Balanced Literacy Writing Instruction Required Flex Workshop 2009-10

1. BalancedLiteracyWriting InstructionRequired Flex Workshop 2009-10

2. Words Matter… • They inspire, they encourage • They insult, they hurt • They clarify, they explain • They confuse, they confess • They flatter, they welcome • Words matter…

3. Today’s Objectives • To explore our curriculum standards including domains and modes • To review the role of writing in Balanced Literacy • To better understand using mentor text as models, and ways to help students improve their writing through revising and editing or the writing conference.

4. Why We Write: The Purposes of Writing • Communication • Transacting with a larger society • Thinking • Learning • Self-expression • Creativity What does the purpose of writing have to do with preparing our students to thrive in the 21st century?

5. 21st Century Skills communication teamwork Critical thinking innovation Decision making reasoning creativity problemsolving responsibility information technology basicskills “…when asked about …applied skills related to the workplace, the greatest deficiency was reported in written communications (memos, letters, complex technical reports)”Partnership for 21st Century Skills

6. Let’s Write… • Find your Writer’s Notebook • Why a Writer’s Notebook • Ralph Fletch says it is a place to • Live the writing life • React • Experiment • Enjoy language

7. How We Write • The Writing Process • Prewriting • Drafting • Revising • Editing • Publishing • May not be used in every kind of writing

8. The Writing Domains and the Writing Process • Focus • Content • Organization • Style • Conventions Prewriting Drafting Revising Publishing Editing

9. Writing Modes and Domains • Narrative • Persuasive • Informational • And the Domains… Focus Content Organization Style Conventions

10. Features of Narrative Writing • A single narrator’s voice and point of view (usually that of the writer) • A single event or series of events being recreated in chronological order (beginning, middle ,end) • Details (which may or may not be facts) of setting, action, speech, and thought that makes up one event • Words, sentence structures, and literary devices that create a tone and mode appropriate to the event in the story • A “So what?” for the reader to understand ( the point the writer is trying to make – this is what happened and here is why it is important)

11. Features of Informational Writing • A single writer’s voice and a point of view on a topic • A single point being made through content organized in a way that meaningfully supports that point (which may or may not be chronological) • Content that has been sorted into categories of ideas that explain the point through specific examples, anecdotes, details, facts, and additional analysis that may include further explanation • Words, sentence structures, and literary devices that create a tone appropriate to the point

12. Features of Persuasive Writing • A single writers voice and point of view on an issue ( more audience-linked: who needs to be convinced?) • A single point being argued through content, organized in a way that meaningfully supports the point (which may or may not be chronological) • Content that has been sorted into reasons that support the argument through specific examples, anecdotes, details, facts, and additional analysis that may include further explanation • Words, sentence structures, and rhetorical devices, call to action, that create a tone appropriate to the point and to (convincing) the audience.

13. Graphic Organizers and Modes Interactive Graphic Organizers • Narrative: • http://www.readwritethink.org/materials/storymap/index.html • Informational • http://readwritethink.org/materials/timeline/index.html • Persuasive • http://www.readwritethink.org/materials/persuasion_map/

14. Traits vs. Domains

15. REVISING Focus: Did I make a point? Did I complete the task? Content • Did I include enough details to support my topic? Organization • Did I use transitions to connect the parts of my writing? • Is the introduction and the conclusion evident? • Do the sentences within each paragraph support the topic sentence? Style • Do I have a variety of sentence types? • Have I used figurative language to convey my thoughts? • Did I keep to one voice? • Are my word choices effective for the topic, audience, purpose?

16. The “Paint Chip” Word Continuum… blissful elated jubilant cheerful happy

17. EDIT Conventions • Have I avoided serious grammatical errors which would interfere with the reader’s understanding? • Have I checked my capitalization, usage, punctuation, and spelling? (CUPS)

18. Types of Writing* *Based on the work of John Colins Type 1: Capture Ideas This type of informal writing generates ideas and may include recalling prior knowledge, brainstorming, predicting, or making connections. There is not correct answer. Type 2: Respond Correctly( PSSA Reading/ Written Response Prompt Writing) This type of writing usually occurs after an experience. It shows that the writer knows something about a topic. One draft is written and there is a correct answer to a specific question. Type 3: Edit for Criteria( PSSA Writing/ Prompt Writing) This type of writing allows students to edit and revise their writingbased on specific criteria to complete the task. Type 4: Peer Editing for Criteria This type of writing is read aloud, critiqued by another student, and revised by the author. A second draft is written. Type 5: Publish This type of writing is ready to be shared with audiences outside of the classroom. Multiple drafts are written to produce the product.

19. Writing Prompt vs. ChoiceEffective Writing Programs Include Both • Prompt • Teacher directed task that follows specific parameters • May be used to check writing achievement • Provides the student with • A manageable topic • Teacher control • A common set of directions • A variety of assignments, which practice the modes of writing • Choice • Student-directed and reflects own individuality and knowledge of the writing process and modes • May be used to capitalize on a student’s writing interests and abilities • Provides the student with • A wider range of content • The opportunity to explore a topic of personal relevance • The opportunity to experiment with a writing mode of their choice

20. Independent Reading Shared Reading Read Aloud Guided Reading Shared/modeled Writing Independent Writing Guided Writing Word Work Components of Comprehensive Balanced Literacy

21. Shared/Modeled Writing The teacher demonstrates and models writing by “thinking aloud” about writing and the writing process. The teacher acts as the recorder. • Demonstrate during shared reading- use the author as a mentor • Revisit during shared writing with another mentor text, using high quality children’s literature to highlight the skill and focus on the domain

22. Think of authors as writing “mentors” and read like a writer… • “ What does it mean to read like a writer? How does a writer read? …think about how a craftsperson would study the techniques of others …how a chef would visit a restaurant…or a painter an art gallery. Reading is the writer’s way of visiting another craft person’s “gallery”. ~Katie Wood Ray

23. Guided/ Interactive Writing • The teacher guides the instruction of the writing process through mini-lessons and conferences. • The teacher and students compose a piece and “share the pen”.

24. Let’s Take a Look… • Primary: Interactive writing of a letter • www.nj.gov/education/njpep/pd/rfpd/movies/final_interactive_writing/InterSeg6.wmv • Intermediate - Interactive writing of a summary • www.youtube.com/watch?v=0C10VDEoChg

25. Independent Writing Independent writing occurs daily through the use of journals, logs and free writing. Student self-select topics. • Provides the opportunity to write for different audiences and purposes

26. Scaffolding Instruction Why Is It Important for Students? • http://www.youtube.com/watch?v=nKrHX6afkhs

27. The Writing Instruction PyramidGradual Release of Responsibility:The Path to Independence Shared/Modeled Writing: Large group skill/strategy instruction Modeling and demonstration “Thinking aloud” I DO Guided/ Interactive Writing: -Share the pen to help to shape language -Guide the students on writing skills/strategies, concepts of print, and how stories and text work -Conference to provide specific feedback in smaller groups WE DO Independent application: Writer’s workshop Choice activity Writing conference to guide the revision & editing process YOU DO

28. North Penn Expectations • Key Concepts and Essential Skills • Writing Rubrics for Assessment • Development of characteristics of end of grade level writing • Support curriculum clarity

29. Trophies Writing Resources • Writer’s Companion • Crosswalk to Writing • Craft Lessons teacher’s edition • Language Handbook • Daily edits • Writer’s Handbook in anthology • Open ended questions in response to the story and leveled readers • Making connections – written response • Vocabulary Writing Connections • Harcourt Website Resources • Writing Express

30. Continue the Work Back at Your Schools Work with an instructional coach, reading specialist, or grade level colleague to enhance writing instruction in your classroom Consult resources to learn more about writing

31. www.wordle.net/create

32. At The End of the Session Today… • The evaluation on–line will reflect all aspects of the cluster of sessions you attended today. Enjoy your day! and Have a great …!