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4. Have a process for planning writing instruction.
3. PGES Connections
•Domain 1d Demonstrating knowledge of content and
resources
•Domain 3c Engaging students in the learning
5. “Writing helps students get more actively engaged in
subject matter, understand information and concepts
more deeply, make connections and raise questions more
fluently, remember ideas longer, and apply learning in
new situations” (Daniels, Zemelman & Steineke, 2007).
9. Three Types of Writing
All three types of writing are important to student
learning. Understand that it is important to include all
three types. What are the major differences?
Three Types of
Writing
Writing to
Learn
Writing to
Demonstrate
Learning
Writing for
Publication
10. Writing to Learn
• Instructional tool to promote learning
• Informal, single draft, brief
• The goal is to deepen the student’s understanding of
the subject studied
• Application, Extension and reflection
• Emphasizes student thinking not composition
• Different forms
11. Writing to Demonstrate Learning
• Assessment of student learning or ability to complete
a task
• Focus on content knowledge or application of
learning
• Response to a prompt or assignment
• Teacher is the audience
• Not suitable for publication
• Graded according to rubric or
scoring guide
12. Writing for Publication
• Written for specific audience in real
world form
• Authentic purpose
• Student ownership
• Taken through the writing process
• Well developed ideas that reflect
student thinking, understanding of
content
15. With your Grade Level Partners Have a KCAS
Connection Conversation
• Look at Standards 6-8
• Highlight changes from grades
K-5
• What connections do you see
between these standards?
Could you bundle them with
other standards?
• Where do the different types of
writing connect?
16. Too much content, not enough time
Cannot view
knowledge and
skills contained
in standards as
discrete and
disconnected.
17. Bundle and Plan using UBD
•W.1
•W.7
•W.8
•RI.2
•RI.9
•SL.3 *SL.1
18. Understanding Defined
•Being able to apply knowledge and skills in diverse
situations.
•Use this knowledge and skills flexibly and
effectively
19. Content mastery is the means not the end.
Understanding
Processes and
skills in
practice
Content
Mastery
20. The desired result for the student is to
understand that……………
•What content do students need to know.
•What skills do students need to have
•If they know and do these things, what
would we them to understand?
21. The desired result for the student is to
understand that……………
•Some sources are more credible than
others.
•In order to have an informed opinion or
make an informed decision, I should
research multiple sources of information.
22. Then you need evidence of the students
ability to……….
•Use multiple sources
•Locate key details in a text
•Support an opinion with details
•Compare and contrast sources and information
23. Then tasks need to include things like
•Annotation
•Reading more than one text on same topic
•RAFT writing
•LDCWriting
•Exit slips marking key details
•Venn diagram comparing and contrasting two text on
same topic
•Writing an opinion piece
24. How could you use this with different content areas?
Planning for Writing Instruction
27. MentorTexts
•Short pieces work best
•Use the text numerous times for different
purposes
•TeachingWriter’s Craft not the book
28. Writing Standard 1
•Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
29. 1. What do you
think?
Opinion
2. Why do you think
so?
Reasons
3. How do you know
it?
Evidence
Stating
opinions Supporting
with evidence
Supporting
with textual
evidence
30. voting
• Which is Better?
• _______________-is better because ____________________
31. Sentence Frames
•“Providing students with the beginning of an academic
response is a very effective tool for increasing the quality
and quantity of student participation. Sentence starters
serve to both focus attention on critical content as well
as provide students with the language support needed to
engage in academic discussions.”
•Kevin Feldman & Kate Kinsella
34. Things I want to Change
Changes Support/So What?
•More recess Increased exercise, less fidgety
in class
Fresh Air, think more clearly,
concentrate
Get my own room
Get my ears pierced
Stay up later
No more uniforms
Counterclaim
For and
against
42. To squish or not to squish!
Who has the best support for their opinion?
Boy Ant
Opinion
*Supporting Details
Opinion
*Supporting Details
HO
43. What are the facts?
Nonfiction books:
• AreYou an Ant? by Judy Allen
• Time For Kids: Ants!
• The Life andTimes of the
Ant by Charles Micucci
• Inside an Ant Colony by Allan Fowler
• National Geographic Readers:Ants
by Melissa Stewart
http://www.collier.k12.fl.us/weblessons/webquest/heylittleant/index.htm
47. Writing Anchor Std. 2
•Write
informative/explanatory
texts to examine and
convey complex ideas
and information clearly
and accurately through
the effective selection,
organization, and
analysis of content.
48. No More Boring Animal Reports!
BooksThat Make meWonder
Steve Jenkins
49. What are you wondering?
•Start with what you
don’t know.
•What questions do you
have?
•Let questions drive the
research.
59. Writing Anchor Std. 3
•Write narratives to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured
sequences.
68. Skills Students Need
• Qualities and Expectations of GoodWriters
• Organization
• Understand the genre
• Writing good leads/ topic sentences/ opening paragraphs
• Idea Development
• Use examples and descriptive details to support their ideas
• SoWhat?
• Word Choice and Sentence Fluency
• Effective use of transitions
• Sentence Fluency
78. Sentence Combining
a Research-Based Practice
•Constructing more complex and sophisticated sentences
through exercises where two or more short, kernel
sentences are combined into a single sentence using:
• Placement of adjectives or adverbs
•Inserting Propositional phrases
•Using “connectors” (e.g., but, because, so…)
•Using a series
Example:
The noodle was soft.
The noodle was on my plate
79. Sentence Combining
• The car stopped.
• The car ran out of gas.
The car stopped because it ran out of gas.
• My mom can run fast.
• My dad can run fast.
80. TryThis One
•The noodles were long.
•The noodles were skinny.
•The noodles fell on the floor.
•The noodles cracked into pieces.
•The dinner was ruined.
88. Quick Write
The most important thing about writing is______.
It_____________________________.
It is _____________________ and ___________.
But the most important thing about writing
is_______________________________.