Teaching Writing

1. Teaching Writing Intermediate and Secondary Classes Part 1

2. Writing is not caught.It must be taught. Anita L. Archer, Ph.D. author, consultant, teacher archerteach@aol.com

3. Preview Big Ideas • Focus on limited number of genre. • Teach the critical foundation skills to mastery. • Break down complex tasks. • Provide explicit instruction. • Provide judicious practice. • Provide immediate feedback. • Consider motivation. • Frontload writing. • Have students write short products often. • Teach “Process Writing” including the what and how.

4. Big Idea #1 - Focus on a limited number of modes Common Core Standards Narrative Informative Argument

5. Big Idea #2: Teach the foundation skills to mastery. Outcome: Writing Arguments, Informational Texts, Narratives Example Foundation Skills: reading, expressive vocabulary, word usage, grammar, fluent handwriting or typing, spelling, capitalization, punctuation, sentence formation

6. Automaticity of foundation skills necessary for higher order thinking and tasks.

7. Writing Foundations – Sentence Formation Sentence Expansion Sentence Combining Sentence Frames

8. Sentence Expansion • Students can learn the structure of sentences and gain “sentence sense” though sentence expansion exercises. • Students add words or phrases to sentences that answer questions such as when, where, why, and how.

9. Sentence Expansion What Works Clearinghouse – IES Practice Guide

10. Sentence ExpansionTeaching Basic Writing Skillsby Judith Hochman Expand each sentence using three of the following question words: who, what, when, where, why, and/or how. Start Sentence: The children raced. When: one spring day Where: down the road Why: celebrate the last day of the school year Create Sentence: One spring day, the children ran down the road to celebrate the last day of the school year.

11. Sentence Expansion Expand each sentence using three of the following question words: who, what, when, where, why, and/or how. Start Sentence: I attended the writing inservice. When: __________________________________________ Where: __________________________________________ Why: ____________________________________________ Create Sentence: _________________________________________________ _________________________________________________

12. Sentence ExpansionExample created by Science Teacher, Anya CovarrubiasBased on Teaching Basic Writing Skills by Judith Hochman Expand each sentence using 3 of the following question words: when, where, and how. Sentence: Carbon dioxide is produced during Cellular Respiration. Where: during the Kreb’s Cycle When: carbon chains are broken down How:by bonding with oxygen molecules Expanded Sentence: Carbon dioxide is produced during the Kreb’s Cycle when carbon chains are broken down and bond with oxygen molecules.

13. Sentence Combining • Sentence combining has a positive effect on students’ writing. (Evans, Venotozzi, Bundrick, & McWilliams, 1988; Howie, 1979; Kanellas, Carifio & Dagostino, 1998; Pedersen, 1977; Saddler & Graham, 2005; Stoddard, 1982) • Students start with a stem sentence and combine it with one to four other sentences.

14. Sentence Combining What Works Clearinghouse – IES Practice Guide

15. Sentence Combining (Examples taken from REWARDS Writing – Sentence Refinement published by Sopris Learning)  I do it. Start: Linda grabbed a seat. Add: Bobby grabbed a seat. Add: The seats were adjoining. Add: The seats were on the bus. Add: The bus was crowded. Create:

16. Sentence Combining We do it. Start: As the cubs grow fur, they spend periods of time outside the den. Add: The fur is thicker. Add: The periods of time are short. Add: The den is warm. Add: The den is protective. Create: _________________________________________________ _______________________________________________________

17. Sentence Combining You do it. Start: Jared will finish shopping for school supplies. Add: He will shop this afternoon. Add: He will shop at the mall. Create: ____________________________________ _______________________________________________

18. Sentence Combining You do it. Start: Everyone ate birthday cake. Add: The birthday cake was chocolate. Add: Everyone ate vanilla ice cream. Add: Everyone ate candy. Create: ____________________________________

19. Sentence Frames Sentence frames: - Give students a framework to support thinking and writing - Encourage use of content vocabulary - Provide scaffolding for academic language - Increase oral language proficiency

20. Sentence Frames What Works Clearinghouse - IES Practice Guide

21. Sentence Frames Compare and Contrast Compare = sameContrast = different 1. _________and ________ are similar because they both ______________. 2. There are several major differences between ____ and ____. The most notable is _________.

22. Big Idea #3 - Break down complex tasks • Complex skills and strategies should be broken down into smaller, easy to obtain instruction units. • This will promote success and reduce cognitive overload.

23. Break down complex skills Body of Argument Transcription 1. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason. 2. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases. 3. When given three reasons and related facts and details, can write three paragraphs each containing a topic sentence stating the reason followed by sentences containing supporting facts and details, connected with transition words and phrases.

24. Break down complex skills Body of Argument Planning and Transcribing 4. When given a topic, can generate a claim and reasons to support the claim. 5. When given a topic, can generate a claim and reasons to support the claim and details to logically support each reason. 6. When given a topic, can generate a plan for the body of an essay (the claim, the reasons, details to support each reason) and transcribe the plan into three coherent paragraphs When given a claim on a topic, can generate reasons to support that claim.

25. Break down complex skills. Introduction 7. For previously formulated argument papers, writes an introduction that: a) grabs the attention of the reader, b) states the writer’s opinion, and c) introduces reasons to support the writer’s opinion. Conclusion 8. For previously formulated argument papers, writes a short conclusion “wraps it up” the essay by: a) summarizing the opinion and reasons, b) calling for some action to be taken, or c) explaining the outcomes of not following the writer’s suggestions. Arguments (Desired Outcome) 9.. When given a topic, can plan, write, and edit an argument paper that includes: a) an effective introduction, b) a well structured body with logically organized reasons and related facts and details, linked with appropriate transition words and phrases, and c) a short conclusion that “wraps it up”.

26. Big Idea #4 - Provide explicit instruction Remember - Writing is not caught. Writing must be taught. • Model - I do it • Guided Practice - We do it We do it Gradual release of responsibility We do it We do it We do it • Unguided Practice - You do it

27. Provide Explicit Instruction Scaffold Instruction, gradually fading out teacher assistance M T W T F I do it. We do it. We do it. We do it. We do it. M T W T F You do it. ….. You do it. …… You do it.

28. Narrative Writing (Story Writing) Goal: You will be able to write a narrative with appropriate paragraph breaks that will assist the reader. (This lesson was originally taught in an 8th grade Language Arts class. The students’ narrative products had few or no paragraphs.)

29. Review When do we add paragraph breaks in informative text?

30. Informative Text (Review) Paragraph breaks Topic Supporting details Topic Supporting details

31. Narrative (Introduce strategy.) Start a new paragraph when: speaker changes setting changes situation changes time changes

32. A Trip to Grandma’s Janetta dragged her suitcase down the stairs, across the porch, and helped her dad lift it into the trunk. “You’ve got enough in there for a month,” Dad said, laughing out loud. “You’re going to Grandma’s for only two days.” “I know, “ answered Janetta, “Grandma is taking me out during the day and at night.” Dad parked the car next to the train station. Crowded with people, the train station looked as if everyone in Cross Junction was traveling someplace. The ticket line looked like a snake slowly slithering across the yard, thought Janetta. Finally, dad purchased a ticket for Janetta, and they walked to the waiting room. “I’ll wait with you until it’s time to board,” said Dad. “I’ll call tonight,” said Janetta.

33. Soon the conductor announced that Janetta’s train was leaving in five minutes. She kissed and hugged her dad and followed the crowd down the steep stairs to the train track. Janetta lugged her suitcase into the train and quickly found a seat. I’m glad, she thought, Momma packed me a good lunch. Slowly the train chugged out of the station. Faster and Faster turned the wheels. Janetta watched Cross Junction disappear. In two hours, she’d be sitting with grandmother in the farmhouse kitchen. Janetta couldn’t wait!

34. Big Idea # 5 - Provide judicious practice • Engage students in writing for short and long time segments • Have students write many products of focus genre to promote mastery • After initial instruction, products can be composed in a variety of classes

35. Big Idea #6 - Provide Immediate Feedback • Teacher feedback to individual: Provide feedback to individuals in real time as you circulate and monitor. Praise, Encourage, Correct • Teacher feedback to group: Provide feedback to the entire class on your observations.

36. Big Idea #6 - Provide Immediate Feedback • Feedback to self: Have students carefully check their products against the rubric. • Feedback to partner: Have students give focused feedback to their partners after you model the feedback procedure.

37. Big Idea #6 - Provide Immediate Feedback • Teacher Feedback: Provide feedback to students on a portion of the rubric. • Teacher Feedback: Provide feedback on final drafts using the rubric. To promote final drafts include a signature page: • ________________________(Author) I have carefully revised and edited this paper. • ________________________(Peer) I have read this paper and have indicated errors to the author. • ________________________(Adult Mentor) I have read this paper and have indicated errors to the author. Teacher Feedback: Record your feedback using italk or other platform and email the file to the student.

38. Big Idea #7 - Consider motivation Consider motivation. • Success (perceived probability of success) • Interest (interest in the topic) • Choice (narrow choice when possible)

39. Big Idea # 8 -Frontload Writing • If students have no ideas, their written products will be low in quantity and quality. • Frontload IDEAS • Brainstorm ideas (Think, Pair, Share) • Read related materials • Relate to concepts that have been taught • Frontload VOCABULARY • Provide a list of academic vocabulary related to the topic • Provide a list of transition words and phrases

40. Big Idea # 9 – Have students write short products often. Short writing often Not just long writing seldom Examples: Text-dependent Questions Summaries Compare and Contrast Explanations Arguments Exit Tickets

41. Why? Learning • Students learn more due to • Rehearsal • Retrieval • Promotes critical thinking • Helps clarify thinking

42. Why? Engagement • Active thinking • Active reflection • Active participation • When writing precedes discussion, • More thoughtful participation • Increased diversity of student voices

43. Why? Writing • Develops writing skills • Keeps writing skills sharp • Increases ability to communicate in domain

44. Why? Embedded Formative Assessment • Students can appraise their grasp of critical content and concepts • Teachers can appraise grasp of critical content and concepts

45. HOW – Scaffolding ScaffoldingStudents’ writing can be supported using: • Writing Strategies • Writing Frames • Think Sheets (Graphic Organizers)

46. short answer Response to text-dependent questions Students respond to text-dependent questions on what has been read, viewed, or heard. Answers can be spoken or written.

47. Text-dependent questions – What? • Can only be answered with evidence from the text • Do not depend on students having other experiences or knowledge YOU HAVE TO READ THE TEXT!

48. Text-Dependent Questions - WHY • Keeps reader IN the text - NOT OUT of the text • Departing the text removes students’ cognition from the text message, reducing concentration and comprehension

49. Text-Dependent Questions WHY • Questions are asked to make learning visible. • Oral Responses (to partner, team, class) • Answers to questions • Discussions • Debates • Written Responses • Answers to questions • Summaries, Explanations, Arguments, Compare/Contrast • Response to prompts

50. Short Answer – Text-Dependent Questions • Read the question. • Change the question into part of the answer and write it down. • Locate evidence in the text that can be used in answering the question. Underline or list the evidence. • Complete the answer. a. Incorporate evidence into your answer. b. Indicate the source of the evidence. • Reread and fix up your answer. a. Revise – Does your answer answer the question? Does it make sense? b. Edit – Check spelling, punctuation, and capitalization