Everyday Editing Finding Power in Process Authored by Jeff Anderson
What do we want them to do when they write? <ul><li>Turn and talk </li></ul>
We want them to have… <ul><li>Attitude </li></ul><ul><li>Knowledge </li></ul><ul><li>Skills </li></ul>
Communication has gotten shorter… <ul><li>Think about all the technology that our students use to write with each other ev...
What about cursive? <ul><li>Is it the technology of yesterday? </li></ul>
We want them to have… <ul><li>Confidence that leads to competence </li></ul>
Vicki Spandell <ul><li>“In the zest to make everything right some teachers offer so many suggestions that all but the most...
Do not use quotations marks for emphasis! <ul><li>Please do not tie </li></ul><ul><li>  “Danger” </li></ul><ul><li>Dogs to...
Daily Oral Language DOL <ul><li>We really don’t want to start everyday with an incorrect sentence on the board. </li></ul>
What is a problem with this? <ul><li>Turn and talk </li></ul>
Some ideas <ul><li>They don’t know it is wrong </li></ul><ul><li>They assume everything is wrong </li></ul><ul><li>They ar...
Research <ul><li>Writing next:   </li></ul><ul><li>Effective Strategies to Improve Writing of Adolescents in Middle School...
Why is it wrong to use DOL? <ul><li>Teaching parts of speech in isolation has negative effects </li></ul>
What works! <ul><li>The study of models </li></ul><ul><li>In giving activities  </li></ul>
Use alternative approaches to formal grammar instruction that focuses on function.
Research <ul><li>by  N icholas  C arr   </li></ul><ul><li>Is Google Making Us Stupid? </li></ul>
Reticular activating system <ul><li>RAS helps us notice things we see often </li></ul><ul><li>You buy a red mustang…now yo...
How do we use RAS to improve recall? <ul><li>Give an “Invitation to Notice” </li></ul><ul><li>Put up a really good sentenc...
Example: <ul><li>“The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip...
What do you see? <ul><li>“ The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a rol...
Now what? <ul><li>“ The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of gr...
What does that mark tell you to do? <ul><li>“ The deputy told me to empty my pockets: two quarters, a penny, a stick of bu...
Scaffolding the next step <ul><ul><li>Then write your own example of a really good sentence following the same pattern </l...
Finally <ul><ul><li>Now the student writes and shares a sentence written using the same pattern. </li></ul></ul><ul><ul><l...
What about the test? <ul><li>Now bridge to the test. </li></ul><ul><li>Type out four sentences using the same pattern and ...
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Everyday%20 Editing[1]

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Everyday%20 Editing[1]

  1. 1. Everyday Editing Finding Power in Process Authored by Jeff Anderson
  2. 2. What do we want them to do when they write? <ul><li>Turn and talk </li></ul>
  3. 3. We want them to have… <ul><li>Attitude </li></ul><ul><li>Knowledge </li></ul><ul><li>Skills </li></ul>
  4. 4. Communication has gotten shorter… <ul><li>Think about all the technology that our students use to write with each other everyday. </li></ul><ul><li>If they have learned that process they can learn ours…STANDARD ENGLISH! </li></ul>
  5. 5. What about cursive? <ul><li>Is it the technology of yesterday? </li></ul>
  6. 6. We want them to have… <ul><li>Confidence that leads to competence </li></ul>
  7. 7. Vicki Spandell <ul><li>“In the zest to make everything right some teachers offer so many suggestions that all but the most energetic writers die.” </li></ul>
  8. 8. Do not use quotations marks for emphasis! <ul><li>Please do not tie </li></ul><ul><li> “Danger” </li></ul><ul><li>Dogs to chairs! </li></ul><ul><li> “THANK YOU” </li></ul>
  9. 9. Daily Oral Language DOL <ul><li>We really don’t want to start everyday with an incorrect sentence on the board. </li></ul>
  10. 10. What is a problem with this? <ul><li>Turn and talk </li></ul>
  11. 11. Some ideas <ul><li>They don’t know it is wrong </li></ul><ul><li>They assume everything is wrong </li></ul><ul><li>They are just guessing </li></ul><ul><li>Editing becomes changing not shading meaning </li></ul><ul><li>The real test has only one error </li></ul><ul><li>We don’t start out giving wrong examples in math </li></ul>
  12. 12. Research <ul><li>Writing next: </li></ul><ul><li>Effective Strategies to Improve Writing of Adolescents in Middle School and High School by Steve Graham and Dolores Perin </li></ul><ul><li>This book is online and FREE </li></ul>
  13. 13. Why is it wrong to use DOL? <ul><li>Teaching parts of speech in isolation has negative effects </li></ul>
  14. 14. What works! <ul><li>The study of models </li></ul><ul><li>In giving activities </li></ul>
  15. 15. Use alternative approaches to formal grammar instruction that focuses on function.
  16. 16. Research <ul><li>by N icholas C arr </li></ul><ul><li>Is Google Making Us Stupid? </li></ul>
  17. 17. Reticular activating system <ul><li>RAS helps us notice things we see often </li></ul><ul><li>You buy a red mustang…now you notice them all the time </li></ul>
  18. 18. How do we use RAS to improve recall? <ul><li>Give an “Invitation to Notice” </li></ul><ul><li>Put up a really good sentence </li></ul><ul><li>Ask… What do you notice? </li></ul><ul><ul><li>Record their findings. </li></ul></ul><ul><ul><li>They can’t be wrong….that is the cool part of this activity. </li></ul></ul><ul><ul><li>You are burning correct information into their memory. </li></ul></ul>
  19. 19. Example: <ul><li>“The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.” </li></ul><ul><li>From…Carl Hiaason, Flush </li></ul>
  20. 20. What do you see? <ul><li>“ The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.” </li></ul><ul><li>Commas in a series </li></ul><ul><li>Colon marks </li></ul><ul><li>A capital letter at the beginning of a sentence </li></ul><ul><li>A period at the end of sentence </li></ul><ul><li>Listing </li></ul>
  21. 21. Now what? <ul><li>“ The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.” </li></ul><ul><li>Continue by asking: </li></ul><ul><ul><li>What else? </li></ul></ul><ul><ul><li>What that ___is doing when I read it aloud or read it with my eyes? </li></ul></ul>
  22. 22. What does that mark tell you to do? <ul><li>“ The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.” </li></ul><ul><li>Causes a pause </li></ul><ul><li>Punctuation is a road sign </li></ul><ul><li>Separates ideas </li></ul><ul><li>Good writers use a list to show not tell about a character </li></ul><ul><li>Slows us down for dramatic effect </li></ul>
  23. 23. Scaffolding the next step <ul><ul><li>Then write your own example of a really good sentence following the same pattern </li></ul></ul><ul><ul><li>“The TSA agent emptied my backpack: an I Pod speaker, cords, pens and twelve children’s books for my presentation.” </li></ul></ul><ul><ul><li>Ask…them to compare the sentences </li></ul></ul><ul><ul><li>Think…What did this force you to do? </li></ul></ul>
  24. 24. Finally <ul><ul><li>Now the student writes and shares a sentence written using the same pattern. </li></ul></ul><ul><ul><li>Ask the student what they see? </li></ul></ul><ul><ul><li>What does the mark tells them to do and how does it effects their sentence. </li></ul></ul>
  25. 25. What about the test? <ul><li>Now bridge to the test. </li></ul><ul><li>Type out four sentences using the same pattern and make one mistake in each sentence. </li></ul><ul><li>Talk with the students about each sentence. </li></ul><ul><li>It is not uncommon for the student to tell you that there is no mistake because they are so similar. </li></ul>

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