Writing for Career and College Readiness

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<ul><li> 1. 1. Review previous district writing presentation2. Review stages of a research-based writing process3. Engage in and design prewriting activities</li></ul> <p> 2. 1. Understand the phases of a research-based writing process.1. Understand the importance of prewriting.1. Design prewriting activities. 3. It is through constant interaction with family andfriends -- through using language and hearingothers use it in everyday situations -- that childrenlearn to talk. Our research has indicated that thesame is true of learning to read and write. It isthrough constant interaction with family andfriends. teachers and classmates -- through usingreading and writing and observing others readingand writing in everyday situations -- that childrencan learn to read and write.Source: NCTE (National Council of Teachers of English) 4. TypePurpose Opinion/Argument To PersuadeInformational/Explana To Explain toryNarrative To ConveyExperience 5. Pre-writing Drafting Revising Editing Publishing 6. Pre-writing is essential to producing quality writing.Research indicates that skilled writers spend significantlymore time organizing and planning what they are going towrite. 7. Brainstorming Authentic Experiences Shared Experience Gathering Information Graphic Organizers 8. Write and refine Focus on communication of meaning 9. Revise content Clarify text organization Introduction, body, conclusion Main ideas and details Check for specific skills Adding details Use of figurative language Precise nouns 10. Proofread for writing conventions Capital letters Spaces between words Correct spelling Paragraph indentation Punctuation 11. Present your work in a meaningful wayDigital Student WorkPosted In The ClassroomClassroom PresentationParticipate in Writing Fairs 12. 1. What is the focus of the writing?2. What genre or style of writing will the students produce?3. What is the prompt?4. When will the students publish?5. How will the final product be assessed?6. How will students participate in prewriting activities? 13. 7. How will the teacher model the writingprocess?8.How will students reflect on their drafts torevise their work?9.How will students edit their work?10. How will students publish their work?11. How will students receive teacher feedbackon the final product? 14. 1. Have students pick a topic or choose one for them. The topic will be represented by the color green.2. Next, ask students what ideas they want to discuss about the topic. The teacher will record or highlight these ideas in yellow.3. Create a chart and have each of these ideas become the title for different sections.4. Finally, have students find details about each key idea and record them in the appropriate category. This will be written in red. 15. TopicKey idea about the Elaboration on the keytopicideaStudents can use: Crayons Colored Stickers Hi-Liters Computers 16. Topic: Martin Luther King Jr.Birth and1. Born January 15, 1929childhood2. Born in Atlanta, Georgia 3. Lived in the Williams House 4. He had a brother and asister 17. 1. Teachers start by giving students a prompt. (Describe a friend.)2. Teachers will then give students a sentence like this one. My friends are ___________________. (Provide 3 names)3. Students will brainstorm for a minute and write down the names of the people they consider friends.4. Teachers now show a new sentence. We like to__________ (Name 4 things you like to do with friends.)5. Students brainstorm again until they meet the teachers goal. The teacher can provide as many sentence frames as s/he wants to help guide the prewriting.6. Students are given points if they meet the requirements. 18. Prompt: What are your favorite games to play? Describe them. My favorite indoor games are ___________ (Name three) My favorite outdoor games are ___________ (Name three) I like to play games with ___________ (Name two people) I like to play games at ___________ (Name two places) 19. 1. Choose text with multiple persons and have students read.2. List 3 or 4 people from the text in a multi-columned T-chart.3. Call out a characteristic, such as depressed and the students will put that description under the person that best represents the word.4. The teacher will call on a few students to explain why they made that choice. The teacher will use this time to praise the students for their logic or be given the chance to do correctives.5. The teacher will continue on like this until each person has a few adjectives in their column. 20. James John FredLovell Swigert Haise 21. 1. Have students become familiar with the writing process.1. Use pre-writing activities before any writing assignment. </p>