Revving up writing instruction

Revving Up Writing Instruction
August 18, 2016
Honor Moorman
honor.moorman@gmail.com
tiny.cc/japhetwriting

Reflecting on Personal Experiences
As a student . . . Memorable Moments Learning to Write
Write about a time in elementary school when you felt really
good about your writing, when you felt successful or proud of
your writing.
OR
Write about a time in elementary school when you felt
frustrated or unsuccessful as a writer.
• What made you feel that way?
• If you could go back in time and give yourself some writing
advice, what would you say to your childhood self?

Reflecting on Personal Experiences
As a teacher . . . Current Successes and Challenges
Write about some of your recent successes with writing
instruction.
AND
Write about some of your recent challenges with writing
instruction.

Think-Write-Pair-Share
• Turn and talk with a partner about your
successes and challenges
• Join another pair to form a group of four;
share what you’ve been talking about and
listen for patterns and similarities
• Share out to the whole group

What does effective writing
instruction look like?

“Teaching Elementary Students to
Be Effective Writers”
Four Research-Based Recommendations:
1. Provide daily time for students to write.
2. Teach students to use the writing process for a
variety of purposes.
2a. Teach students the writing process.
2b. Teach students to write for a variety of purposes.
3. Teach students to become fluent with
handwriting, spelling, sentence construction,
typing, and word processing
4. Create an engaged community of writers.

Carousel Brainstorming
Describing Effective Writing Instruction
• What does this look like? Sound like?
• What is the teacher doing?
• What are the students doing?

1. Provide daily time for students to write.
To become effective writers, students need daily
opportunities to learn and practice writing skills,
strategies, and techniques. Writing practice can
also be integrated across the content areas to
provide students with additional time to write.
• Think-Write-Pair-Share
• Carousel Brainstorming

2a. Teach students the writing process.
• Teach students strategies for the various
components of the writing process.
• Gradually release writing responsibility from
the teacher to the student.
• Guide students to select and use appropriate
writing strategies.
• Encourage students to be flexible in their use
of the components of the writing process.

2b. Teach students to write for
a variety of purposes.
• Help students understand the different
purposes of writing.
• Expand students’ concept of audience.
• Teach students to emulate the features of
good writing.
• Teach students techniques for writing
effectively for different purposes.

3. Teach students to become fluent with
handwriting, spelling, sentence
construction, typing, and word processing.
(We’ll come back to this one.)

4. Create an engaged
community of writers.
• Teachers should participate as members of the
community by writing and sharing their writing.
• Give students writing choices.
• Encourage students to collaborate as writers.
• Provide students with opportunities to give and
receive feedback throughout the writing process.
• Publish students’ writing, and extend the
community beyond the classroom.

Unpacking the STAAR Writing Expectations
Assessed Curriculum
(Grade 4 pp. 5-8; Grade 7 pp. 9-13)
Previous Expository Writing Prompts (p. 14)
Expository Writing Rubrics (pp. 15-16)
• What do you notice?
• What questions do you have?
• What are the implications for writing instruction at
your grade level?

Break
Please be ready to start in 15 minutes.

The Writing Workshop Model
and
The Six Traits of Writing

The Traits and the Writing Process
• Prewriting Ideas, Organization, Voice
• Drafting Ideas, Organization, Voice,
Word Choice, Sentence Fluency
• Revising All traits except conventions
• Editing Conventions
• Publishing Presentation

Why Six Traits?
• Provides consistent language for talking about
writing
• Keeps assessment honest; saves assessment time
• Makes writing and revision manageable (small steps)
• Supports the writing process
• Gives direction to revision and editing
• Empowers students; increases motivation
• Encourages thinking skills
• Links reading and writing
• It’s real

Getting Started with Writing Workshop
• Notebooks
• Procedures
• Seed ideas
• Status of the class
• Reading/writing connections
• Peer conferencing space
• Author’s chair

Definition of Ideas
Ideas are the heart of any piece of writing. Ideas
are all about information. In a good creative
piece, ideas paint pictures in a reader’s mind. In
an informational piece, strong ideas make text
reader-friendly. Two things make ideas work
well: clarity and details. Good writing always
makes sense. And it includes details—not just
any old details, mind you, but those beyond-the-
obvious bits of information that thoughtful,
observant writers notice.

Characteristics of Ideas
• This paper is clear and focused.
• The topic is narrow and manageable.
• Relevant, telling, quality details go beyond the
obvious.
• Reader’s questions are anticipated and
answered.

What does a writer do when his/her
ideas are strong?
• Selects an idea (the topic)
• Narrows the idea (focus)
• Elaborates the idea (development)
• Discovers the BEST information to convey the
main idea (details)

Student-Friendly Checklist: Ideas
• It all makes sense.
• I know this topic well.
• I have included the most interesting details.
• My writing has a purpose.
• Once you start reading, you will not want to
stop.

Prewriting: Listing
• What kinds of lists do people make?
• Why do we make lists?
Prompt: Write about your favorite place.
Explain what makes this place special.

Make a list of favorite places

Prewriting: Blueprinting
• Choose one place from your list.
• Create a blueprint of this place.
• Label the different rooms/areas.
• Add details and notes to your drawing.

Prewriting: Ideas
• Listing
• Blueprinting
• Draw, Label, Caption
• Turn and Talk
• Freewrite
• Across the Content Areas:
– KWL
– Everything I know about . . .
– Write Around

More Prewriting for Expository Prompts
Write about your favorite .
Explain what makes this special.
• food
• book
• holiday
Explain what makes a good/the perfect .
• teacher
• sandwich
• Saturday

More Prewriting for Expository Prompts
Explain why it is important to .
• be kind to others
• be a good friend
• learn to read
Explain how to survive .
• hot Texas summers
• moving to a new school
• losing your favorite toy

Freewrite
Write about your favorite place.
What makes this place special?

Rules for Freewriting
• Keep writing the whole time.
• Don’t erase or cross out; just keep writing.
• If you get stuck, rewrite the last few words
over and over until you start writing
something else.
• If you finish telling about one idea, just choose
another idea to explore and keep writing!

Elaborating on Ideas
• Ask Me a Question
– In groups of three, students take turns reading
their writing aloud to the group.
– The listeners do not comment. Instead, they write
down three questions they have (things they want
to know more about) and give them to the writer.
– This helps the writer become more aware of
details he or she might want to add during
revision.

Drafting: Sentence Modeling for Ideas

In a group, pick an person, describe this person, and
write a page for a book about our class.
The important thing about Gayle is that she is kind. She
is good at drawing pictures and she is funny, and
smart, and she helps others learn and listens to what
we say. But the important thing about Gayle is that
she is kind.

1. The important thing about _________ is that
she/he is _________.
2. She/he is ______________, and she/he is
_____________, and ___________, and she/he is
_____________, and she/ he is
_____________________.
3. But the important thing about _____________ is
that she/he is ________.

Now Apply the Mentor Text
Structure to Your Own Writing
1. The important thing about __(my favorite place)___
is that it is _________.
2. It is/was/has ______________, and it is/was/has
_____________, and ___________, and it
is/was/has _____________, and it is/was/has
_____________________.
3. But the important thing about ___(my favorite
place)____ is that it is ________.

Building Blocks for More
Interesting Sentences
• When
• Size or color
• Place
• Name
Teacher modeling:
The dog howled.
Whole class practice:
The wind whistled.
Pairs practice:
The man stumbled.
The car lurched.

More Ways to Teach Ideas
Reporter’s Questions
• Who
• What
• When
• Where
• Why
• How
Sensory Details
• What color is it?
• Does it make a sound?
• What does it smell like?
• Does it have a taste?
• What do you do with it?
• Can you compare it to
anything?
• Who uses it?

Teaching the Trait of Organization

Definition of Organization
Organization is the internal structure of the piece. Once a
writer has assembled his/her information and thoughts,
it’s time to put things together in a way that makes sense
and that holds the reader’s attention. The writer must
ask, Where do I begin? What do I say next? And after
that? How do I wrap it all up? Good organization makes
writing as easy to follow as a well-laid-out road map. The
reader moves effortlessly from one thought to the next,
and his/her interest and understanding grow throughout
the piece until—boom! The power of a just-right
conclusion brings the discussion to a close...for now.

Characteristics of Organization
• An inviting introduction draws the reader in.
• The conclusion provides a sense of closure
and resolution.
• Sequencing is logical and effective.
• Pacing is well controlled.

Organization: Questions for Writers
• How does my paper begin?
• Do I have a strong beginning?
• Did I tell things in order?
• What is the most important thing I have to say?
• Does everything link to my message?
• How does my paper end?
• Do I have a strong ending?

Student-Friendly Checklist: Organization
• My beginning will interest the reader!
• Everything ties together.
• It builds to the good parts.
• You can follow it easily.
• At the end it feels finished and makes you think.

My favorite place: my mobile home
When I was in 2nd, 3rd, and 4th grade, I lived in a
mobile home with my mom. She had a bedroom at
one end and my room was at the other end. My
uncle built us a red porch. I used to play house
under sheets draped across chairs in the living
room. I used to sit up in the tree outside and read
Nancy Drew books. One time I got stung by a bee.
My mom read to me every night. I used to climb in
bed with her early in the morning. I waited by the
door for my dad to pick me up on the weekends.

Revising for Organization
• What order works best for my information?
• Is there information I need to add?
• Is there information I should delete?

Strategies for Organization
• Group like ideas together
• Spatial
• Chronological
• Compare/contrast
• Question/answer
• Point/counterpoint
• Order of importance
• 2-3-1 order (most interesting)

Ways to Begin
• Make a bold statement
• Raise an important
question
• Start with something
happening
• Open with a quotation
• Give a brief anecdote
• Share a little-known fact
• Set the scene with vivid
description
• Tell something you
believe
• Let the reader in on a
secret

Sorting Leads
• Collect examples of each type of lead from
children’s books (familiar to students if
possible)
• Create manipulatives with category headings
and example leads
• Have students sort the examples into the
appropriate categories

Partner Practice: Ways to Begin
1. With your partner,
choose a topic:
What I love/hate
about . . .
2. Try at least 3 different
leads 
3. Share with another pair
and talk about which
lead works best and why
• Bold or surprising
statement
• Definition
• Short personal experience
• Opinion
• Question

Lunch
Please be ready to start at 12:30.

Definition of Voice
Voice is many things: individuality, perspective,
expressiveness, sensitivity to audience, enthusiasm
for a topic, confidence – and so much more. Voice
has the power to hold a reader’s attention and to
make the reading more enjoyable. It also reveals
something of the writer, and the stronger the voice,
the deeper the revelation. Even informational
pieces can (and should) have strong voice, the kind
of voice that resonates from a writer’s knowledge
of and respect for his/her topic, along with the
desire to bring that topic to life for the reader.

Characteristics of Voice
• The reader feels a strong interaction with the
writer.
• The writer takes a risk.
• The flavor is appropriate for the audience and
purpose.
• The personality of the writer comes through.

When the Voice is Strong . . .
• Is there more? Bring it on!
• You feel a connection to this writer.
• This is a piece you’d share aloud with others.
• Voice matches purpose and audience.
• The writing is lively and engaging – it gets you to
respond.

Student-Friendly Checklist: Voice
• This really sounds like me!
• I’ve been honest and written what I think and feel.
• Can you fell my commitment to this topic?
• I want you to experience my writing with me.
• I know why I’m writing and who my audience is.
• I bet you’ll want to read this to someone.

Describe each of the following from
two different perspectives:
1. a sizzling, rare steak
A. vegetarian
B. hungry meat-lover
2. a five year old’s birthday
party
A. a five-year old guest
B. the frazzled mother
who is hosting the
party
3. a big, strange dog in your
yard
A. a dog lover
B. someone who is
afraid of dogs
4. a teenager with multiple
piercings
A. a teenager who
admires the
“artwork”
B. a conservative
grandparent

Revising for Voice
• Describe your favorite
place from someone
else’s point of view
• Go back to your draft
and make changes to be
sure every sentence
sounds uniquely like
you

Voice in Content Area Writing
Write Like a Pro (scientist,
historian, mathematician)
New Voices, New Choices
Write the first sentence of
a letter (on the same
topic) for five different
audiences.
RAFT
• Role of the writer
• Audience for the piece
of writing
• Format of the material
• Topic or subject

Teaching the Trait of Word Choice

Definition of Word Choice
In good writing, the word choice is clear, precise and
colorful. It is marked by a thoughtful selection of the
“just right” word that conveys both the meaning and the
attitude the writer wishes to project. Good writers learn
to spend words like money, making each one count. They
also learn that strong verbs give writing energy, while
truckloads of adjectives and adverbs do little more than
weigh the text down. Strong word choice is free of
ponderous, heavy language, written only to impress. It is
also free of fluffy language: nice, fun, wonderful, great.
It is clean, clear and to the point—sometimes quotable.

Characteristics of Word Choice
• Words are specific and accurate.
• Lively verbs, specific nouns and modifiers.
• Language enhances and clarifies meaning.
• Carefully chosen words create pictures in the
reader’s mind.

When the Word Choice is Strong . . .
• Verbs breathe life and energy into the writing.
• Words are not only correct, but precise – just right!
• The language suits the topic.
• The writer is in control – the language is natural, not
forced.
• Original phrasing keeps you tuned in (and makes you
wish you’d thought of it yourself).

Student-Friendly Checklist:
Word Choice
• This is the best way to say this.
• My words create mind pictures!
• I’ve tried new ways to say everyday things.
• Listen to the power in my verbs.
• Some of the words and phrases linger in my mind.

Spectrum of Meaning
• Brainstorm other words
for “small” or “large”
(just choose 1)
• Write each word on a
separate sticky note
• Place the words in
order from largest to
smallest

Partner Practice: Word Choice
The big alligator felt hungry. He moved
along the river, looking for something to
eat. He saw a nice fish. He went after it.
The fish moved away. But the alligator was
too quick for him. Snap! He ate that whole
fish right down.

1. Read the paragraph aloud.
2. Brainstorm interesting words you could
use in place of the underlined words.
3. Choose favorites from each set of
brainstormed words.
4. Re-read the paragraph with the new
lively words. Notice the difference!

The alligator felt . He
along the river, for something to
. He saw a fish. He after
it. The fish away. But the alligator
was too quick for him. Snap! He that
whole fish right down.

Teaching the Trait of
Sentence Fluency

Definition of Sentence Fluency
Sentence fluency is the rhythm and flow of
sentences that makes a text both easy and
pleasurable to read. When sentence fluency is
strong, it is easy to read a text aloud with lots of
interpretation and inflection; it dances gracefully
from one sentence to the next. Strong sentence
fluency is also marked by variety in both
sentence length and structure. Variety lends
interest to the text and helps keep sleepy
readers awake.

Characteristics of Sentence Fluency
• The writing has an easy flow, rhythm, and
cadence.
• Sentences vary in length, as well as in
structure.
• Purposeful and varied sentence beginnings.
• Sentences enhance the meaning.

Sentence Fluency: Questions for
Writers
• Did you have any easy (not so easy) time reading
your paper aloud? Why do you think that might be?
• How many times did you begin with the same word?
• How many times did you use the same verb?
• Did I use some long sentences?
• Did I use some short sentences?

Sentence Fluency
• My sentences begin in different ways.
• Some sentences are short and some are long.
• It just sounds good as I read it aloud-it flows.
• My sentences have power and punch.
• I have “sentence sense.”

ABC Fairy Tales
• Choose a familiar fairy tale or story you know
well.
• Write a retelling of the story in which each
sentence begins with the next letter in the
alphabet.

Partner Practice: Sentence Fluency
I looked outside. I saw it was raining. I got
my umbrella. I got my raincoat. I got my
boots. I did not want to get wet. I was
ready for a rainy day! I took off for school.

Partner Practice: Sentence Fluency
1. Read the paragraph aloud.
2. Get some new beginnings!
3. Re-read your revised paragraph and
listen to the difference.

Round Robin Story Telling
• Divide the class into small groups of 5 or 6.
• Give each group a brief phrase that is the
beginning of the sentence.
• Ask the first student to add 1-3 words to
expand the phrase.
• Ask other students to take turns adding 1-3
words to create a fluid sentence.
• When students are done, share the sentences
aloud.

Sentence Stretching
The cat slept.
Stretched out on its back, paws dangling in the
air, exposed to any passerby, the cat slept
peacefully on the couch, as safe and secure as
an infant dozing on it’s mother’s lap.

Sentence Stretching
• Matthew ate a pizza.
• The dog was hungry.
• The house was empty.
• My sister got mad.
• The rain came down.
• My shoes were tight.
Write 10 simple sentences for your students to expand.

Sentence Combining
• My dog Sparky is going to get into trouble.
• Sparky is going to get into trouble because he
won’t leave the neighbor’s cat alone.

Teaching the Trait of Conventions

Definition of Conventions
Anything a copy editor might deal with falls under the
heading of conventions: spelling, punctuation,
capitalization, paragraphing, grammar and usage. In our
definition, we also include creative layout since
appearance on the page has as much to do with
processing text as any other convention. The whole
purpose of this trait is to enhance the visual appeal and
readability – to make the information enticing and
accessible. Creative layout might include such issues as
appropriate and appealing use of fonts, use of visual or
graphic organizers like numbers and bullets, use of
illustrations, and general presentation on the page.

Characteristics of Conventions
• Mechanics don’t detract from meaning.
• Spelling is generally correct.
• Punctuation is accurate.
• Paragraphing tends to be sound.

Conventions: Questions for Writers
• Did I leave spaces between words?
• Did I use a title?
• Did I use periods or question marks?
• Did I use capital letters in the right places?
• Is it easy to read my spelling?
• Could another person read my paper?

Conventions
• I don’t have many mistakes in my paper.
• I have used capitals correctly.
• Periods, commas, exclamation marks and quotation
marks are in the right places.
• Almost every words is spelled correctly.
• I remembered to indent each paragraph.
• It would not take long to get the ready to share.

Mentor Texts/Model Sentences
When I was little, . . .
Now . . .

Apply to Your Favorite Place
When I’m (at my favorite place), . . .

Creating a Punctuation Superhero
• Name of superhero
• What powers (rules of punctuation) does this
superhero possess?
• What is his/her motto, or saying (to remind
people of the punctuation rule)?
• Draw the superhero and include the above
three characteristics.

Metaphor for the Six Traits
• Ideas—(the heart) the content
• Organization—(the internal structure; the skeleton) the
logical pattern in which content is presented
• Voice—(the soul) the unique style and feeling with
which the writer expresses content
• Word Choice (the ears, eyes, nose, mouth, nerve
endings) the choice of language that communicates
accurately and vividly the ideas

Metaphor for the Six Traits
• Sentence Fluency—(the muscles) the word
patterns and sentence structures that allow the
writing to move smoothly from idea to idea
• Conventions—(the skin) the level of correctness
in the use of grammatical structures, punctuation,
spelling, and capitalization
• Presentation—(clothing) the form and layout that
make the communication pleasing to the eye

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