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Chippewa River Writing Project

Writing in Elementary Grades. Session 2 - Grades (4-6). Elizabeth Miller, TC Amanda Cornwell, TC. Chippewa River Writing Project. 1. Be “in the work” when in the room 2. Determine which information and teaching strategies match your needs 3. Share with colleagues A. Norms.

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Chippewa River Writing Project

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  1. Writing in Elementary Grades Session 2 - Grades (4-6) Elizabeth Miller, TC Amanda Cornwell, TC Chippewa River Writing Project

  2. 1. Be “in the work” when in the room 2. Determine which information and teaching strategies match your needs 3. Share with colleagues A Norms

  3. Participants will gain a better understanding of CCSS across the grade span. • Participants will gain a better understanding of what student writing looks like in upper grades. • Participants will gain insight into writer’s workshop approach that includes various types of writing. • Participants will gain new strategies for teaching writing through the use of digital tools. E Objectives

  4. Motto “Teachers Teaching Teachers” • Fostering change in the teaching of writing across grade levels • Focus areas: The craft of writing Digital writing • Summer Institute, Youth Camps, Professional Development • http://chippewariverwp.wikispaces.com/Chippewa+River+Writing+Project for more information E About CRWP

  5. Writing into the day: Starting the day the CRWP way… What does writing instruction look like in your classroom? A

  6. Shifting student needs • New demands from writing programs • Writing curriculum must include opportunities to practice daily • Focus on informative, opinion & narrative writing • Evolution of writing includes digital tools • CCSS – College & Career Ready Standards Why change now? A

  7. Examine standards for changes and growth across the grade span 1. Highlight nouns * 2. Highlight verbs ** 3. List content & Skills * You may choose to keep in phrases for clear understanding ** Take notice of specific word choices that are made Understanding CCSS E

  8. How did the “feel” of the standard change? What new content or skills were added in each grade? How will we bridge gaps when there are leaps in the learning? What do the standards look like in our classrooms? What ways can we increase rigor in our classrooms? Debriefing on CCSS & continuing the work… A

  9. E

  10. Gimme a Break... E

  11. Read the student samples looking for evidence of what the student knows and can do. Highlight evidence from the sample that relates to expectations from the standard. Imagine what the evidence from other grade levels would look like in student work. Exploring Student Samples A

  12. “Zoo Field Trip” Grade 4, Argument (Opinion) E

  13. Grade 4, Annotation E

  14. “A Pet Story About My Cat…Gus” Grade 6, Argument A

  15. Grade 6, Annotation A

  16. Need for “routine writing” • Writer’s workshop approach • Elements: Minilesson= explicit instruction Work session = independent practice Individual conferences = guided practice Peer review = editing & revision Share = publication or distribution • Writing includes many types (opinion, informative/explanatory, and narrative) as well as subgenres • Writing across curricular areas Daily Writing Instruction A

  17. Gimme a Break... A

  18. In today's world of texting, tweeting, blogging, and social networking, young people are writing more than ever.  Students are faced with learning multiple new literacies to succeed in our fast-paced, information-rich world, yet most schools have not caught up with the digital reality that students live in daily. http://www.nwp.org/cs/public/print/resource/3310 A

  19. Setting a clear purpose Watch Video A

  20. A “digital home” for me, students, and parents • A few blogging platforms we’ve used are: • www.edublogs.org • www.kidblogs.org • education.weebly.com • Teaching Demonstration #2 A

  21. Before we got started with blogging, we had established our writing routines in class. • When moving digital, we discussed safety and responsibility. • Sample Blogs: • Amanda • Blogging Guidelines A

  22. Readers/Aggregators are basically singular websites that bring in all the content that you are interested in reading. • www.google.com/reader- closed July 2013 • www.feedly.com • www.newsblur.com • www.theoldreader.com • www.digg.com/reader • Blog Readers/Aggregators A

  23. Communicate with your administrator - they want to support you, so let them know your plans! • Follow school/district policy - regarding names, pictures, videos, and permission to publish online! • Teach the tool first - don't assume all students are tech savvy! Technology Rules of Thumb A

  24. Extend the thinking through the tool - once they know how, explore the why! • Use technology to teacher digital citizenship - discuss digital footprint, intellectual property, etc. • Model behaviors you expect of your students - be a reader, a commenter, a writer, a creator!  Technology Rules of Thumb (con’t) A

  25. Multimedia presentation tool • Versatile – great for cross-curricular projects • Allows students to publish and distribute their work • Teaching Demonstration #1 E

  26. www.chippewariverwritingproject.org • edu.glogster.com • edublogs.org • A Vision of K-12 Students Today • http://www.youtube.com/watch?feature=player_detailpage&v=_A-ZVCjfWf8 • Resources

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