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Welcome to the  RCCDSB Junior Writing In-service April 10, 2008 Amy Sicoli Shelley Montgomery Lynn Denault
Key Messages Today <ul><li>4 writing instructional approaches </li></ul><ul><li>4  reading  instructional approaches vs.  ...
Four Instructional Strategies <ul><li>Vygotsky’s Gradual Release of Responsibility </li></ul><ul><li>Modelled writing </li...
Modelled Writing  (Quote from Nancie Atwell) <ul><li>Teachers write and share their writing, processes and products, with ...
Modelled Writing <ul><li>High teacher support – use  mentor  texts </li></ul><ul><li>Explicitly teach using focussed demon...
Modelled Writing <ul><li>All students must SEE text as you WRITE </li></ul><ul><li>Teacher explains, thinks aloud and WRIT...
Quote from Donald Graves <ul><li>What students have been missing for years is seeing their teacher write. </li></ul><ul><l...
Quote from Donald Graves <ul><li>They want to understand what prewriting really is and what revision tools are useful. </l...
Shared Writing <ul><li>Teachers works  WITH  the students to construct a piece of writing </li></ul><ul><li>Teacher contro...
Shared Writing <ul><li>Continue to  think aloud  while writing </li></ul><ul><li>Teacher responds to student suggestions, ...
Benefits of Shared Writing <ul><li>Authentic writing experience </li></ul><ul><li>Small-group or whole class – tailored to...
Guided Writing <ul><li>The teacher gathers together a small, temporary group of writers and provides them with explicit te...
Guided Writing <ul><li>Teacher identifies a gap in students’ writing performance and decides on instructional focus </li><...
Guided Writing <ul><li>Teaches the writer’s craft, strategies, and skills </li></ul><ul><li>Guides, supports, and gives fe...
Benefits of Guided Writing <ul><li>Teacher provides support to small groups/individual students before they write texts in...
Independent Writing <ul><li>(R)emember that students need to spend most of their time writing independently.  If they are ...
Independent Writing <ul><li>Students do the writing themselves, drawing on the knowledge/skills learned in modelled, share...
Independent Writing <ul><li>suggests ideas for improvement, provides support as strategies are tried </li></ul><ul><li>exp...
Benefits of Independent Writing <ul><li>Helps writers become clearer, more focused, and more concise </li></ul><ul><li>Enc...
Text forms <ul><li>Text forms offer a general framework that enables readers and writers to create meaning and communicate...
Genres <ul><li>Adventure </li></ul><ul><li>Drama  Realistic fiction </li></ul><ul><li>Fantasy  Science fiction </li></ul><...
Text Forms <ul><li>Persuasive  </li></ul><ul><li>Recount    Narrative </li></ul><ul><li>Story  Report  Storyboards </li></...
Genre <ul><li>Generally, genre refers to the style or literacy category of a text, and may be informational or imaginative...
Text Format <ul><li>Format can be thought of as the general organization and arrangement of text that accommodates the spe...
Text Formats <ul><li>Announcement  </li></ul><ul><li>Blog </li></ul><ul><li>Editorial </li></ul><ul><li>Essay </li></ul><u...
Text Formats (continued) <ul><li>Letter </li></ul><ul><li>List </li></ul><ul><li>Magazine </li></ul><ul><li>Newspaper </li...
How do I manage…? <ul><li>4 instructional approaches </li></ul><ul><li>4 assessment levels </li></ul><ul><li>4 categories ...
Effective Writing Program <ul><li>4 instructional strategies </li></ul><ul><li>the writing process –  writer’s workshop </...
Summary <ul><li>Effective teachers use these key instructional approaches daily,  selecting  the best approach for the nee...
Final thoughts… <ul><li>Knowing WHEN to use  modelling , WHEN to  share  writing responsibilities, WHEN to  guide , and WH...
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Lynns Overview

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Transcript of "Lynns Overview"

  1. 1. Welcome to the RCCDSB Junior Writing In-service April 10, 2008 Amy Sicoli Shelley Montgomery Lynn Denault
  2. 2. Key Messages Today <ul><li>4 writing instructional approaches </li></ul><ul><li>4 reading instructional approaches vs. </li></ul><ul><li>4 writing instructional approaches </li></ul><ul><li>explicitly teach writing during the literacy block using 4 instructional approaches – gradually extend to other subject areas </li></ul><ul><li>focus on nonfiction writing </li></ul>
  3. 3. Four Instructional Strategies <ul><li>Vygotsky’s Gradual Release of Responsibility </li></ul><ul><li>Modelled writing </li></ul><ul><li>Shared writing </li></ul><ul><li>Guided writing </li></ul><ul><li>Independent writing </li></ul>
  4. 4. Modelled Writing (Quote from Nancie Atwell) <ul><li>Teachers write and share their writing, processes and products, with their students. </li></ul><ul><li>They personally experience what they ask of student writers, from finding a topic through going public. Teachers do not require student writers to do anything they don’t do themselves as writers. </li></ul>
  5. 5. Modelled Writing <ul><li>High teacher support – use mentor texts </li></ul><ul><li>Explicitly teach using focussed demonstration </li></ul><ul><li>Involves the teacher scripting the text while thinking aloud – create anchor charts </li></ul><ul><li>Teacher models problem-solving skills and strategies during writing </li></ul>
  6. 6. Modelled Writing <ul><li>All students must SEE text as you WRITE </li></ul><ul><li>Teacher explains, thinks aloud and WRITES aloud </li></ul><ul><li>Shows that writers always write with an audience </li></ul><ul><li>Shows how good writers think and they craft their writing to make it effective </li></ul><ul><li>Shows value of risk-taking as part of writing </li></ul>
  7. 7. Quote from Donald Graves <ul><li>What students have been missing for years is seeing their teacher write. </li></ul><ul><li>They need to see you wrestle with a piece you care about: delete and rethink and add details. </li></ul><ul><li>They want to hear your wish for a funny piece you are working on and then celebrate with you when you finally write a draft that shows what you mean. </li></ul>
  8. 8. Quote from Donald Graves <ul><li>They want to understand what prewriting really is and what revision tools are useful. </li></ul><ul><li>They need to see you craft your writing so they can develop a vision for how to craft their own. </li></ul><ul><li>You are the only one who can show them. They’re counting on you . </li></ul>
  9. 9. Shared Writing <ul><li>Teachers works WITH the students to construct a piece of writing </li></ul><ul><li>Teacher controls the PEN </li></ul><ul><li>Students actively contribute their IDEAS </li></ul><ul><li>Enables teacher to support and scaffold writers </li></ul><ul><li>Lesson explicitly teaches a writing text form, strategy, etc. </li></ul><ul><li>Teacher explicitly teaches strategies/genres/formats and demonstrates the writing process while collaborating with students </li></ul>
  10. 10. Shared Writing <ul><li>Continue to think aloud while writing </li></ul><ul><li>Teacher responds to student suggestions, showing how they contribute to the writing </li></ul><ul><li>POWERFUL teaching tool in all curriculum areas </li></ul>
  11. 11. Benefits of Shared Writing <ul><li>Authentic writing experience </li></ul><ul><li>Small-group or whole class – tailored to student needs </li></ul><ul><li>Explicitly teaches students </li></ul><ul><li>Motivates students to write more </li></ul><ul><li>Provides anchor charts for classroom for students can refer back to it </li></ul>
  12. 12. Guided Writing <ul><li>The teacher gathers together a small, temporary group of writers and provides them with explicit teaching based on their needs at a particular point in time. </li></ul><ul><li>Volume 6, Page 34 </li></ul>
  13. 13. Guided Writing <ul><li>Teacher identifies a gap in students’ writing performance and decides on instructional focus </li></ul><ul><li>Guides students to apply techniques to their own writing as they move to independent practice </li></ul>
  14. 14. Guided Writing <ul><li>Teaches the writer’s craft, strategies, and skills </li></ul><ul><li>Guides, supports, and gives feedback to students in the group </li></ul><ul><li>Makes ongoing observations and assesses students’ progress </li></ul>
  15. 15. Benefits of Guided Writing <ul><li>Teacher provides support to small groups/individual students before they write texts independently </li></ul><ul><li>Can be used with students at any achievement level </li></ul><ul><li>Helps students to hone specific strategies with guidance </li></ul>
  16. 16. Independent Writing <ul><li>(R)emember that students need to spend most of their time writing independently. If they are to become excellent writers they have to spend most of a writing lesson composing continuous text… </li></ul><ul><li>Regie Routman </li></ul>
  17. 17. Independent Writing <ul><li>Students do the writing themselves, drawing on the knowledge/skills learned in modelled, shared and guided lessons + teacher feedback </li></ul><ul><li>30 minutes per day of sustained writing – frequently on topics of student’s choice </li></ul><ul><li>Teacher confers with students </li></ul>
  18. 18. Independent Writing <ul><li>suggests ideas for improvement, provides support as strategies are tried </li></ul><ul><li>explains, responds to needs, coaches, re-teaches, encourages, observes to plan future teaching </li></ul>
  19. 19. Benefits of Independent Writing <ul><li>Helps writers become clearer, more focused, and more concise </li></ul><ul><li>Encourages enjoyment and confidence </li></ul><ul><li>Enables teacher to provide feedback </li></ul><ul><li>Allows students to try out new ways of writing </li></ul>
  20. 20. Text forms <ul><li>Text forms offer a general framework that enables readers and writers to create meaning and communicate their ideas. </li></ul><ul><li>They generally describe the function and structure of a text. </li></ul>
  21. 21. Genres <ul><li>Adventure </li></ul><ul><li>Drama Realistic fiction </li></ul><ul><li>Fantasy Science fiction </li></ul><ul><li>Humour Tall tales </li></ul><ul><li>Information piece </li></ul><ul><li>Legends/fables </li></ul><ul><li>Memoir </li></ul>
  22. 22. Text Forms <ul><li>Persuasive </li></ul><ul><li>Recount Narrative </li></ul><ul><li>Story Report Storyboards </li></ul><ul><li>Explanation Summary </li></ul><ul><li>Procedure Poetry </li></ul><ul><li>Personal narrative </li></ul>
  23. 23. Genre <ul><li>Generally, genre refers to the style or literacy category of a text, and may be informational or imaginative. The differences between text forms and genres are not absolute, and there may be overlap between the categories. </li></ul>
  24. 24. Text Format <ul><li>Format can be thought of as the general organization and arrangement of text that accommodates the specific needs of an audience. There may be some overlap with text forms. </li></ul>
  25. 25. Text Formats <ul><li>Announcement </li></ul><ul><li>Blog </li></ul><ul><li>Editorial </li></ul><ul><li>Essay </li></ul><ul><li>Instructions </li></ul><ul><li>Interview </li></ul><ul><li>Journal </li></ul>
  26. 26. Text Formats (continued) <ul><li>Letter </li></ul><ul><li>List </li></ul><ul><li>Magazine </li></ul><ul><li>Newspaper </li></ul><ul><li>Radio ad </li></ul><ul><li>Speech </li></ul><ul><li>Story </li></ul>
  27. 27. How do I manage…? <ul><li>4 instructional approaches </li></ul><ul><li>4 assessment levels </li></ul><ul><li>4 categories of the Achievement Chart </li></ul><ul><li>5 steps of the writing process </li></ul><ul><li>6 +1 traits of writing </li></ul><ul><li>Text forms, genres, format </li></ul><ul><li>HELP ??!?????!????!!!???????!!!? </li></ul>
  28. 28. Effective Writing Program <ul><li>4 instructional strategies </li></ul><ul><li>the writing process – writer’s workshop </li></ul><ul><li>on-demand writing </li></ul><ul><li>word study/spelling </li></ul><ul><li>cross-curricular connections </li></ul><ul><li>understanding of traits of writing </li></ul>
  29. 29. Summary <ul><li>Effective teachers use these key instructional approaches daily, selecting the best approach for the needs of the students at the time. </li></ul><ul><li>They may focus on one approach or use a combination, as appropriate. </li></ul><ul><li>The approaches are used to meet students’ needs , and are not necessarily used in a linear fashion. </li></ul><ul><li>Volume 6 – Page 36 </li></ul>
  30. 30. Final thoughts… <ul><li>Knowing WHEN to use modelling , WHEN to share writing responsibilities, WHEN to guide , and WHEN to let students work independently is what makes an effective teacher and ensures students’ success in writing. </li></ul><ul><li>Volume 6, Page 29 </li></ul>
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