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Write well updates teacher's meeting
- 1. Jennifer Evans Assistant Director ELA St.Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
- 2. “Assigning writing is easy. Teaching writing is really hard.” “We need to teach our students to read like writers and write like readers.” Kelly Gallagher, Author and Teacher http://www.kellygallagher.org/index.html
- 3. The most effective strategy to improve writing… Increase the amount and quality of writing.
- 4. Increase writing proficiency for life endeavors Increase test scores Create a unified writing program K-12 Coordinate and refine writing instruction Increase use of research-based instructional practices during writing instruction
- 5. Mini-Lesson (10-15 min.) Sharing ( 5-10 min.) Independent Practice with Conferring (30-40 min.)
- 6. How Often • Everyday • Everyday • Everyday How Long • KDG – 45 minutes • 1st Grade – 45 minutes extending to 60 minutes • 2nd – 12th Grades – 60 minutes When Management Why • Beginning the first day of school • Same format used everyday • Consistency • Consistency • Consistency • A single block of time at the same time everyday • Same rules and procedures used everyday • Keep it simple
- 7. Grades 2-5 K-1 staple small unit booklets for their notebook Specific notebooking directions for grades 25 first unit of study in WriteWell Write everyday on mini-lesson topic or other notebooking ideas
- 11. Immerse in the genre Identify distinguishing features of the genre Choose an idea to write about Choose a mentor text to help you write Plan your draft Draft long and fast Revise Edit Publish/Celebrate
- 12. 30-40 Minutes Students work independently while the teacher meets with small groups or individual students • Conferring Talking Cards Possible mid-workshop teaching point • Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write
- 13. Research Decide Compliment Teach •Ask “What are you working on as a writer?” •Have the student read aloud his/her work • Synthesize what is learned • Decide what to compliment: “What has this child done that I can name and make a fuss over?” • Decide what to teach: “What does this child use but misuse? or “What is nearly there in his or her writing that I can help them with right now?” •Point out writing strategies the child used well •Say “I like how you…”(give specific example) •Teach only one thing •Teach to the compliment •Teach to today’s teaching point •Negotiate a strategy When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
- 14. 5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow) Small Group Partner Whole Group
- 15. ◦ Teaching Kids About Revising (Writing Workshop Lesson) http://www.youtube.com/watch?v=RBKqgOv mJ8w
- 16. Grammar Units Pre/Post Tests Updates – see grade level representative Information/Explanatory; Opinion; ReadWell units developed last summer Video Lessons Rubrics
- 17. Aligned to CCSS Weekly concepts taught approximately five minutes a day Follows Jeff Anderson’s format PowerPoint to match each weekly lesson
- 19. Same Assessment to be given at the beginning of the year and the end of the year See Sample Use to show growth
- 21. Video Library ◦ All grade levels ◦ Various lessons Kindergarten 2nd grade 10th grade
- 24. WriteWell© ◦ http://www.sccresa.org/toolsforschools/curriculum tools/writewell/ ◦ Select logo ◦ Enter school log in and password: Temporary Log in: Temporary Password:
- 25. Log In and Select Your Grade Review the Table of Contents Skim & Scan the Units
Editor's Notes
- Assign and assess writing does not teach students the knowledge and skills needed to become better writersWriteWell is designed around the format of Writer’s Workshop where teachers teach students minilessons as well as teach them to read like writers and write like readers.
- Model/coach students to elevate their writingRead lots of mentor texts in the genre – have them look at the text with the thought “What did the writer do that I could do?”Turn & talk about the “how” Show them by writing in front of students – write in front of the class and think aloud during the process, modeling about 5-7 minutes at a timeWriteWell is about quality vs. quantity
- Structure similar to 90-minute reading block – whole group, small group, independent work
- Note – WriteWell does not dictate topic, but does dictate genre – students are more willing to write when they have choice – they can write what they know about, care about, and can tell stories aboutUnits of study related to the genre of test prep – is its own genre with rules
- Show an example of a finished PowerPoint after this slide
- Provide Introduction to Language Minilessons handout with this slide
- Provide handout of pre/post assessments for each grade level with this slide.
- Participants spend some time online exploring the units for their grade level