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Writing for Career and College Readiness
- 2. 1. Review previousdistrict writing presentation 2. Review stages of a research-based writing process 3. Engage in and design prewriting activities
- 3. 1. Understand thephases of a research-based writing process. 1. Understand the importance of prewriting. 1. Design prewriting activities.
- 5. It is throughconstant interaction with family and friends -- through using language and hearing others use it in everyday situations -- that children learn to talk. Our research has indicated that the same is true of learning to read and write. It is through constant interaction with family and friends. teachers and classmates -- through using reading and writing and observing others reading and writing in everyday situations -- that children can learn to read and write. Source: NCTE (National Council of Teachers of English)
- 6. Type Purpose Opinion/Argument To Persuade Informational/Explana To Explain tory Narrative To Convey Experience
- 7. Pre-writing Drafting Revising Editing Publishing
- 8. Pre-writing is essentialto producing quality writing. Research indicates that skilled writers spend significantly more time organizing and planning what they are going to write.
- 9. Brainstorming AuthenticExperiences Shared Experience Gathering Information Graphic Organizers
- 10. Write andrefine Focus on communication of meaning
- 11. Revise content Clarify text organization Introduction, body, conclusion Main ideas and details Check for specific skills Adding details Use of figurative language Precise nouns
- 12. Proofread forwriting conventions Capital letters Spaces between words Correct spelling Paragraph indentation Punctuation
- 13. Present your workin a meaningful way Digital Student Work Posted In The Classroom Classroom Presentation Participate in Writing Fairs
- 14. 1. What isthe focus of the writing? 2. What genre or style of writing will the students produce? 3. What is the prompt? 4. When will the students publish? 5. How will the final product be assessed? 6. How will students participate in prewriting activities?
- 15. 7. How willthe teacher model the writing process? 8. How will students reflect on their drafts to revise their work? 9. How will students edit their work? 10. How will students publish their work? 11. How will students receive teacher feedback on the final product?
- 16. 1. Have studentspick a topic or choose one for them. The topic will be represented by the color green. 2. Next, ask students what ideas they want to discuss about the topic. The teacher will record or highlight these ideas in yellow. 3. Create a chart and have each of these ideas become the title for different sections. 4. Finally, have students find details about each key idea and record them in the appropriate category. This will be written in red.
- 17. Topic Key idea aboutthe Elaboration on the key topic idea Students can use: • Crayons • Colored Stickers • Hi-Liters • Computers
- 18. Topic: Martin LutherKing Jr. Birth and 1. Born January 15, 1929 childhood 2. Born in Atlanta, Georgia 3. Lived in the Williams House 4. He had a brother and a sister
- 19. 1. Teachers startby giving students a prompt. (Describe a friend.) 2. Teachers will then give students a sentence like this one. “My friends are ___________________.” (Provide 3 names) 3. Students will brainstorm for a minute and write down the names of the people they consider friends. 4. Teachers now show a new sentence. “We like to__________ “ (Name 4 things you like to do with friends.) 5. Students brainstorm again until they meet the teacher’s goal. The teacher can provide as many sentence frames as s/he wants to help guide the prewriting. 6. Students are given points if they meet the requirements.
- 20. Prompt: What areyour favorite games to play? Describe them. My favorite indoor games are ___________ (Name three) My favorite outdoor games are ___________ (Name three) I like to play games with ___________ (Name two people) I like to play games at ___________ (Name two places)
- 21. 1. Choose textwith multiple persons and have students read. 2. List 3 or 4 people from the text in a multi-columned T-chart. 3. Call out a characteristic, such as “depressed” and the students will put that description under the person that best represents the word. 4. The teacher will call on a few students to explain why they made that choice. The teacher will use this time to praise the students for their logic or be given the chance to do correctives. 5. The teacher will continue on like this until each person has a few adjectives in their column.
- 22. James John Fred Lovell Swigert Haise
- 23. 1. Have studentsbecome familiar with the writing process. 1. Use pre-writing activities before any writing assignment.
Editor's Notes
- #3 Reviewing the previous district writing presentation should not go beyond 5 minutes.Stages of the writing process and types of writing should go about 25 minutes.Pre-writing activities and designing their own should go about 30 minutes.
- #4 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.
- #5 Turn and talk: activate prior knowledge
- #6 Activity: 2 minutes Have teachers read this slide and choose the word or phrase they believe is the most crucial in this information and explain why. Have a few teachers share out.Emphasize that as teachers we need to model writing. We need to model all aspects of it. We need to include students in on the modeling of it by asking them to respond to our work and helping us through each step of the process.
- #7 Ask the question: Which type of writing is the most commonly taught in elementary school? Take an answer from someone and during your response include that these are the three types of writing the Common Core will be focusing on. As students move from elementary school to middle school and then on to high school the amount of narrative writing will decrease significantly and informational and persuasive writing will increase. In high schools students are expected to spend 80% of their time writing informational or persuasive materials.
- #8 Have participants turn and talk. What is their most significant takeaway from this graphic?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.
- #9 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.
- #10 Turn and talk: what other ideas do you haveChart ideas to come up with a comprehensive list
- #11 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.
- #12 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…
- #13 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.
- #14 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.
- #15 Have participants look at these first six and see if their response is on this slide. Go over each bullet and emphasize the importance of each one.
- #16 Have participants look at these first six and see if their response is on this slide. Go over each bullet and emphasize the importance of each one.
- #17 This slide can be used to explain the color coding activity before you teach it. Give a few oral examples of how it works. Have teachers throw out a topic. Choose one and discuss it with the group. For example, if the topic is FIREMEN, then we would say that would be green. What could we say about firemen? Have teachers take about 30 seconds to brainstorm. Some answers might be “What do they do?”, “Where do they stay/”, and “What tools do they use?”. We would connect these to the yellow color. Finally, we might talk about all the different things they do and they would be recorded in red because they are the details from the first key question.
- #18 Do the color coding activity with the teachers. On this slide point out the meaning of each color.Green is the topic sentence or content being discussed.Yellow is a key idea about the topic,Red are the details surrounding the key idea.The next slide gives an example of how this technique can be used with a PowerPoint, however, if you want to show them how to use this technique to outline a paper that would be great.
- #19 This shows an example of this technique. First, the topic will appear with his picture. The first thing we will discuss will be his birth and his childhood. This would be considered a key topic in describing the life of Martin Luther King Jr. Then, the details will appear. Give teachers about five minutes to come up with an informational topic about content that they teach.
- #20 Go over the rules to the Thinking Game with the teachers.Emphasize that this game is centered around the sentence frames the teachers create.Students are given 3 points for the first example by giving three names of friends.For the second example they will score 4 points if they come up with 4 activities they like to do with friends.
- #21 On this slide, show teachers the prompt to start with. Have them brainstorm with their partners one or two sentence frames they would develop for this prompt.Next, show them the frames one at a time and see how many people matched.
- #22 Tell teachers that this next activity would work best once students have just read or watched video on something where the emphasis was on the men and women involved in some event. This can also be done with narrative text with the characters in a book. We are just focusing on the informational version of it. It may be good to alternate between this slide and the next as you are explaining the activity. When you talk to teachers about creating a 3 or 4 column T-chart show them the example on the next slide. You might then call out a characteristic such as calm and ask the teachers which of these three men best demonstrated calm in this tense situation. They probably won’t know the answer but you are just using that as an example. A teacher would then put that word under the man that most demonstrated that trait and offer up their evidence as to why. If a trait fits more than one person on the list, then that word can be put into both columns.
- #23 This slide works in conjunction with the one before it.
- #24 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.