Writing Process

1. Writing Process Plan for Daily Writing

3. Overview of Sessions • Overview of Writing Process- Sept. 27th • Math Journaling- Oct. 4th presenter Dawne Coker • Language Arts- Oct. 18th • Science- Nov. 1st • Social Studies- Nov. 8th

4. Review Research Peek into the Common Core Writing Standards Develop a Deeper Understanding of the Writing Process Explore the Writing Workshop Break Observe Writing Conferences- Regie Routman conduct a Writing conference Gather Helpful Strategies and Timesavers Make a Plan to Try it and Apply it! Today we will…

5. My Wiki Welcome to the Professional Development Journaling Across the Curriculum http://www.journalingpd.wikispaces.com

6. Key Research Findings • Create predictable writing routines • Provide time for extensive reading and writing • Provide support through conferences

7. Key Research Findings cont.. • Emphasize writing as a process • Write every day • Develop professional knowledge

8. Balanced Literacy CCSS Reading I don’t have room in my schedule to teach writing! Balanced Literacy CCSS Writing CCSS Language CCSS Speaking and Listening

9. Design There are four strands: •Reading + Reading Foundational Skills K-5 •Writing •Speaking and Listening •Language The ELA Common Core supports an integrated model of literacy. There are media requirements blended throughout.

10. Common Core- Writing Standards Common Core Learning Activity #1 Planning for Success in 2012-2013 Standards 1-3 address text types and purposes •Writing arguments •Writing informative/explanatory texts •Writing narratives

11. Foldable Activity • On each flap, list one type of writing. •Use the space inside for your notes about each type of writing. –Common language anchors to grade-specific standards –What students should know –What students should be able to do

12. Argument • An argument is a reasoned, logical way of demonstrating that the writer’s position, • belief, or conclusion is valid. • Arguments are used for many purposes- • To change the reader’s point of view • To bring about some action on the • reader’s part • Ask the reader to accept the writer’s explanation or evaluation of a concept, issue or problem

13. Informative/ Explanatory Informational/explanatory writing conveys information accurately- This kind of writing serves to: • Increase readers’ knowledge of a subject • Help readers better understand a procedure or process • Provide readers with an enhanced comprehension of a concept

14. Narrative Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. • Does not include all of the possible forms of creative writing, such as types of poetry. • Inclusion and evaluation of other such forms are left to teacher discretion..

15. Writing Process 1. Prewriting 2. Writing 3. Revising 4. Editing 5. Publishing • The writing process involves teaching students to write. • This process can be used in all areas of the curriculum and provides an excellent way to connect instruction with core standards. Here is the What! Now let’s discuss the How!

16. Commercial

17. Write about the activities you like to do for fun. Commercial 2

18. Sources of Inspiration- How do I get ideas in the first place? • Magazines/ newspapers/periodicals/ CD-ROM • Conduct an interview based on your topic • Media- radio, tv, internet • Experiences • Film-movies and documentaries • Music • Visual art-observing or creating • Memories • Discussion and brainstorming • Responding to literature • Research • Role playing • Imagination • Personal interest inventories • Class interest inventory • Dreams

19. Prewriting This step involves • Brainstorming • Considering the purpose and goals for writing • Using graphic organizers to connect ideas • Designing a coherent structure for a writing piece.

20. One New Strategy or Practice I am going to try… One Strategy or Practice I am going to continue … One Strategy or Practice I am going to stop doing…

21. Prewriting Tools and Strategies- What ways can I prewrite? • Free writing • Journaling • Image streaming -transplant yourself to another place or time and describe from a first person point of view • Lists • Visualization • Brainstorming- individually or as a group • Webbing/mapping/clustering • Graphic organizers • Topic or word chart • Graphic Organizers • Five senses chart- Brainstorm the five senses in a chart • Looping • Outlining

22. Think Sheets

23. Writing • Students work independently at this stage. • Conference with students individually as they write. • Provide the students with sustained writing time: 20-30 minutes

24. Tips for students when transitioning from Prewriting to Writing • Be selective! • Write! Write! Write! Don’t stop once you start writing. • When YOU feel that you have completed your ideas, THEN are then ready to go to the next stage. • Hold it!

25. Revise To See Again • Show students how to revise specific aspects of their writing. • Think aloud about how you could add more details and make it clearer. • Teach students to reread their own work more than once as they think about whether it really conveys what they want to their reader.

26. Revision Process • REREAD- Constantly • Read whole text first. • Read and ask questions as you go. • Does this sound the way I want it to? • Is it interesting? • Cross out: • It’s boring. • It doesn’t sound right. • Repeated word (put in a better one). • Add words: • DECIDE WHAT YOU LIKE- keep it!

27. A.R.R.R. Method- • Adding: What else does the reader need to know? • Rearranging: Is the information in the most logical and most effective order? • Removing: What extra details or unnecessary bits of information are in this piece of writing? • Replacing: What words or details could be replaced by clearer or stronger expressions.

28. R.A.G. Read Around Group General Rules for Read Around Groups • 3-5 writers per group in varying ability • Make sure there are no names on the pieces of writing. Student work is to remain anonymous. Photocopies work well. • In each group, everyone reads each paper once. Nothing is written on the papers. This is the first read. It is read to get a general idea about what has been written. • During the first read, on a separate piece of paper, each person rates them on a scale of 1-4. (4-outstanding, 3- above average, 2-acceptable, 1- insufficient) Students also write comments about each piece for later discussion with the group. • Students discuss why they assigned the score that they did. • Staying in the same group, students then revise the anonymous work during a second reading. Students can a) read each paper and mark suggestions on it b) read the piece as a group and mark the group’s suggestions on each paper.

29. Editing • Editing is.. • Spelling • Capitalization • Punctuation • Grammar • Sentence Structure • Subject/verb agreement • Consistent verb tense • Word Usage

30. Editing- Methods • Self Edit • Read your own work backwards. • Read the last sentence, then the second last sentence, etc. • Does each sentence make sense when you read it on it’s own? • Do you see or hear any errors in the sentence? • Peer Edit • Peer editing, with clear guidelines for students to give feedback on each other’s work, motivates students, allows them to discuss their writing with their peers, and makes the work load a little lighter for you.

31. Editing Checklist My Editing Checklist Name: __________________ Date: _________ Title of My Writing: _________________ • I read my writing myself to see if it made sense. ____ • My writing is focused on one important idea or topic. ____ • My introduction attracts a reader’s attention. ____ • The title fits the piece and gets a reader interested. ____ • I replaced weak words (went, nice) with specific words. ____ • I deleted unnecessary words by combining short sentences. ____ • I deleted over used words (then, and so). ____ • I checked for correct punctuation. (.?!,””’) ____ • I checked for correct capitalization. ____ • I indented or used a paragraph symbol () to begin a new paragraph ____

32. Spelling Strategies Chart • Try spelling it another way. • Put a check over the letters you think are correct. What’s the tricky part? • Stretch out the sounds in the word? • Read the room, use your resources. • Ask a friend. RegieRoutman, Writing Essentials

33. Publishing • Encourage students to publish their works in a variety of ways, such as a class book, bulletin board, letters to the editor, school newsletter, or website. • Having an authentic audience beyond the classroom gives student writing more importance and helps students to see a direct connection between their lives and their literacy development.

34. Suggestions for Publishing

35. Writing Workshop Typical Workshop looks like… • Teacher conducts mini lesson on a specific skill or concept (5-10 minutes) • Students write while teacher confers with individual students (30 minutes) • Selected students share completed pieces or works-in-progress with whole group (5-10 minutes) • Students complete final edits and publish their works when they are finished. • Mini Lesson • Writing and Conferencing • Peer Response and Editing Groups • Group Share Sessions • Publishing and Publication Celebrations

36. Writing Conference- What is it? • One-on-one strategy. • Best opportunity for direct and immediate teaching of the complex processes and skills involved in writing. • Generally are short, about 2-5 minutes. • Take place while other students are working on their independent writing.

37. Writing Conference- A glance at.. • The “golden rule” is to listen to the student • Focus more on the writer than the writing. • Some sample questions to ask during a conference: • What is happening in your story? • How did you get that idea • Will you put that information in your story? • Can you tell me more? I don’t know much about… • When this happened, what do you remember most?

38. Writing Conference- Make it Happen! • Start small • Take your time • Keep it simple! • Establish centers and a variety of activities before you start individual conferences. • Other students should be busy on their own independent writing projects: • Drawing or brainstorming topics in prewriting phase • Writing • Sharing with partners • Revising • Editing center • Publishing center with bookbinding materials

39. RegieRoutman: Conducting an Writing Conference • View DVD

40. Important Timesavers • Schedule writing every day • Limit the use of prompts that have no real audience ( such as write a letter to the author telling him one thing you would change about the story) • Provide more choice of writing topics. Students write more easily about something they’re interested in. • Integrate test preparation. • Teach basic skills in context. • Teach students to revise and edit as they go; this saves time later on. • Expect high-frequency words to be correctly spelled. This saves correction time and aids speed of writing. • Expect legible handwriting. This saves time for your students and for you. • Encourage invented spelling within reasonable, agreed-on guidelines. This speeds up writing and encourages broader use of words. • Use parents. (carefully selected and trained) as final editors in the classroom. • Tell students why- make writing purpose understood. Students will invest more in their writing. RegieRoutman, Writing Essentials.

41. Model Writing Behavior • Write on every other line. • Write on only one side of the paper. • Date everything. • Write legibly. • Spell high-frequency words correctly, and use your best invented spelling for others words. • Keep writing records. • Model on ELMO using the same paper your students will be using. RegieRoutman, Writing Essentials.

42. Excellent Teachers = Excellent Writers • Demonstrate • Connect • Guide • Teach • Rely Regie Routman, Writing Essentials.

43. Top 10 Suggestions for Making it Fit! • Keep it short • Keep it simple • Slow it down. • Start with the whole. • Move on. • Teach it first. Label it later. • Trust yourself as a writer and as a teacher of writing. • Stop when energy is high. • Use common sense. • Enjoy writing! RegieRoutman, Writing Essentials.

44. Mine, Ours, Theirs Activity • Fill out the first column (Mine) for everything you learned about the writing process. • Work with your small group and share what you have written down adding in the second column (Ours) new information from your partners. • Create a visual that represents the information you have. It can be listing, a flow chart, a concept map etc.. • Take a gallery walk looking at the various representations that the groups have made. • Add to the third column (Theirs) the new information you have learned. • Think about the one thing you have learned about the topic and share with the group.

45. Try it and Apply it! • Adopt practices of Highly Effective Teachers • Engage in professional conversation with your colleagues about effective writing practices. • Read books and journal articles about writing and teaching. • Demonstrate writing by thinking aloud and writing in front of your students • Share with students the writing you do outside school: ask them to do the same. • Examine and evaluate student writing samples at your grade level meeting. • Observe other teachers’ writing classrooms, at your grade level and across grade levels. • Conference with students about their writing.