PED 1140 F Oct. 19,2011 Writing 2

1. PED 1140 F Oct. 19,2011 Writing 2

2. KWL

3. You are to write a paragraph on your experiences so far in the Teacher Education Program at Ottawa U. Be prepared to share this with your colleagues and to have it posted on the walls of the classroom. Remember your use of conventions must be accurate.

4. Risk taking

5. getting started Building a community of writers

6. The interconnectedness of reading and writing is profound and inescapable… Fountas and Pinnell, 2001 Since both reading and writing focus on meaning, development in one reinforces progress in the other: students learn to read and write better when the two processes are linked. A Guide to Effective Instruction in Writing K-3

7. Consider this: • If I am to understand how to organise my ideas I need to see how other authors organise theirs. • If I am to understand what makes a good idea for a piece of writing I need to explore where other authors get their ideas from. • If I am to suit my word choice and sentence fluency to my purpose and audience, I need to understand how other authors do that. • If I am to use conventions appropriately and accurately I need to see them used effectively by other authors. In other words, in order to become an effective, proficient author I need to read and deconstruct the work of effective proficient authors.

9. “When writing, students think about their purpose and their audience, and then draw on their knowledge of the text forms that, as readers, they have seen used effectively for this kind of purpose and audience.” Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario, 2005, p. 82

10. That means we NEVER ask a student to write in a text form that we have not explicitly taught. AND we must present students with authentic writing tasks – a real purpose and audience

11. 2mins. With your table partners pick a grade check the suggested text forms for that grade brainstorm as many authentic tasks as you can that might match those text forms...

12. Writing process: • Brainstorm and gather ideas/research • Plan and organise your ideas • Write a first draft • Revise for style and content • Rewrite • Revise again • Proofread and edit for conventions • Publish

14. Check out the curriculum... Choose a grade, where can you find the writing process outlined? How do the expectations change between grades? Why is it important that students learn to follow a process – and do they have to follow it for every piece of writing?

15. Teaching writing means: Explicitly teaching the skills and strategies of reading and writing. Staying on focus: if I am reading explanatory text, then I must teach how to write explanatory text and not wander off into narrative ‘because my students love stories’.

16. You are teaching: Specific text structure PLUS: Organization of idea How to brainstorm Voice draft Word Choice revise Sentence Fluency edit Grammar and Spelling publish

17. Hmmm... Word Choice... How could I teach that? Powerful Words: Snapshots of Effective Practice Primary Literacy Clip11.mov

18. “Decades of research (Langer & Arlington, 1992) have made it clear that, if the goal of … instruction is to improve writing, instruction must take place in the context of real writing … We have far more children who know how to spell and punctuate than know how to write thoughtfully and precisely. There is no shortcut to good writing.” (Cunningham and Allington, 2003, p. 133)

19. getting started Writing Workshop RegieRoutman Nancie Atwell (Lessons that Change Writers)

20. You learn to write BY writing... Every day – ‘quick writes’ To master the text form being explored through the instructional focus of the class To explore self-directed topics of importance

21. What would that look like in JK/SK, gr 3, gr 6?

22. Spelling matters... Understanding letter patterns: Word Study in Action Understanding Word Structure.mp4 IDEAS ORGANIZATION Understanding SENTENCE FLUENCY WORD CHOICE VOICE

23. Let’s look at more strategies: making words.mp4

24. Want to know what it looks like/ feels like?

25. Time for a break!

26. Next question: How do we assess writing? If it’s not too much trouble may I ask a question? Well, you said they have to write all the time, which means a lot of writing, and I need to eat and sleep sometimes, and mark math and stuff, so, ummm how do I mark everything they write?

27. It depends on your purpose... WHY are you assessing the writing? Are you assessing FOR learning AS learning Or OF the learning – ieevaluating?

28. My Journey In your opinion, is the following text an example of good writing? Consider: IDEAS ORGANIZATION SENTENCE FLUENCY WORD CHOICE VOICE

29. One day I was walking along an old deserted road Just walking, walking, walking, and walking I do not know how I got there While I was walking I felt very lonely I felt that I had spoken to no one in years and years My legs were sore and tired My mind was screaming for rest But I could not, I could not For there was the edge of a mountain on one side And the forest with dangerous wildlife on the other So I kept walking, Hoping for someone to be living somewhere upon this deserted road

30. One day as i was walking along an old deserted rode Just walking, walking, walking, and walking I do not no how i got there While i was walking i felt very lonly I felt that i had spoken to no one in years and years My legs are sore and tired My mind is screeming for rest But i could not, i could not For there was the edge of a montain on 1 side And the forest with dangerous wildlife on the other So i kept walking, Hopping for someone to be living somewhere upon this deserted rode

31. verb tense Capital “I”!!! One day as i was walking along an old deserted rode Just walking, walking, walking, and walking I do not no how i got there While i was walking i felt very lonly I felt that i had spoken to no one in years and years my legs are sore and tired my mind is screeming for rest But i could not, i could not For there was the edge of a montain on 1 side And the forest with dangerous wildlife on the other So i kept walking, Hopping for someone to be living somewhere upon this deserted rode spelling spelling

32. Evaluation: You MUST define the success criteria, together with the students, post it where they have access to it, and stick to it when evaluating their independent work.

33. Checklist vs rubric? Be sure you have identified precisely which elements you will be assessing. Be sure that you are considering QUALITY not QUANTITY! Be sure to define the criteria carefully...

34. PERSUASIVE WRITING

36. Exemplars? Create WITH the students Use the students words Display as anchor chart for students to refer to

37. Collaborative marking: Working together to create common understanding, common terms of reference. Let’s do it!!!!

38. “… Remember that students need to spend most of their time writing independently. If they are to become excellent writers they have to spend most of a writing lesson composing continuous text, not participating in lessons and activities about writing.” (Routman, 2005, p. 75)

40. Any final questions before practicum? Remember to gather student work to bring back, in particular the running records you complete with your ‘chosen’ student.

41. KWL