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Strategies for Energizing Your Writing Instruction
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4. Have a process for planning writing instruction.
PGES Connections
•Domain 1d Demonstrating knowledge of content and
resources
•Domain 3c Engaging students in the learning
Wonder Boards
“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).
Let’s Start with KCAS
ThreeModes of Writing
Locatedin Standards 1-3
Standards 4-
10
How
students
should do
the workof
Standards1-
3
Writing Standards
Where is it addressed in the Standards?
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
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
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
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
Jot aTop 3
List
Most ImportantThings to remember when teaching writing
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?
Too much content, not enough time
Cannot view
knowledge and
skills contained
in standards as
discrete and
disconnected.
Bundle and Plan using UBD
•W.1
•W.7
•W.8
•RI.2
•RI.9
•SL.3 *SL.1
Understanding Defined
•Being able to apply knowledge and skills in diverse
situations.
•Use this knowledge and skills flexibly and
effectively
Content mastery is the means not the end.
Understanding
Processes and
skills in
practice
Content
Mastery
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?
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.
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
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
How could you use this with different content areas?
Planning for Writing Instruction
Designing the Learning Plan
MENTORTEXT
MentorTexts
•Short pieces work best
•Use the text numerous times for different
purposes
•TeachingWriter’s Craft not the book
Writing Standard 1
•Write arguments to support claims in an
analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
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
voting
• Which is Better?
• _______________-is better because ____________________
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
KayWinter
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
Lunch
Hey, LittleAnt
by Phillip and Hannah Hoose
Illustrated by DebbieTilley
http://www.cmnonline.org/resource-results.aspx?CID=16
To squish or not to squish!
Who has the best support for their opinion?
Boy Ant
Opinion
*Supporting Details
Opinion
*Supporting Details
HO
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
Hey, Little
Ant
http://www.cmnonl
ine.org/resource-
results.aspx?CID=1
6
Turn andTalk
•What could you use in your classroom to
support opinion writing?
MentorText for Informative/ Explanatory
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.
No More Boring Animal Reports!
BooksThat Make meWonder
Steve Jenkins
What are you wondering?
•Start with what you
don’t know.
•What questions do you
have?
•Let questions drive the
research.
Snapple Real Facts
Kindergarten-
Second grade
Research
ABC BOOKS
How could you use this with different content areas?
Kentucky
Turn andTalk
•What could you use in your classroom to
support informative and explanatory writing?
Mentor text for NarrativeWriting
Writing Anchor Std. 3
•Write narratives to
develop real or imagined
experiences or events
using effective technique,
well-chosen details, and
well-structured
sequences.
People I Know, Places I Go
andThings I do
Stretchingout the Moment
Crafting a Great Lead
On Demand Writing
Skills Students Need
• Unpacking the Prompt
• Analysis:Context, audience, role, topic
• Selecting the best prompt
• Marking theText
WWF GRAPHIC ORGANIZER
Practice PlanningTime
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
Organization
Graphic organizers
Props for Paragraphs
The Claw
Communicating my Ideas
Quotation Sandwich
Adding Emotion to Develop your Ideas
Action Chain
I fell down the steps.
Bare Bones
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
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.
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.
Word Intensity Charts
Word IntensityThermometers
• Elated
• Joyous
• Cheerful
• Glad
• Exuberant
• Thrilled
• Happy
• Content
MENTOR TEXT
BOOKPASS
lisa@cksec.org
Laura@cksec.org
Quick Write
The most important thing about writing is______.
It_____________________________.
It is _____________________ and ___________.
But the most important thing about writing
is_______________________________.

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Get ready, get set, go write

  • 1. Strategies for Energizing Your Writing Instruction
  • 2. Photo by SanFranAnnie - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/74551611@N00 Created with Haiku Deck 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).
  • 7. ThreeModes of Writing Locatedin Standards 1-3 Standards 4- 10 How students should do the workof Standards1- 3 Writing Standards
  • 8. Where is it addressed in the Standards?
  • 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
  • 13. Jot aTop 3 List Most ImportantThings to remember when teaching writing
  • 14.
  • 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
  • 33.
  • 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
  • 35. Lunch
  • 36. Hey, LittleAnt by Phillip and Hannah Hoose Illustrated by DebbieTilley
  • 37.
  • 38.
  • 39.
  • 40.
  • 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
  • 45. Turn andTalk •What could you use in your classroom to support opinion writing?
  • 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.
  • 50.
  • 51.
  • 54.
  • 56. How could you use this with different content areas? Kentucky
  • 57. Turn andTalk •What could you use in your classroom to support informative and explanatory writing?
  • 58. Mentor text for NarrativeWriting
  • 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.
  • 60. People I Know, Places I Go andThings I do
  • 63.
  • 65. Skills Students Need • Unpacking the Prompt • Analysis:Context, audience, role, topic • Selecting the best prompt • Marking theText
  • 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
  • 75. Adding Emotion to Develop your Ideas
  • 76. Action Chain I fell down the steps.
  • 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.
  • 82. Word IntensityThermometers • Elated • Joyous • Cheerful • Glad • Exuberant • Thrilled • Happy • Content
  • 83.
  • 86.
  • 87.
  • 88. Quick Write The most important thing about writing is______. It_____________________________. It is _____________________ and ___________. But the most important thing about writing is_______________________________.