Half day session to review writing process, beliefs and practices about writing, and prepare to scan our classes and start to consider an inquiry question regarding writing. Grades 2-11, classroom and support teachers.

1. We’re All Writers: Inquiry
Team
Burnaby
Dec.
11,
2014
Faye
Brownlie
Slideshare.net/fayebrownlie/burnabywri>ng

2. Beliefs about Writing
• Wri>ng
is
thinking
• Write
daily
• Precede
wri>ng
with
talk,
reflec>on,
>me
• Focus
on
meaning
• Explicitly
teach
wri>ng
and
provide
>me
for
prac>ce
and
feedback
• Feedback
and
co-­‐developed
criteria
support
the
development
of
wri>ng
• Wri>ng
is
cross-­‐curricular

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

4. Stages of the Writing Process
• Pre-­‐wri>ng
• DraQing
• Edi>ng
• Proofreading
• Publishing
and
presen>ng

5. Writing Next: Effective Strategies to Improve
Writing of Adolescents in Middle and High School
(gr.4-12)
-­‐Steve
Graham
and
Dolores
Perin
Alliance
for
Excellent
Educa>on
www.all4ed.org/publica1ons/Wri1ngNext
•

6. Elements
necessary
to
learn
to
write
well
and
to
use
wri>ng
as
a
tool
for
learning
• All
supported
by
rigorous
research
• Do
not
cons>tute
a
full
wri>ng
curriculum

7. 1.
Wri>ng
strategies
2.
Summariza>on
3.
Collabora>ve
Wri>ng
4.
Specific
Product
Goals
5.
Word
Processing
6.
Sentence
Combining

8. 7.
Prewri>ng
8.
Inquiry
Ac>vi>es
9.
Process
Wri>ng
Approach
10.
Study
of
Models
11.
Wri>ng
for
Content
Learning

9. Sentence
Combining
-­‐
basic
prac>ce
• It
is
a
dull
day.
• It
is
raining.
• I
don’t
want
to
go
outside.
• I
don’t
want
to
get
groceries.

10. Sentence
Combining
-­‐
with
student
wri>ng
• The
Arc>c
pup
starts
to
hunt
at
14-­‐15
weeks.
They
eat
field
mice.
When
they
hunt
they
listen
under
the
snow.
(21-­‐16)
• The
Arc>c
fox
are
born
in
May
or
June.
They
are
born
brown.
Some>mes
the
mother
has
11
pups.
(19-­‐10)
Naomi,
gr.3

11. Sentence
Combining
-­‐
with
content
• Mary Gray was selling.
• Her merchandise was microwaves.
• High unit price was of crucial importance
to her.
• She made a decision.
• The decision was to soften her position.
• The position concerned delivery and
warranty.

12. Quick Writes
• Give
a
word
• 15
seconds
to
think
• 2-­‐3
minutes
to
write
• Word
count
• Find
a
phrase,
short
piece
you’d
like
to
share
• As
the
students
stand
and
share,
listen
for
nuggets
you
might
be
able
to
use
in
some
way
in
your
wri>ng
• Paint,
train
–
the
words
we
used
today

13. Picture Prompts
• Talk
to
your
partner
about
what
you
are
seeing,
wondering,
thinking
about
in
this
picture…think
about
how
it
connects
to
‘paint’
and
‘train’
• Share
2-­‐3
pictures.
• Walk
and
talk
with
a
partner:
what
is
the
story
behind
the
pictures?
What
is
the
story/text
that
is
sparked
in
your
thinking
by
the
words,
the
wri>ng,
the
conversa>on,
the
pictures.
• Quick
write
of
10
minutes
or
so.

19. Critical Literacy, Gr. 12 with Amy
Stevenson
The Glass Castle-Jeannette Walls
• Analyzing
habits
of
thinking,
reading,
wri>ng,
speaking
• Understanding
social
contexts
and
consequences
• Deep
meaning
• Applying
deep
meaning
to
self

20. Goal: begin an exploration with
critical analysis/critical literacy
• Set
a
scene
• Personalize
this
scene
and
sketch
• Write
2
minutes
in
response
to
your
sketch
–
feeling,
ac>on
• Pass
your
paper.
2nd
student
reads
and
responds/
adds
on
–
2
minutes
• Repeat
2
more
>mes
• Read
your
own
paper,
others
responses,
and
discuss
–
5-­‐10
minutes