wp updated 2015 (set bc) - provincial intermediate ... - · pdf file3 wp 2015 gear good...

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WP 2015 GEAR

Engaging Thinking Through Writing

Adrienne Gear

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WP 2015 GEAR

Writing Power:Engaging Thinking Through Writing

Adrienne Gear

What is Writing Power?Helping students enhance their writing ability by linking thinking to writing. Using thefive reading power strategies as the foundation and teaching a variety of writingtechniques, students will learn to “write to invite thinking”.

What Writing Research and Instruction has come before?

Donald Graves“The Writing Process” Plan Draft Write Edit Re-Write PublishThe “HOW” of writing

Paul B. DiederichThe Write Traits

Ideas Organization Voice Word choice Sentence fluency Conventions

The “WHAT” of writing

WHY do writer’s write? To inform, to entertain, to tell a story, to instruct, to persuade,to empower, to connect, to promote a change in the thoughts or actions of their readers.

QUESTION: Why are some books better for Connecting, while other books lendthemselves better for Visualizing?ANSWER: Because the writing INVITES us to make those connections or create thosevisual images.EFFECTIVE WRITING LESSON : PLAN-DRAFT-REVISE

Writing Power Lesson Framework – below is weekly writing routine:

MONDAY - Lesson 1: PLAN – anchor books and planning sheet

TUESDAY -Lesson 2: DRAFT – introduce a writing technique, model, time to write

THURSDAY - Lesson 3: REVISE- partner share, teacher conference and goals setting,

editing/revising (see top of page 2)

FRIDAY - Lesson 4: SHARE - sharing, author’s chair

NOTE: By Friday, each week, students will have completed a “revised draft”. Only one piece

PER STRATEGY is published – NOT every piece is published!

Teacher Conference and Goal Setting

2-3 students per week: one-to-one sharing,

Conferencing and goal setting (See BLM)

Writing is simply the writer and the

reader on opposite ends of a pencil;

they should be as close together as

that. - Jay R. Gould

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WP 2015 GEAR

Good Writers Plan! 4 Corner Picture Plan – K-1

Web Plan

List Plan

Editing and Revising

INTERMEDIATE EARLY PRIMARY

Assessment Rubrics – ongoing assessment of each writing piece to help guide instruction and set

goals for next writing piece. (Assessment rubrics included in Writing Power book)

My Writing Goals

Make sure my writing is

INTERESTING for my reader

Interesting details

Interesting words (triple

scoop)

Similes

Senses

Voice

Make sure my writing is CLEAR

for my reader.

Spelling (No Excuse,

GUM it!)

Punctuation

Spacing

Organization

Stay on topic

1. Purpose for writing: To Engage Your Reader! “Inviting our readers to THINK”!- use birthday party invitation to begin discussion- 3 important features of an invitation: WHO is the invitation for? WHO sent it? WHATis the event? – Shel Silverstein Poem: Invitation

2. Types of Writing: Text Structure“Walking Stories” – topic, details and examples, anchor line, beginning and end match

“Climbing Stories” – Character, setting, details, problem, solution, ending

3,2,1…Check it!

3 spelling and/or 3 punctuation

corrections

2 word changes – erase, replace, add

1- sentence “shake up”

1,2,3,4…Check it!1. FIX one spelling mistake2. CHANGE a word that doesn’t

sound right3. ERASE a word (or words) that

doesn’t fit

4. ADD a word (or words) to make

your writing better.

“My goal at the end of the school year is that my

students will be better writers than when they

walked into my class in September. The only way

that will happen is if I TEACH them how to better.

Explicit instruction is the key to writing

improvement!” - Adrienne Gear

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WP 2015 GEAR

3. Brain Pockets

Explain that writers have different purposes for writing books – sometimes they want to

share a personal story or memory (like their journal), others like to write facts about

things, and others like to use their imagination to create new ideas. Just like some

children like to read and write about about cars and planes and others might like to read

and write about princesses and fairies.

Hold up 3 books to see if they can distinguish a memory book, fact book and

imagination book.

Draw a brain on the board and divide into three parts – talk about where writers get

their ideas for writing – memory pocket, fact pocket, imagination pocket.

4. Writing Techniques – Tools for Writing

Adding Details (see lesson detailed below)

Triple Scoop Words

Books: The Boy Who Loved Words - Roni Schotter

Max’s Words – Kate Banks

Similes:

Books: Quick as A Cricket – Audrey Wood (P)

Marshall Armstrong is New to Our School – David Mackintosh (upper P, I)

My Dad – Anthony Browne (P) Also: My Mum, My Brother (same author)

My Dog is as Smelly as Dirty Socks – Hanock Piven (P,I)

My Best Friend is as Sharp as a Pencil – Hanock Piven (P,I)

Mole’s Sunrise – Jeanne Willis

Let’s Get Organized! – “Fill your drawers!” - how to group sentences into paragraph

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Name: _____________________________

Personification

Books: Calendar – Myra Cohn Livingston

Red Sings From Treetops – Joyce Sidman

The Red Shoes – Eleri Glass

Using the Senses

Books: The Black Book of Color – Menena Cottin

Transitions – see lesson details below

Example Mini Lesson: Adding Details: Ways to make my sentences more

interesting.

Add a fact plus a detail.

Try to make your details interesting by giving your reader a little piece of

you!

Try to give your reader something to visualize, connect to or to question!

Good writers engage their readers by activating their thinking!

Invite students to write 3 BORING sentences about things they like. You modelyour own:

I like snow.

I like books.

I like red licorice.

Model adding interesting details:

I like snow because it’s fun.

I like books because they’re awesome.

I like red licorice because it’s good.

Ask the students if they think your details make your sentences more interesting.NO! Because they did not give the reader anything to think about! Using theword “because” is not a good choice for explaining something but NOT a goodword to use for adding details.

Model AGAIN, asking the students if these are more interesting sentences:

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Name: _____________________________

I like snow. When it snows, I sometimes do a snow dance in thekitchen.

I like books. Sometimes, in a book store, I sniff new books.

I like red licorice. Once, I ate a whole bag in the movie theater.

Remember that your added detail can be written as a separate sentence or

combined with your fact using the word “and”

Explain that these are the “magic” words that help make sentences moreinteresting:

Once

If

Sometimes

WhenExample:

I like my books. Sometimes I sniff new books in the book store.

I like books and sometimes I sniff new books in the book store.

Invite the students to practice making their sentences more interesting byusing “if”, “once”, “sometimes” or “when”

5. Weekly Practice Writes with Suggested Anchor Books:

Connecting to MeBooks: I Like Me! – Nancy Carlson

The Best Part of Me – Wendy Ewald

Connecting to FeelingsBooks: The Great Big Book of Feelings – Mary Hoffman

The Way I Feel – Janan Cain

Friendship (and friendship challenges)Books: I’m Sorry – Sam McBratneyRosenthal, Amy Krouse - FriendshapesBrown, Peter. You Will Be My FriendCarlson, Nancy. My Best Friend Moved AwayFergus, Maureen. Buddy and Earl

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Name: _____________________________

Ferry, Beth. Stick and StoneFitzpatrick, Marie Louise. The New KidHenkes, Kevin. Chester’s Way.O’Neil, Alexis. The Worst Best FriendRodman, Mary Ann. My Best Friend

Special Grown – UpBooks: My Dad – Anthony Browne (also My Mum)

My Mother’s Voice – Joanne Ryder (also My Father’s Hands)Applesauce – Klaas Verplancke

My Special PlaceBooks: I Know Here – Laurel Croza

The Hello Good-bye Window – Norton JesterSee You Next Year – Andrew LarsenSpecific Ocean – Kyo MacLear

Island Morning – Raschna GilmoreAll the Places to Love – Patricia MacClachlan

My Imaginary PlaceBooks: Imagine a Place – Sarah L. Thomson

My Garden – Kevin HenkesIf I Built a House – Chris Van Deusen

Imaginary Character/CreatureBooks: Imagine a Dragon – Jackie Morris

The Windago (poem) – Odgan Nash

Student

Writing

Folder

Editing

checklist

Here

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Name: _____________________________

Students can check “tick” the boxes, as they learn each of these techniques.

Adrienne’s Books:

***Reading Power: Teaching Students to Think While They Read (Pembroke, 2006)

Nonfiction Reading Power: Teaching Students to Think While They Read Information (Pembroke,

2008)

Writing Power : Writing to Engage Thinking (Pembroke, 2011)

Nonfiction Writing Power: Writing Information with Intent and Purpose (Pembroke, 2014)

Contact Adrienne:

Email: [email protected]

Website: www.readingpowergear.com

Facebook: www.facebook.com/readingpowergear

Blog: www.readingpower.wordpress.com

Twitter: @AdrienneGear

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Name: _____________________________

Notes…

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Name: _____________________________

Effective Writing Lesson Overview

PLAN – DRAFT - REVISE

Lesson 1: PLAN (Monday) 30 min.

Generate a topic

Read an anchor book

Partner share

Teacher models a plan

Students generate a plan: 4 corner picture plan or web OR list plan(examples of these are in this handout)

1) Lesson 2: DRAFT (Tuesday) 45-1 hr.

Students “point and talk” their pla with a partner

Teacher introduces a writing technique – mini lesson and makes

reference to WHICH WRITING GOAL you are focusing on

Teacher models writing

Students begin to write

2) Lesson 3 – REVISE (Thursday) 20 min.

Students take turns reading their piece to a partner

Each student gives feedback (see next page)

Students use green pencil crayon to edit/revise

1-2 students – individual Teacher conference

3) Lesson 4 - Sharing – choose students to share their piece (10 min)

The idea is this is a writing routine that the students become familiar with. Overthe course of the school year, students need to be engaged in regular writingpractice. If possible - they are writing a new piece every week or two weeks. Thepurpose of this weekly writing is to learn new writing techniques and practicetheir writing skills.

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Name: _____________________________

3,2,1 – Check It!

3 – Convention Correction

Spelling, punctuation, spacing

2 – Word Wind-Up:

Add, erase, replace

1 – Sentence Shake-Up:

Add, erase, replace - to

make your sentence sound better

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Name: _____________________________

Let’s Get Organized!

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www.readingpowergear.com Writing Power – GEAR 2015

Web Planner

__________________

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List Planner

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4 – Corner Planner

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Triple Scoop Word Chart

Single Scoop Triple Scoop

hot sweltering, melting, scorching, roasting

cold

wet

fun

good

bad

tired

hungry

sad

happy

mad

pretty

big

small

said

nice

scared

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Simile and You Will See!

Familiar Original

As cold as… ice My fingertips in wet gloves.

Hot like … the sun

As brave as… a lion

As slow as… a turtle

As white as… snow

As quiet as… a mouse

As black as… night

As funny as… a clown

As annoying as. a mosquito

Boring like … a sloth

As busy as… a bee

Soft like … a kitten

As wise as… an owl

Quick as… a bunny

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Name: ____________________________________

Grade 4 – Writing Assessment NY A M FM EX

Is learning to generate writing that flows smoothly, makes sense and engagesthe readerOrganizes and groups ideas in logical sequence and paragraphsCan support an idea with details, examples and feelingsIs including writing techniques such as voice, anchor lines and similesIs attempting to include more interesting sentences and languageWrites complete, legible sentences with few errorsIs beginning to edit for spelling, punctuation and minor sentence revisionIs developing an awareness that knowing how good readers think can enhancetheir writingIs developing writing that engages the reader to * ________________

Name: ____________________________________


Is able to generate writing that flows smoothly, makes sense and engages thereaderIs using paragraphs to organize ideas

Supports ideas with details, examples and feelings

Is incorporating a variety of writing techniques independently

Uses strong verbs, interesting language and is experimenting with dialogue

Writes complete, legible sentences with few errors

Edits for punctuation, spelling and grammar and revises to enhance ideas

Is developing an awareness that knowing how good readers think can enhancetheir writingIs developing writing that engages the reader to* ________________

Name: ____________________________________


Is able to generate writing that flows smoothly, makes sense and engages thereaderDevelops stories with plots that include characters, problems and solutions

Can support an idea with details, examples and feelings

Uses a variety of writing techniques including similes, personification, anchorlines and the sensory imagery.Is experimenting with sentence lengths and more complex sentence structure

Writes complete, legible sentences with few errors

Edits for punctuation, spelling and grammar with greater precision

Is developing writing that engages the reader to make * ________________

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** Choose applicable strategy: make connections, visualize, ask questions, make inferences, transform

their thinking.

Name: ____________________________________


Writes cohesive, fluent and effective poetry, personal narrative and fictionWrites a clear sequence of paragraphs with effective transitionsCan support an idea with details, examples and feelingsUses voice in writing with increasing frequencyIs attempting to include more interesting sentences and languageWrites complete, legible sentences with few errorsIndependently edits for capitals, punctuation and minor sentence revision.Is developing writing that engages the reader to* ________________

* Choose applicable strategy: make connections, visualize, ask questions, make inferences, transform

their thinking.

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Grade 3 – “No Excuse” Words

a for on they

about have one this

all had or to

am he other up

an her out was

and his said we

are how she were

as I so what

at if some when

be in that which

but is the why

can it their will

could many them with

do not there would

each of these you

every off they your

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Grade 4 – “No Excuse” Words

a had of time

about has one to

after have only two

all he or up

an her other very

and him people was

as his said water

at how school we

be I see wear

because if she were

been in so what

can into some where

could it than when

did just that which

do know the who

down little their will

each many them with

find more there words

first most these would

for not they you

from now this your

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Grade 5-7 “No Excuse” Words

a down know she

about each little so

after even many some

again find more tell

all first most them

also for much that

an from new the

and great not their

another had now them

any has number there

are have of these

around he off they

as her on think

at here one this

away him only through

be his or time

because hour other to

been how our too

but I out two

came if people up

can in place very

could into play was

did is right water

different it said we

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do just school wear

does knew see were

what who words your

when why would

where will write

which with you

My Writing GoalsTo make sure my writing is

__________________________for my reader!

To make sure my writing is__________________________

for my reader!

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