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Day 1 final sbcusd writing pd advanced
- 1. Writing for Career + College Readiness Day 1: Aligning the Writing Process for Career and College Readiness Developed for SBCUSD by Educators Cooperative Presented by Kirk Melkonian
- 2. Support Goals Support you and your students in writing, using materials and resources already available to you Support SBCUSD vision for aligned writing
- 3. SBCUSD Vision for Aligned Writing Daily writing opportunities using a writing process A new published piece of student work at least monthly Student work demonstrates use of a writing process
- 4. Intended Outcomes of the District Initiative 1. Students are increasingly engaged in the steps of the writing process. 2. Students have increasing opportunities to improve their writing.
- 5. Today’s Outcomes Align the writing process school-wide Apply prewriting strategies
- 6. What are the Expectations for Writing in the Common Core? “…take task, purpose, and audience into careful consideration”
- 7. Common Core Writing Expectations The Common Core State Standards (CCSS) in Writing were created to enable students to meet college and career readiness by the time they complete high school.
- 8. CCSS Text Type and Purposes Type Purpose Opinion/Argument To Persuade Informational/Explana To Explain tory Narrative To Convey Experience
- 9. Production and Distribution of Writing Produce Clear and Coherent Writing Use Research-based Writing Process Use Technology to Collaborate and Publish
- 10. Research to Build and Present Knowledge Conduct Research Projects Gather and Integrate Information Draw Evidence from Texts as Support
- 11. Range of Writing Extended Writing Projects Short, Interactive Writing Writing in Every Content Area
- 12. What exactly is the “Writing Process?” The writing process can be defined in different ways, but in general, a 5-step process can help students understand the expectations.
- 13. Research-based Writing Process A holistic process emphasizes the actual process of writing. It concentrates on writing as a recursive process in which writers have the opportunity to plan, draft, edit, and revise their work (Hillocks, 1987; Murray, 1982). Pre-writing Drafting Revising Editing Publishing
- 14. Another Way to Think of the Writing Process
- 15. Key Research Finding Pre-writing is essential to producing quality writing. Research indicates that skilled writers spend significantly more time organizing and planning what they are going to write.
- 16. Pre-writing Brainstorming Free writing Organizing / outlining Gathering information / research Reading/listening to a text/media Discussing a shared experience
- 17. Drafting Write and refine Focus on communication of meaning
- 18. Revising Revise content Clarify text organization Introduction, body, conclusion Main ideas and details Check for specific skills Adding details Use of figurative language Precise nouns
- 19. Editing Proofread for writing conventions Capital letters Spaces between words Correct spelling Paragraph indentation Punctuation
- 20. Publishing Digital Student Work Posted In The Classroom Classroom Presentation Participate in Writing Fairs Present your work in a meaningful way
- 21. What is the best way to prepare a unit or set of lessons on writing? Answering a few questions can help teaching the writing process go much more smoothly and quickly.
- 22. Writing Process Preparation What is the mode (purpose) of the writing? What format (text type) will the students produce? How will the writer know the final expectations? How will students participate in pre-writing (planning) activities? How will students produce their drafts? How will students revise and edit to develop and strengthen writing as needed? How will students publish their work? How will students receive feedback on the final product?
- 23. Wisdom in the Room Quick think/write: What strategies are you using to engage students in the writing process? What training or support materials do you use and feel are most successful?
- 24. Prewriting Activities Research shows a direct correlation between students instructed in a writing process and writing proficiency levels. Prewriting is an essential part of any writing process
- 25. Prewriting Activities Thinking about writing Brainstorming Free writing Gathering information / research Reading/listening to a text/media Discussing a shared experience Organizing / outlining Templates Frames Graphic Organizers Other?
- 26. Prewriting Models for Today’s Workshop: EITHER-OR: Persuasion Opinion / Argument Colored Cards: Response to Literature Expository / Informational Summarize Without Words: Expository / Informational
- 27. Either – Or Persuasive Writing Pre-Writing Details: • EITHEROR is an acronym that helps students plan out their persuasive writing • Provides students with a good memory hook to help them organize their writing when the graphic organizer is not available • Can be used to focus on significant points and counter points
- 28. Meaning of Either-Or Letters Everyone is doing this or buying this. E Learning to write is an essential life skill. Those who don’t learn to write effectively will be reducing their chances to find a good paying job. Intelligent people agree with this! I Corporate CEOs have been saying that the potential employees coming out of college are not ready for the writing required by their company. This is good for you or someone you know. T Ask your loved ones to write with you a little each day as it will help both of you to become more proficient writers. Happiness: Doing this will make you happy. H Having the ability to communicate on both a personal and professional level effectively will make life much more enjoyable.
- 29. Meaning of Either-Or Letters Entitled: Everyone is entitled to do this; it is their right. E America has invested its vast resources to providing a free education for all of its children, which gives you the right to seek a good education, and writing is an essential part of this. Reason: Many good reasons prove this is so. R Every job has some type of writing involved. Accountants write financial reports, mechanics write estimates, teachers write lesson plans, etc... By choosing to be a poor writer, one severely limits their career prospects. Opposing point of view is wrong, I see their point, but the facts disprove their position. O There are those who argue they don’t need to write to be successful, but how many opportunities have they probably missed because they lacked this essential skill. Responsibility: This is an important responsibility! R It is the responsibility of every parent and educator to help students not only write better but to instill in children its great importance.
- 30. Either-Or Activity Topic: The Importance of Funding Schools E Everyone is doing this or buying this. I Intelligent people agree with this! T This is good for you or someone you know H Happiness: Doing this will make you happy E Entitled: Everyone is entitled to do this; it is their right. R Reason: Many good reasons prove this is so. O Opposing point of view is wrong, I see their point, but the facts disprove their position. R Responsibility: This is an important responsibility!
- 31. Response To Literature Pre-Writing Activity Using Tool 1-24a • Have students read a text • Write down some key words or phrases in one of the boxes of the tool • Get students into groups and give each group one of the boxes • Students will then brainstorm ideas that uses that word or phrase to discuss the topic. • Students get three minutes to write and then they receive a new box and repeat the process.
- 32. Response To Literature Tool 1-24a Sample Topic: The Wizard of Oz Ruby Yellow Glenda The Slippers Brick Road Good Witch Wicked Witch Kansas The Emerald Of the West City Courage Tornado Heart
- 33. Summarize Without Words Directions: • Assign students a section of reading within a text. • The teacher will then draw (or provide images about) the important events within the text on the board. • The students will write a summary of the text using the teacher’s drawing as a scaffold.
- 34. What Movie Is This Summarizing?
- 35. What are the expectations for the classroom? 1. Have students become familiar with the writing process. 1. Use pre-writing activities before any writing assignment.
Editor's Notes
- Need to:Print handouts for teachers – add templates if necessaryNotecards with letters for EITHER-ORColored construction paper to match “colored cards” activity
- District expectation: :45 minutes of writing each dayAligning the Writing ProcessStrengthening an Instructional Sequence for WritingExtending the Rigor through Clear Teacher ModelingRecognize school’s success so farFocus now on recognizing opportunities – cross curricular – small sessions and mini-lessons rather than large blocks of time
- These are the three things we want the teachers to really work on during this training. We also want them to focus on honing these skills between this training and the next.
- One of the key aims of the CCSS is to prepare students for College and Career Readiness.Part of the CCSS is to prepare students to be college and career ready.While this is not a training on CCSS, we will be incorporating examples and ideas as we go so you will be learning by doing.
- FOR ALL SCHOOLS – cover this slide
- ADVANCED SCHOOLS
- ADVANCED SCHOOLS
- ADVANCED SCHOOLSHow is what you are currently doing connected to the CCSS?
- Emphasize the recursive nature of the writing process. This means that the “stages” of the writing process move back and forth. Students, once they have mastered the process, will know how to move back and forth between the stages.To help students know how to navigate a full writing process, students benefit from understanding the “stages”, the expectations within those stages, and understanding when to move forward – or back – within the process based on how well they are progressing.Have participants turn and talk. What is their most significant takeaway from this graphic?Spend time here to ensure the participants are moving through the steps in a practical, systematic way.The vision is for students to understand writing as a process – moving in a systematic way through the steps. Eventually, students may progress at different rates, but in the beginning, teachers may lead the class step-by-step.Emphasize that writing can be a very interactive process and that many writing projects have multiple authors. It is good to include feedback and conversation in every part of the writing process.
- Emphasize the recursive way of thinking about writing – as moving in and out of phases as needed.In the beginning, it might be taught step-by-step, but eventually, students may move back and forth between stages.
- Discuss the types of pre-writing seen here. What do the teachers notice about the way the pre-writing activities are set up? Give them a minute to discuss that question. Take a few responses from the participants. Make the analogy that pre-writing can be looked at as a funnel where at first you throw all your ideas in and then as you get closer to writing the draft the ideas narrow until you have your best ones to write about. Each of the activities above are a scaffold to help students with the narrowing process.
- Turn and talk: what other ideas do you haveChart ideas to come up with a comprehensive listWhat are your current practices and what supports will help you move forward?
- The first draft can be greatly aided with either sentence or paragraph frames. Not every student will need this but sometimes just a sentence starter will get them moving in the right direction. If students are using a rubric, then this first draft is where they really concentrate on making sure the organization and content of the piece matches what the rubric is asking for.
- This is a great opportunity for peer edits using a rubric or writing checklist. The teacher can use this as a teachable moment for the classroom where she asks them to look for things such as strong opening statements, a conclusion that wraps up student thinking, did the students respond to the prompt thoroughly, etc…
- Quickly discuss editing and how it is the part of the writing process that really focuses on all the grammar they have been practicing in the classroom. Teachers can use some of their writing time to get them to practice their editing skills on all types of writing. This will help students practice the editing skill along with exposing them to many types of writing.
- Ask teachers to turn and talk about other ways they can publish in their classroom, or in their school, or in their community.Before moving to the next slide ask teachers, “Let’s say you want to have your students write. As you are preparing the assignment what types of questions do you ask yourself before giving it to the students. Which of these questions do you feel is the most important? Have them brainstorm their answers to this question and then transition to the next slide.
- Review this list of questions, referring to the handout.
- Pair/share their ideas
- There are a range of activities that support prewriting.Today we will explore three.
- This example contains complete sentences. However, students can just write in key words or phrases that connect to each different letter. For example, for the first “E”, (essential, life skill, career, consequences)Give participants two minutes to look over the slide and tell you which two arguments from here they feel are the most effective and would include in their finished writing product.You will do the same thing on the next slide.
- Give participants two minutes to look over the slide and tell you which two arguments from here they feel are the most effective and would include in their finished writing product.Have a few people share out which arguments they chose and why.
- When this slide appears give each group of teachers a different letter and emphasize the category; The Importance of Funding Schools. They will write an argument that connects to that particular letter. Once each group has had about two minutes to write their argument ask a few groups to share out. Tell them that if they were doing this with students they could post these arguments on the board and the students could pick out the three best arguments to include within their argument.
- This is an advanced activity.Have teachers take a look at the tool. It is 3-6 tool 1-24a.There are two ways it could be used. The teacher could fill them out and have the students use them as jumping off points for their writing.The other way it could be used is that students could fill it out with their brainstorming and then cut them out and organize their ideas. The ideas they don’t want to use they put to the side and the ideas they decide to keep becomes part of their organization.We are going to model it the way the teacher would if he/she had filled out the boxes him/herself.
- Have participants get into groups.Give each group a colored card (or chart paper with the card in the center)1st round - Give them two minutes to brainstorm how they can connect that word to the Wizard of Oz. Their goal is to bring forth as many details as possible connected to that information.2nd round – Rotate chart paper to the next group. On your new chart paper, look at what has been included by the previous group. For two minutes add new information building off what is already there.
- This would be for an advanced training.Emphasize that teachers do not need to do their own drawing for this activity. They can do something like the teacher on the next page did where they found images on line that captured the moments they wanted to capture.However, this is a good opportunity for the teacher to model that when students draw important facts that it is not important that they look good. The modeling can be helpful for the students to see.
- Give teachers about 15 seconds to figure out what movie this is describing. Ask them what their key clues were. Next give them about two minutes to explain how each picture connected to the movie. After the two minutes is up pick a few groups to share one of their pictures with the group. If students were doing this they would be writing a brief description of each picture and how it connects to the bigger summary.
- If there is time left at this point ask teachers to get into groups of 2 or 3 and come up with subject they would want kids to write about such as pyramids, rockets, a circle, water, etc…and ask them to come up with a few pre-writing activities that would fit that topic well. Also, it is important to emphasize that it is not enough that we scaffold the pre-writing for the students but that we teach them how to do their own pre-writing as well. The process needs to be engrained in them for when the teacher is not there.