the writing process presenters:. participants will… know –five steps of the writing process...
TRANSCRIPT
WEST VIRGINIA DEPARTMENT OF EDUCATION
entury
The Writing Process
Presenters:
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyParticipants will…• KNOW
– Five steps of the writing process– How to use the writing process for
descriptive, narrative, persuasive and informational composition (content areas)
– How to use classroom
assessment for learning
to improve writing
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyParticipants will…• DO
– Define the components of the writing process– Participate in prewriting, drafting , revising and
editing strategies– View applications of the
writing process with Thinkfinity– Assess writing using rubrics– Create a writing lesson for the
content area classroom
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyEssential Questions
• Why write?• Why do effective writers use the five-step
writing process?• How does using the writing process help with
descriptive, narrative, persuasive and informational writing in all grade levels and across all disciplines?
• How does assessment drive better student writing?
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyA Process…
and
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturySEEPS STRATEGY
• Statement
• Explanation/Example
• Elaboration
• Personal Tidbit (Specific Detail)
• So…
WEST VIRGINIA DEPARTMENT OF EDUCATION
entury• “I like to go to school because it is fun.”
• “I like to go to school because it is fun when the teacher allows us to do experiments with frogs.”
• “I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kind of foods frogs like to eat by offering them flies, worms and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.”
• “I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about them in books. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds and observed them during different hours to determine when they were more active.”
• “I like to go to school because it is fun when the teacher allows us to do experiments with frogs instead of just reading about them in books. We learned what kind of foods frogs like to eat by offering them flies, worms, and seeds and observed them during different hours to determine when they were more active. Experiments allow us to have the fun of discovering for ourselves how far and fast these slimy creatures can jump and what kinds of foods they like to eat.”
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyYou Try It!
Language Arts teachers each need an assistant to help with grading. In a typical teacher’s day, she has so much work. Think about grading one paper. If I have all my students write one paper and it takes me 5 minutes to grade each one, it will take just over 9 hours to grade those papers. An assistant will solve this problem.
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyCUPS
• C - Capitalization
• U - Usage
• P - Punctuation
• S - Spelling
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyHow do content area teachers use the writing process?
• http://www.nationalgeographic.com/xpeditions/lessons/17/g68/noaashipwrecks2.html
WEST VIRGINIA DEPARTMENT OF EDUCATION
entury
In effective learning environments, assessment and instruction are inexorably linked (Spandel & Stiggins, 1990, p. ix).
WEST VIRGINIA DEPARTMENT OF EDUCATION
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Role
Audience
Format
Topic
Role Audience Format Topic
constituent governor letter State
taxes
parent Board of Education
complaint No Child Left Behind
21st Century American
James Madison
Thank-you
note The Constitution
WEST VIRGINIA DEPARTMENT OF EDUCATION
entury
RAFT WRITING FRAMEWORKS
Science
Role: A planetAudience: Readers of personal advertisementsFormat: Personal advertisementTopic: Description of self
Geography
Role: A landform (e.g. canyon)Audience: A starFormat: A journal entryTopic: How landforms are created and changed
Physical Education
Role: A piece of sports equipmentAudience: An alien from spaceFormat: Rules of the gameTopic: Your role in the game
Mathematics
Role: A unit of measurementAudience: An antFormat: A poemTopic: The uses of a specific unit of measurement
Taken from: Improving Writing (2000), pg. 74, Susan Davis Lenski, Jerry L. Johns, Kendall/Hunt Publishing, Dubuque, Iowa.
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyRAFT Assignment Assessment and Feedback
RubricAssignment Traits
• Accuracy
How correct is your information? Is it fully 5 4 3 2 1
supported by the text and/or history?
• Perspective
Do you stay in role? How effective are you at 5 4 3 2 1
performing your role and convincing audience?
• Focus
Do you stay in assigned format? Do you fully 5 4 3 2 1
satisfy the chosen topic with numerous details
and examples?
• Mechanics
Does your writing contain a minimal of mechanical 5 4 3 2 1
errors? Does your writing contain no errors as your
grammar goals?
Assessment Guide: 5 = Exceptional
4 = Effective
3 = Developing
2 = Emerging
1 = Not Yet
WEST VIRGINIA DEPARTMENT OF EDUCATION
entury
• http://school.discoveryeducation.com/schrockguide/assess.html
• http://rubistar.4teachers.org/index.php
• http://www.rubrics.com/best_practices_rubric_design.html
Writing Rubrics
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyRAFT Assignment
Tell students that they have just left college and have landed their first job with the National Marine Sanctuary Program. It is their job to convince others that the shipwreck they evaluated in the Thunder Bay National Marine Sanctuary should become a national landmark and national monument due to its historical and cultural significance. In the persuasive argument, students should not only refer to the National Park Service criteria, but also to #12 and #18 on the Frequently Asked Questions webpage to highlight the benefits, both to the vessel and to the public, of designation. Also, students should include information about why shipwrecks are historically significant and what people can learn by preserving them. Students will create essays to present their ideas. Remind students to keep the criteria in mind. Also, remind students that they are trying to persuade the selection committee to select that particular shipwreck.
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyConferencing
• Peer conferences
• Teacher/student conferences
• Parent/student conferences
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyFocused Feedback -
PQP• P - Praise
• Q - Question
• P - Polish
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyWriting in Your Content
Area• Design a process writing lesson for
use in your content area.
• Use the Understanding by Design lesson template.
• Participants may work in groups of 3 or fewer.
• Share your plan.
WEST VIRGINIA DEPARTMENT OF EDUCATION
enturyReflection
1. How can you use process writing in your classroom to help students improve as writers?
2. How can you use assessment to help students take ownership of writing?
3. How can using process writing increase student learning in your classroom?