

Peer Sharing (in pairs, listen and read along as the author reads aloud)

Authentic audience(s)

Publishing

Before a student can be expected to write formally, they must be able to speak formally.

Ways to support this: Require students to use formal language to

answer questions asked in lessons Require students to restate part of question in

responding Use sentence framing to support writing

formally

Oral Language

Listening

Speaking

Reading

Writing

Writing places multiple simultaneous demands on the writer. Mastering the foundational skills of good writing, including handwriting, spelling, sentence construction, and typing, allows students to devote more of their attention to composing written texts by utilizing the strategies and techniques associated with the writing process.

Foundational Skills

COMMON CORE WRITING STANDARDS ACTIVITY

Read the first piece. What elements of effective writing are evident in this sample? Discuss your observations with a partner.

Read the next piece. How is this piece similar to the previous piece? How is it different?

Continue reading, analyzing and discussing each piece.

How does the 3rd grade passage compare to Writing Standard 3.2?

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related

information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

3rd Grade Passage

Rubric for the Opinion Essay

Rubric for the Informative-Explanatory Essay

SAGE Testing Selection Criteria

Breathe!

http://www.youtube.com/watch?v=o53i0kL6-Jw

Great PromptsMatched to Treasures

Not aligned to UtahLanguage Arts Core

Where to find prompts

3. Write narratives to develop real or imagined experiencesor events using effective technique, descriptive details,and clear event sequences.

a. Establish a situation and introduce a narrator and/orcharacters; organize an event sequence that unfoldsnaturally.

b. Use dialogue and descriptions of actions, thoughts,and feelings to develop experiences and events orshow the response of characters to situations.

c. Use temporal words and phrases to signal eventorder.

d. Provide a sense of closure.

Narrative Writing

2. Write informative/explanatory texts to examine a topicand convey ideas and information clearly.

a. Introduce a topic and group related information together;include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details. From the Textc. Use linking words and phrases (e.g., also, another,

and, more, but) to connect ideas within categories ofinformation.

d. Provide a concluding statement or section.

Informative/Explanatory

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about,state an opinion, and create an organizational structurethat lists reasons.

b. Provide reasons that support the opinion. Support from the textc. Use linking words and phrases (e.g., because, therefore,

since, for example) to connect opinion andreasons.

d. Provide a concluding statement or section.

Opinion

4.1 Cook-A-Doodle-Doo• There are many steps

to making favorite food dishes. Think about your favorite dish to make. Write to explain how to make your favorite food. (Informative/Explanatory)

• Not Text Dependent

• There are many steps to making favorite food dishes.

Explain how the characters work together in Cook-A-Doodle-Doo to make their shortcake.

• Do you think Turtle, Pig and Iguana worked well as a team?

• In your opinion, who was the most helpful; Turtle, Pig or Iguana? Why?

Next Layerwriting only for teacher?

Audience-who will read their writing

• In your opinion, who was the most helpful; Turtle, Pig or Iguana? Why?

• Nominate one character to receive the Helpful Hand Award.

Purpose-why you are writing

• Entertain• Inform• Persuade

4.2 Seven Spools of Threadpage 51

• Unit 4.2: Arguing and quarreling can hurt friendships. Think about someone you have a hard time getting along with. Write to describe how you can solve this problem and be a better friend to this person. (Narrative)

• Text dependent• Opinion• Informative/Explanatory

4.2 Seven Spools of ThreadRewrite prompt to fit with the Utah Language Arts core.Either Informative/Explanatory or Opinion that is text dependent.Try both if time.Current Prompt:Unit 4.2: Arguing and quarreling can hurt friendships. Think about someone you have a hard time getting along with. Write to describe how you can solve this problem and be a better friend to this person. (Narrative)    _____________________________________________________Add an audience- What is the purpose of this piece?_____________________________________________________New and improved core aligned prompt

Writing for Understanding

Writing for understanding is built on the following principles. 1. Knowing what you want students to be able

to do in the end- create written products that make sense and convey meaning to both writer and reader.

2. Plan backwards giving students plenty of knowledge and guidance to get them there.

Writing for Understanding

No matter how thought provoking a question is, one cannot reflect on knowledge one does not have. One cannot analyze information that is sketchy, inaccurate, or poorly understood. One cannot synthesize from nothing. It is up to teachers, then, to provide activities and experiences that give students knowledge and help then construct meaning from that knowledge.

Writing for Understanding, pg 11

Writing for Understanding

Teaching is about transfer. The goal is for students to take what they learn from the study of one text and apply it to the next text they read.

By guiding students through these text analyzing activities, they will develop the skills necessary to do them on their own. Gradual release is the key.

Writing for Understanding

Writing for UnderstandingBackwards Design

Taking It To The ClassroomBackwards Design

Writing for UnderstandingText Dependent Questions

Close ReadingSpeaking & Listening

Treasures Program

Gorilla Garden Here’s My Dollar

Treasures

Social Studies Standard 3 Students will understand the principles of civic

responsibility in classroom, community, and country. Engage in meaningful dialogue about the community and

current events within the classroom, school, and local community. (Extend to your community and maybe even do a service project where the students volunteer their time)

Reading Informational 3.9 Compare and contrast the most important points and

key details presented in two texts on the same topic. Writing 3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Central IdeasWhen possible tie your content and language standards.

Essential Question: How do volunteers help a community? (social studies std 3)

Focusing/Essential Questions

Text Dependent Questions:Key Ideas & Detail- recount key details and how they support the main idea (RI

3.2) What caused the volunteer to become involved? What steps or tasks did they do to complete the project? What effect did the project have?

Craft & Structure- determine meaning words and phrases (RI 3.5) Explain the slogan “Inspire, take action, make a difference” Explain the slogan “Give a dollar, save a life”

Two Column Note taking:Integration of Knowledge- Compare and contrast the most important points and

key details presented in two texts on the same topic. (RI3.9

Oral ProcessingSpeaking & Listening- Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly Partner Turn and talk – In my opinion _______deserves the award because…

Building Content Knowledge

For time, we will not

do this today

Understanding of Writers Craft

Writer Workshop Mini Lessons We still need to teach writing

crafts students can apply to enhance and improve their writing.

These lessons could include the different writing types and tasks of writing, writing to different audiences, 6 traits.

Letter Writing Lesson

Structure

Prompt: Angel and Amelia are volunteers. There is an award for Volunteer of the Year. In your opinion, which one deserves the award? Write a nomination for your choice, and use evidence from the text to support your choice. (RI 3.9)

Fill out graphic organizer together Shared writing

Shared Revision Shared Editing

Writing /Revising

Let’s Experience it

Look for and cite evidence from the text to answer the following questions If the day you were born is an odd number fill in the left side for the story “Gorilla

Garden” If the day you were born is an even number fill in the right side for “Here’s My

Dollar”. Prior to this we would have read the story through one time, this is the second time in the text

reading closely . We would do this as a class one story at a time, but for time we are dividing and conqueringI set this worksheet up

so it can be easily compared students could use a blank pg folded

Key Ideas & Detail Questions

Building Content Knowledge

Let’s Experience it

Evidence Based Stems• On page ______...• The author stated…• The text stated…

Explain the slogan “Inspire, take action, make a difference”

Explain the slogan “Give a dollar, save a life”

How did the slogans help the volunteer efforts?

FOR TIME WE WILL NOT DO THIS TODAY

Let’s Experience it

Understanding Writers CraftFor time purposes, we will not do today

Angel and Amelia are volunteers. There is an award for Volunteer of the Year. In your opinion, which one deserves the award? Write a nomination for your choice, and use evidence from the text to support your choice.

After answering the text dependent questions and doing the activities, will students be able to respond to this writing prompt?

Reading Informational 3.9 Compare and contrast the most important points and key details presented in two

texts on the same topic. Writing 3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Writing for Understanding

Integration of knowledge & ideas

Writing for Understanding

Choose your structure

Shared Writing-

Essential Question How do volunteers help a community? How can you help your community? (apply

learning)

Writing for Understanding

Support at Home…

http://www.readingrockets.org/pdfs/edextras/59261-en.pdf