Writing is Thinking. An all day session of suggestions for engaging all students as writers, K-8. Focus on pre-writing, oral language, working with image and pictures, descriptive feedback and criteria.

1. Writing IS Thinking Brandon Elementary Teachers January 28th, 2010 Presented by Faye Brownlie References: Grand Conversations, Thoughtful Responses Student Diversity, 2nd Ed It’s All about Thinking

2. Managing the Workshop Work with large chunks of time Build criteria with students Teach one specific criteria at a time, over time Model, model, model Focus on pre-writing Coach students as they are writing Goal-set with students Increase your silent writing time

3. The Gradual Release Model Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)

4. Quick Writes Give a word to students Give 15 seconds to think about the word, then 3 minutes to free write, using the word Students reread (mumble) their writing Students choose a phrase, sentence, powerful word to share – if they choose Share the ‘treasures’ Describe ‘what works’ Repeat the process

5. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?

6. Students need: To see themselves as writers To have fun To develop a sense of sound/symbol relationships To find their stories To work with criteria Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)

7. The Gradual Release Model K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria Pearson & Gallagher (1983)

29. Grade 2/3 Writing Criteria An opening sentence with a hook Details Distinguished words

34. Autumn Bear Author-Diane Culling Illustrator - Cindy Vincent Snowberry Books, 2007 ISBN 978-0-9736678-2-0

35. One September morning•a piece of fog touched me. As I looked out my window the gold leaves drifted out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migrating south as if leaves followed them it looked like they were air dancing.• -Allyson, gr.2

36. As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao. If feel couze with the blaket on you. You feel like you want to stay home forever. The wind hits your face it feels like somebudys teeching except it’s the breeze. -by Jason, gr.3

37. Autumn Wind When the Autumn wind blows it makes me shiver. It really makes me quiver. The wind is cold and really bold, it feels refreshing on my face. I get to keep my own pace. My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play. After the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool. By Samantha, gr.3

39. Grade 1 Writing Criteria •powerful beginning •detail

41. Pinduli By Janell Cannon Harcourt, 2004

46. Power Paragraphs Create a power structure: Power 1 – the big idea Power 2 – 3 big details about the big idea Power 3 – 2 more precise details/examples about the 2nd powers Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3) Reread for fluency Do several together, then students can create their structure, get feedback before writing, then write independently

47. power 1 power 2 power 2 power 2 2 details 2 details (power 3)

48. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.

49. Students need: to ‘be’ a character support in ‘becoming’ that character to use specific detail and precise vocabulary to support their interpretation choice practice to develop models of ‘what works’ a chance to revise their work

50. The Plan Review scene from novel Review criteria for powerful journey response Brainstorm who you could be in this scene 4 minute write, using ‘I’ Writers’ mumble Stand if you can share… What can you change/add/revise? Share your writing with a partner

51. Criteria Write in role – use ‘I’ Use specific names Phrases/words that show feeling Particularly descriptive details of the event Powerful first line What will you change after listening to others?

61. Direct, explicit comprehension instruction Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait Orca Publishing, 2006 #9 781551 433967

63. initially, written in class, together

74. Found Poems Read a text to the students Students listen for phrases that they love – powerful phrases – phrases they want to remember By birthdays, students stand and say their ‘found poem’ Mix the order to hear different variations of the poem Students write their own ‘found poem’

75. Online literacy videos www.sd72.bc.ca Literacy Videos Clustering from Text Squiggles It’s All in the Bag

76. References Grand Conversations, Thoughtful Responses – Brownlie(2005). Portage and Main Press. Student Diversity, 2nded (2006) – Brownlie and Schnellert. Pembroke Publishers It’s All about Thinking – Humanities, Social Studies and English (2009) – Brownlie and Schnellert. Portage and Main Press.