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Writing 101

Writing 101. Writing across the curriculum. Improving writing. Write everyday. 6+1 W riting T raits. Organization Ideas Word Choice Sentence Fluency Voice Conventions Presentation. Writing Process. Planning Drafting Revising Editing Publishing.

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Writing 101

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  1. Writing 101 Writing across the curriculum

  2. Improving writing Write everyday

  3. 6+1 Writing Traits • Organization • Ideas • Word Choice • Sentence Fluency • Voice • Conventions • Presentation

  4. Writing Process • Planning • Drafting • Revising • Editing • Publishing

  5. Improving Writing Skills—Essential Components • Direct instruction • Teacher • Variety of tools • Accessible to all learning styles • Write • Every day • All subject areas • Variety of text structures • Common language/terminology • Feedback • Individual and specific • Strengths • Next steps • Criteria for feedback clearly stated

  6. Writing connected to reading • To get better at reading you read • To get better at writing you write • Free response as a formative measure of writing

  7. Free response • Read a selection aloud—stop and ask students to respond • Write a sentence or draw a picture (younger students) • Responses about content, character, or vocabulary • Responses may include: • What do you like or dislike about the text • Where does the selection take place? • How does it make you feel? • What do you predict will happen? • How does the character remind you of someone you know? • How does the text connect to you and your life? • Think, pair, share or turn to your neighbor • Reread your response to yourself • Group discussion • Still agree with your response? • No right or wrong answers

  8. Writing development • At first it may be summary types of response—that is what students are used to • Expands on ideas • Improves sentence fluency • Gives voice to writing • Improves comprehension of reading

  9. Using responses to improve writing: • Complete sentences • Makes sense • Short and choppy or run-on • Start all sentences the same way • Simple or more complex sentences (Adjectives, adverbs) • Strong action verbs • Take risks with new words or voice

  10. Improving writing at the sentence level Basic writing

  11. Building better sentences • Pictures give kids words—Paint a picture using words • Write down their responses • Model conventions—Use word sentence to discuss what you are writing • Choose action words rather than passive words • Pattern—who, action, finish the thought (Three box sentences) • Add descriptors—Adjectives and adverbs • Add phrases and clauses (four box sentences)

  12. Three block writing

  13. Four block writing

  14. Moving to paragraphs • Introduction • Body • Conclusion

  15. Topic Sentence • Declarative statement--simple • Number word included • Situation/stand (starter words) • Ask a question—paragraph will answer the question

  16. Beware • My name is_____ and today I will tell you about…. • In this paper, I will tell you about….. • I’m going to write about…. • Deadly duo: • There are • Here are

  17. Body sentences • Big ideas • Transitons • First, second, third—level one • Transition words and phrases • Repetition of word or thought, pattern

  18. Conclusions • Strong ending • Summarize • Repeat of topic sentence with different words • “clincher” • Words that signal a conclusion

  19. Examples and non examples of good conclusion words Good conclusive words Beware All in all In conclusion That is all The end I hope you like my paper • Actually • As a result • Certainly • Clearly • Consequently • Definitely • In fact • Obviously • Surely/truly

  20. Let’s Summarize! Short and Sweet

  21. Summary or Retell? Summary>3rd or 4thGrade Retell< 3rd or 4th Grade Main idea and details (Sometimes all details) Oral Lengthy, may contain information not necessarily found in the text • Big ideas • Written • Short, sequential, few details

  22. A Good Summary should…. • Significantly shorter than original text • Paraphrasing using own words not directly copied from text • Big ideas in sequential order • Eliminate most details (especially fluff) • No personal opinions • No outside information not found in text.

  23. Writing a good summary—Step 1: Topic sentence • Name it (name of article and author) • Verb it (What it does) • Big picture (What does it tell me, what does it say?) • List of verbs: tells, shows, describes, explains, discusses, listts, explores, illustrates, teaches, compares, contrasts

  24. Write a summary Step 2—Paraphrase big ideas. • Jot dots using rule of 5 (five or less words) • Encourages paraphrasing and chunking • 4-6 jot dots (most of the time) • Beginning, middle, end. (sequential) • Main ideas from story.

  25. Write a summary: Step 3 Write out loud • Turn to a neighbor and orally write you summary from your topic sentence and jot dots • Turn each jot dot into a complete sentence • Practice • Helps clarify ideas

  26. Write a summary Step 4 and 5 • 4: Keep plan close by to refer back to. • 5. Write the summary

  27. Response to Literature—Summary plus • Short summary • Personal connections—to self, world, or other text • Author’s message or lesson, including a personal comment

  28. Questions Thank you!

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