Teaching Writing

1. Teaching Writing Tying it all together !?

2. workshop outline

3. 1- Reflecting on own techniques for teaching writing . 2-Listing some of the best practices for teaching writing . 3-Revising knowledge on the writing process and traits of writing. 4- Finding out about how the technique of “teaching writing as a process” and “traits of writing “are implemented in the resources . 5- Developing awareness of the interrelation between the process of writing and the six traits . 6- Using different techniques to teach and scaffold writing .

4. Ice Breaker The Snowball Activity 1-Individually , spend 2-3 minutes writing about yourself on a piece of paper. 2- Crumble up the paper to resemble a snowball. Have a snowball fight for about one minute. 3-Everyone grabs one of the snowballs and has to try and find the person who wrote it. 4- Once you find your partner, bring him up and say how you found out about him .

5. Prompt Individual activity

6. Individual activity Read this opening from the novel “Bleak House” … h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u hasuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h Now write your own opening of a novel.

7. Are you serious ?

8. Actually , no ; we are just kidding !!!!  But take a moment to reflect on how you felt when posed with the task. Some of you were excited to have the opportunity to write, some of you thought “really…writing…UG?” , some of you thought “I have to write to THAT?”. That is how many of our students feel when posed with a prompt.

9. Assign vs. Instruct? In this instance we “assigned” the prompt. It was clear we planned on providing feedback, but didn’t teach you what we were looking for orwhat the qualities of good writing were. Many teachers feel overwhelmed when it comes to teaching writing.

12. As a side note-we know that starting with a rigid GO can help our struggling writers, but it is not the sole panacea for good writing .

13. Searching for “the answer” Susan “I felt frustrated teaching High School English, and thought…surely there is ‘an answer’. So I went to grad school, majored in rhetoric looking for the answers.”

14. The Answer………And I found out that there is no answer…writing is messy!.

15. Writing Standards "6 + 1 Traits" Units of Study for Teaching Writing "Writers Workshop" Curriculum " The Writing Process" Assessment !

16. Reaction? “We waste valuable time and energy fussing about the “trait” camp versus the “writing process” camp versus the “writing workshop” camp. We're all trying to do the same thing: help students learn to write well. When these three powerful ideas coexist in writing classrooms, both students and teachers win.” -Culham

17. Why teach writing? The main reason for teaching writing is to help students EXPRESS THEIR THOUGHTS IN WORDS.

18. It is important to tell your students that.... "Good writing does not just happen. The best writers spend a great deal of time and effort thinking, planning, rewriting, and editing."

19. What about you ? Individual activity (5min.) How do you teach writing ? Take a couple of minutes reflecting on your teaching writing techniques , then share with the workshop group.

20. Best Practices • Writing Process Strategy • Four square writing technique • Peer writing response • The six traits • Scaffolding writing instructions • Increase Writing Frequency and Duration • Setting Goals and Using Rubrics • Collaborative Writing • Writing workshop

21. Writing as a process & Writing traits

22. Think-pair-share activity (3 min.) 1-What is the writing process? What are the steps in the writing process? 2-What is a “trait”? What are the six (+1) traits of good writing ?

23. Definitions The writing process is ( A way of looking at writing instruction that shifts the emphasis from the finished product to what writers think and do as they write . The 6-trait writing model is (a way to assess and teach writing. This model focuses on 6 qualitiesseen in outstanding written works).

24. Group activity (10min.) You will be given a sheet with names of “processes” and “traits” on . Your task is to “cut and glue” them under the correct category (processes ) or ( traits ) , putting the steps in the (processes) category in the correct order .

26. The +1 trait is (presentation)

27. How do ”process” and “trait” interrelate ? Group activity (5min.) On the sheet you are given , decide what the trait(s)tackled in each process is(are) .

28. The Traits and the Writing Process • Prewriting Ideas, Organization, Voice • Drafting Ideas, Organization, Voice, word Choice, Sentence Fluency • Revising All traits except conventions • Editing Conventions • Publishing Presentation

29. Detecting Process and traits in the resource book Group activity (10min.) Use your resource book to locate example(s) and explain how writing process and traits are implemented to teach writing .

30. An example from G11 Foundation (p.50,51) Prewriting (ideas , voice ) Prewriting (organization)

31. Prewriting (organization) Prewriting (organization) Drafting ( ideas ) Drafting (ideas , voice -organization)

32. Prewriting (planning )

33. Drafting (organization) Revising / editing Drafting (ideas , voice )

34. Evaluation rubrics / publishing

35. Scaffolding writing instructions

36. What is scaffolding instructions? According to Harris and Hodges in their The Literacy Dictionary (1996), scaffolding in learning is: (The gradual withdrawal of adult (e.g. teacher) support, as through instruction, modelling, questioning, feedback etc., for a child's performance across successive engagements, thus transferring more autonomy to the child).

38. Match teacher’s role with descriptions in the “Teacher’s role” sheet you have . Group activity (2min.)

40. Some Practical Examples Individual activity (10 min.) Please take five minutes to read the hand out on the definition and some practical examples on scaffolding writing instructions , then feedback to the workshop group using the “PMI” graphic organizer that you have .

41. More Examples on scaffolding writing instructions

42. 1- Narrowing the Idea in writing : prompts (R.A.F.T.) • R.A.F.T. stands for . . . • Role of the writer • Audience for the piece of writing • Format of the material • Topic or subject of the piece of writing • Example: (writing prompt ) write a persuasive essay to persuade your principal to resume the field trips at your school . How would you scaffold this prompt using the RAFT model ?

43. it could be scaffolded as follows: You are Sami Ahmed , a student in grade 12 at AL-Amjad Secondary School . Write a three-paragraph essay that would help you and your class to persuade your school principal to resume the field trips at your school .

44. 2- Using models

45. 3-Sentence Stretching • Ask each student to write a simple sentence of 4-5 words at the top of a sheet of paper. (Example: Sally ate a pizza.) • Students pass the paper to the next student who must add or change one element to make the sentence more specific and interesting. • After the paper has been passed to 10-12 people, it is returned to the original owner. • Students write their revised sentences on the board for all to see.

46. 4-Ending with a different part of speech 1-Experiment with one of your sentences. 2-Try ending it with different parts of speech. 3-Decide which is the most effective. • A rolling stone gathers no moss. (noun) • If a stone rolls, hardly any moss with be gathered. (verb) • If you are concerned about moss gathering on a stone, roll it. (pronoun) • When trying to rid yourself of moss, roll the stone quickly. (adverb) • If you roll the stone, the moss will become smooth. (adjective)

47. 5- using graphic organizers to scaffold writing instructions ( e.g. 4 squares): Example :Writing Prompt Writing Situation: Everyone has a fond memory of a special day. Think about a day that stood out among all the others. Directions for Writing:  Write a paragraph/ essay telling about your special day

48. Prepare the graphic organizer. Now fold your paper into 4 squares.

49. another way

50. Topic Sentence I will never forget my sixth birthday. Fold the paper into four squares. Begin with one well written topic sentence placed in a box in the center. This will become the topic sentence.