The document discusses strategies for teaching writing to students. It provides examples of lesson plans and activities teachers can use to improve students' writing abilities. Some of the strategies mentioned include having students do free writes, using "power paragraphs" to organize ideas, transforming written work into poetry, and conferencing with individual students about their writing. The goal is to help students develop strong writing skills and positive self-narratives as writers.

1. Creating Writers: all students
writing and writing well
Comox
Valley
Nov.
21,
Feb.
6.,
Apr.
17,
2013
Faye
Brownlie
www.slideshare.net

4. • What
did
you
try?
Find
another
person
to
talk
to,
not
at
your
table,
and
chat
for
4-­‐5
minutes
–
what
did
you
try?
How
did
it
go?
What
will
you
do
next
Nme?
• Meet
with
another
and
tell
what
you
learned.

5. What
are
the
narraNves
of
self
that
our
learners
are
developing?
What
is
the
story
they
tell
about
themselves
as
writers?
• Our
language
and
our
acNons
are
immensely
powerful
in
helping
to
narrate
the
‘self’
that
our
learners
are
becoming.

6. Do
your
students
receive
feedback
from
you
in
every
wriNng
opportunity?

7. Powerful
feedback
to
build
a
sense
of
agency
• I
see
you
know
how
to
write
the
beginning
of
that
word….
• Can
you
show
me
a
word
you
took
a
risk
at
spelling/using?
• What
are
you
doing
as
a
writer
today?
• I
bet
you’re
proud
of
yourself.
• Which
part
are
you
sure
about,
and
which
part
are
you
not
sure
about?
– Choice
Words:
Peter
H.
Johnston

8. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecNve
than
wricen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

10. Power Paragraphs
• Choose
a
topic
• Choose
3
key
details
about
the
topic
• Under
each
key
detail,
choose
2
further
details,
examples,
support
• Write
one
introductory
sentence
(topic)
and
one
sentence
each
for
each
key
detail
and
its
supporNng
informaNon
• With
Comox
Valley

17. Power Paragraphs
• Choose
a
topic
• Choose
3
key
details
about
the
topic
• Under
each
key
detail,
choose
2
further
details,
examples,
support
• Write
one
introductory
sentence
(topic)
and
one
sentence
each
for
each
key
detail
and
its
supporNng
informaNon
• With
Ken
Porter
and
Kelly
Zimmer,
Mundy
Road
–
in
class
support
for
students
at
risk

20. Explorer
Trading
Cards
–
Ken
Porter,
Coquitlam
• Built
from
power
paragraphs

25. Power Paragraphs
• Model:
build
together
• Same
topic
and
one
‘2nd’
power
• Students
choose
2
‘2nd’
powers
from
the
brainstormed
list
• Walk
and
talk
about
what
you
will
say
• Co-­‐construct
the
power
structure
• Write
together
• Share
• PracNce
in
similar
way
for
3
more
days
• With
Stephanie
Perko,
Mundy
Road,
gr.
2/3

32. Squiggles
• Draw a line on the board
• Encourage students to transform this into a
picture, talking as they do so
• Have several students demonstrate
• Students draw the same squiggle in their
writers’ notebook and write in response to the
squiggle
• Ideas are meant to be shared!

35. • As
the
sun
dropped
behind
the
mountains,
they
turned
their
steps
toward
home.
Their
day
of
peace
and
tranquility
glowed
in
their
hearts.
• Samantha,
grade
7

36. Online literacy videos
• Literacy
Videos
• Clustering
from
Text
• Squiggles
www.sd72.bc.ca/districtadmin/
edcentrelearningresources/literacyvideos/
Pages/default.aspx

37. K Writing
• Once
a
week
• Cindy
Lee,
K
teacher,
and
Catherine
Feniak,
Principal,
Vancouver
• All
ELL
students
• Group
lesson
to
build
language
and
knowledge
• Conference
with
each
student
as
he/she
writes
and
draws
• Extend
the
language
and
the
thinking

51. A Sample Lesson
Gr. 6/7 with Fred Weil
• Field
trip
• 5
minute
free
write
• Reread
3
Nmes:
word
count,
structure/grammar,
PS
• Powerful
sentence
• Rewrite
from
prose
to
poetry
(model
&
coach)
• Whip
around
-­‐
dran
found
poem
• Establish
criteria
for
personal
poem
• Dran
own
found
poem
• In
teams,
revise/edit
class
found
poem
• Revise/edit
personal
poems
with
partner
and
publish

52. – Me
and
my
class
went
to
UBC,
and
into
the
Nitobe
Gardens
on
Jan.
16.
The
Garden
looks
nice,
and
everything
has
a
meaning.
The
more
red
there
is,
the
more
danger.
There
are
also
bridges
and
lanterns.
My
favorite
bridge
is
the
zig-­‐zag
bridge.
They
say
when
you
become
an
adult,
you
walk
past
it
so
the
devil
leaves
you.
They
believe
the
devil
can
only
walk
in
a
straight
line.
The
lanterns
also
have
meaning.
The
father
lantern,
mother
lantern.
They
are
all
stages
you
will
cross
in
life.
When
we
entered
the
Nitobe
Gardens,
we
walked
towards
the
right
because
it
is
the
side
of
the
moon.
There
are
also
benches,
just
like
Mr.
Weil
said.
You
sit
on
the
bench
to
look
at
the
garden
and
see
what
you
have
done
in
life.
There
is
a
bridge
in
the
begining
and
the
end.
– Devon
-­‐
139

53. • When
you
enter
the
Nitobe
Memorial
Garden
you
turn
to
the
right.
The
Nitobe
Garden
was
built
in
the
memory
of
a
Japanese
man
named
Nitobe
who
wanted
to
be
the
bridge
between
Japan
and
Canada.
In
the
garden
you
follow
the
forest
path
of
“infancy”
and
pass
the
“father”
and
the
“mother”
lanterns.
You
can
choose
the
path
of
the
easygoing
child
or
the
path
of
the
struggling
child.
Aner
that
you
enter
the
wide
open
space
of
childhood.
There
is
a
pond
close
to
the
path
with
koi
fish
in
that
represent
virtues.
Soon
you
come
to
the
77
log
bridge
which
was
built
in
memory
of
Nitobe.
• Timmy
-­‐
112

54. From
prose
to
poetry
• “Enter
the
island,
the
shape
of
a
turtle.
The
turtle
will
shower
you
with
good
luck.”

55. • Enter
the
island
• Turtle-­‐shaped
• Showered
with
good
luck

56. Criteria
• 1
line
for
each
phrase/idea
• Simile/metaphor
• Example
of
personificaNon
• Powerful
vocabulary
• A
key
idea,
emoNon,
sense
of
image
(may
come
with
a
repeated
phrase)

57. The
Zig-­‐Zag
Bridge
Walk
through
in
adulthood
The
Devil
will
leave
you
He
walks
in
straight
lines
So
he
cannot
follow
you.
The
Devil
is
unbearable,
But
now
in
adulthood,
The
Devil
cannot
see
you
Repent
And
walk
through
the
bridge,
The
zig-­‐zag
bridge.
The
Devil
will
leave
you
For
he
can
no
longer
see
you
He
walks
in
straight
lines,
So
he
cannot
follow
you.
Devin

58. The
garden
built
in
memory
of
Nitobe
bridge
across
the
Pacific
Enter
to
the
right
along
the
forest
path
struggle
or
be
content
in
your
early
life
Along
the
way
of
childhood
koi
fish,
virtue,
will,
grace
as
long
as
the
mother
lights
your
path
consequences
will
bring
early
marriage
and
late
marriage
or
back
from
teen
rebellion
the
bamboo
fence
will
bring
you
through
the
pavilion
Raise
your
family
with
pride
when
you
get
to
the
final
bench
rest,
reflect,
and
be
graNfied
Timmy

59. The
Garden
-­‐
by
Timmy
The
garden
Built
in
memory
of
Nitobe
Bridge
across
the
Pacific
Enter
to
the
right
Along
the
forest
path
Struggle
or
be
content
In
your
early
life
Along
the
way
of
childhood
Koi
fish
virtue
will
grant
As
long
as
the
mother
lantern
lights
your
path

60. The
Devil
Is
Gone
Only
walks
in
straight
lines
Bad
luck
Zig
zag
bridge
Middle
of
your
life
Fall
if
he
tries
Leave
the
devil
behind
No
more
bad
luck
The
devil
is
gone
By:
Devin

61. • Gr.
7
Quick
Scale:
WriNng
Poems
• Meaning
• Style
• Form
• ConvenNons