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02 processwritingpowerpoint 001
- 2. WESTVIRGINIADEPARTMENTOFEDUCATION 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
- 3. WESTVIRGINIADEPARTMENTOFEDUCATION 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
- 4. WESTVIRGINIADEPARTMENTOFEDUCATION 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?
- 6. WESTVIRGINIADEPARTMENTOFEDUCATION enturySEEPS STRATEGY • Statement • Explanation/Example • Elaboration • Personal Tidbit (Specific Detail) • So…
- 7. WESTVIRGINIADEPARTMENTOFEDUCATION 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.”
- 8. WESTVIRGINIADEPARTMENTOFEDUCATION 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.
- 9. WESTVIRGINIADEPARTMENTOFEDUCATION enturyCUPS • C - Capitalization • U - Usage • P - Punctuation • S - Spelling
- 10. WESTVIRGINIADEPARTMENTOFEDUCATION enturyHow do content area teachers use the writing process? • http://www.nationalgeographic.com/xpeditions/lessons/17/g68/noaashipwrecks2.html
- 11. WESTVIRGINIADEPARTMENTOFEDUCATION entury In effective learning environments, assessment and instruction are inexorably linked (Spandel & Stiggins, 1990, p. ix).
- 12. WESTVIRGINIADEPARTMENTOFEDUCATION entury 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
- 13. WESTVIRGINIADEPARTMENTOFEDUCATION entury RAFT WRITING FRAMEWORKS Science Role: A planet Audience: Readers of personal advertisements Format: Personal advertisement Topic: Description of self Geography Role: A landform (e.g. canyon) Audience: A star Format: A journal entry Topic: How landforms are created and changed Physical Education Role: A piece of sports equipment Audience: An alien from space Format: Rules of the game Topic: Your role in the game Mathematics Role: A unit of measurement Audience: An ant Format: A poem Topic: 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.
- 14. WESTVIRGINIADEPARTMENTOFEDUCATION entury RAFT Assignment Assessment and Feedback Rubric Assignment 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
- 15. WESTVIRGINIADEPARTMENTOFEDUCATION entury • http://school.discoveryeducation.com/schrockgui de/assess.html • http://rubistar.4teachers.org/index.php • http://www.rubrics.com/best_practices_rubric_de sign.html Writing Rubrics
- 16. WESTVIRGINIADEPARTMENTOFEDUCATION entury RAFT 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.
- 17. WESTVIRGINIADEPARTMENTOFEDUCATION enturyConferencing • Peer conferences • Teacher/student conferences • Parent/student conferences
- 18. WESTVIRGINIADEPARTMENTOFEDUCATION entury Focused Feedback - PQP • P - Praise • Q - Question • P - Polish
- 19. WESTVIRGINIADEPARTMENTOFEDUCATION entury Writing 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.
- 20. WESTVIRGINIADEPARTMENTOFEDUCATION 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?
Editor's Notes
- Enter presenters names on this slide.
- Go over the EQs with participants.
- Writers’ processes move along a continuum from fluency to control to precision. Fluency-get your students writing and keep them writing-writers become comfortable with written expression and able to develop and express thoughts with relative ease. Control-put thoughts down easily and begins to find his or her voice-help control with mini-lessons and activities Precision-as students become fluent and acquire more control over their written texts, many of them will set higher standards for their writing Life is simpler and more efficient when events happen in a particular order: morning routines, cooking dinner, and the writing process…means we are attempting to use writing in a more natural and less artificial way. A teachers primary responsibility where process is concerned is to introduce students to a variety of ways of beginning, drafting, revising, editing and completing their work. The steps in the process are recursive (students can return to a step after they have left it).
- This is an example of SEEP. Walk through this with participants and discuss what has been added each time.
- In a group, use the SEEP strategy to rewrite this narrative. Groups can post the chart paper and then share the work.
- CUPS is an acronym to remind students that when they edit, they should look for errors in Capitalization, Usage, Punctuation and Spelling. The presenters model the process by looking at one aspect at a time. Using a sample piece of writing and four different colors of editing pens, model the process. First, use one color to note capitalization errors. Then skim the text again, marking errors in word usage with a different-colored pen. Go through a third time looking for missing or incorrect punctuation, and a fourth time noting and fixing spelling errors, each time with a different color. Participants will use a piece of writing to practice CUPS.
- Right click and open hyperlink. This will open a Thinkfinity lesson where writing is a component of the lesson.
- “If we are finally to connect assessment to school improvement in meaningful ways, we must come to see assessment through new eyes.” Stiggins Figuring out how you will assess and evaluate must come before you teach and assign. Planning ahead of time is especially important when writing is being used as a tool to enhance instruction, but also as a way to assess comprehension of what is being taught and to make real world connections.
- RAFT Writing What is it… RAFT is a writing approach that asked students to write in order to learn (Mitchell, 1996). Students learn to use a writing prompt that requires them to think about various perspectives (Santa & havens, 1995): Role of the Writer: Who are you as the writer? A pilgrim? A soldier? The President? Audience: To whom are you writing? A political rally? A potential employer? Format: In what format are you writing? A letter? An advertisement? A speech? Topic: What are you writing about? Why It’s so great… Students must think creatively and critically in order to respond to prompts, making RAFT a unique way to incorporate critical thinking skills about new information they are learning. RAFT writing is applicable in every content area.
- There are four content areas represented in this RAFT exercise – pick one and complete a short RAFT exercise as you think a student would.
- Use this rubric to score your neighbors choice of activities from the RAFT Writing Framework writing assignments from either Science, Geography, Physical Education or Mathematics.
- Checklists and rubrics are important for both the teacher in planning. Students use checklists and rubrics as a guide to know and understand the steps for learning and producing a product that reflects what they have learned in real world terms. Rubrics take students from an assignments inception to a finished product.
- The presenter will have the audience look at the RAFT assignment (this is from the UbD lesson 05 Handout). Compose a rubric that you could use with this RAFT assignment. Share in groups or as whole group. *Note to the presenter: Participants can use a word processor or chart paper to do this activity.
- -Conferencing can be student with self, student with student, student with teacher and student with parent. The development and use of feedback forms to address the various combinations is necessary to provide effective and detailed information that will aid the student in the revision process and produce a quality product. One such example is PQP, Praise– Question – Polish as described in the next slide.
- PQP – Praise, Question and Polish is a revision strategy which compliments students’ work, questions areas where revision may be needed, and improves expression and the quality of text. This strategy is utilized to note areas of strength and to clarify, justify and extend texts. How to Teach: Praise. Be very specific in what aspect of the student’s writing is to be complimented and locate direct evidence to support your praise. Praise is most effective when it relates to the objective of the assignment…One of two praise statement are sufficient….Your enthusiasm shows…You have provided wealth of information. Question. It is a good idea to write the questions. Two or three are sufficient..Three types of questions foster revision: Clarify – restate a response in more coherent terms…What did you mean when you said? Is there another way you could say this? Justify – support a response…Why do you think this important? Why did you choose these points/facts? Extend – Elaborate by giving examples…Can you explain why it was…Can you tell me more about. Polish. The goal is to improve expression and text quality. At this state student may be asked to consider word choice, variation of language patters and sentence combination and mechanics…Choose another word -..combine sentences
- Participants will take an example from the sponge, an on line lesson, or a lesson that they will be teaching soon and use the Understanding by Design (UbD) template (08 and 09 Handout) to design a process writing lesson. Participants may work together in groups of 3 or fewer or may work alone. If the facilities are available, participants should be asked to produce the plans electronically (flash drive).
- Distribute Reflection Guide and ask participants to take 5 minutes to jot down answers to the three questions. Next ask participants to share their responses to the questions with their tablemates and select one person to share their thoughts with the entire group. Allow 15 minutes.