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Strategies to encourage all students to write, to write well, and to find joy in writing.
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Creating Writers: all students writing and writing well
Comox Valley Nov. 21, Feb. 6., Apr. 17, 2013
Faye Brownlie www.slideshare.net
Learning Intentions • I will uncover ways to remember the joy of
writing • I will add new strategies to my repertoire that
include all students in writing • I better understand how to embed AFL in our
writing classroom • I acknowledge the power of oral language,
modeling, building criteria, practice, engagement and sharing in building writers
Managing the Workshop • Work with large chunks of time • Build criteria with students • Teach one/two specific criteria at a time, over
time • Model, model, model • Practice, practice, practice • Focus on pre-writing and oral language • Establish clear expectations for writing • Coach students as they are writing (DF) • Goal-set with students
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
The Traits of Writing
… a start
… coming along
… that’s it
… Wow!
Ideas • a series of loosely connected events that do
not make sense
• main idea and problem are unclear
• very few details
• a series of loosely connected events that
make sense
• basic main idea and problem are not too
original, not too clear
• a few details
• a logical sequence of events
• main idea, problem and solution are
clear and parts are original
• details and descriptions develop char-
acters and plot
• a creative and logical sequence of events
• an interesting twist that is part of the main
idea, problem or solution
• vivid details show rather than tell about
characters and plot
Word Choice • simple word choices; some words have mis-
takes
• no poetic words
• some interesting word choices; mostly risk-
free
• an attempt at poetry
• interesting word choices sprinkled
throughout
• poetry that adds interest
• precise word choices that allow the reader
to visualize
• clever use of poetry
Sentence
Fluency
• short, simple sentences with run-ons and/or
fragments
• many sentences that begin the same way
• mostly short, simple sentences and a few
longer ones
• many sentences that begin in different
ways
• a mixture of short, medium and long
sentences that create flow
• sentence beginnings that are different
and interesting
• smooth flow because sentences are of dif-
ferent lengths and types
• a variety of clever sentence beginnings that
fit perfectly
Voice • no personality
• no evidence of care for topic
• no thought for the reader
• characters are named, but not described
• dialogue (if used) is boring and/or confusing
• a glimmer of personality
• some evidence of care for topic
• thought for the reader at times
• characters are named and described a lit-
tle
• unnatural or basic dialogue
• clear personality
• evidence that show care for topic
• carefully chosen words and events to
engage the reader
• characters are well developed on the
inside and outside
• dialogue moves plot along or reveals
the personality of characters
• personality that shines
• evidence that shows passion for topic
• a clear understanding of what readers crave
• characters have individuality and are vividly
described
• dialogue reveals character personality and
moves plot along
Organization • no lead; reader wonders what this is about
• a series of loosely related events
• no ending
• basic sentence connections (e.g. and,
then, so)
• has a basic lead that hints at the story to
follow
• related events that wander in parts
• a weak ending that may not make sense
• a small variety of connections; some are
over used
• has an interesting lead that estab-
lishes the plot
• events that develop logically
• a believable ending that attempts to
tie up the story
• Smooth connecting words
• a lead that readers love and will lure them
into the plot
• events that weave together beautifully
• an ending that satisfies; it may have a sur-
prise twist
• artful connecting words
Conventions • frequent errors in spelling, grammar and
punctuation make story hard to understand
• minimal use of paragraphs
• some errors in spelling, grammar and punc-
tuation; reader can figure out meaning
• evidence that show understanding of para-
graphs
• errors in spelling, grammar and punc-
tuation, but only in the complex parts;
meaning is clear
• clear use of paragraphs
• the occasional error in spelling and punctua-
tion, but only in the complex parts; meaning
is clear
• paragraphs in all the right places
The Traits of
Writing
… a start
… coming along
… that’s it
… Wow!
Ideas • some recognizable ideas • topic not yet clear
• has a few details • topic is still to large
• several details • clear topic
• dazzling details • focused, clear topic
Word Choice • recognizable words • trying out new words • new words are effective • readers will love the words used
Sentence Fluency
• words create phrases • repeats familiar phrases
• some sentences need fixing • some sentences begin with
different words
• most simple sentences are complete
• most sentences begin with different words
• sentences are complete and some are interesting
• every sentence begins with a different word
Voice • hints of personality in words and pictures
• fuzzy audience awareness; could be anyone, anywhere
• has some personality • shows some care for your
topic and reader
• personality shows • you care about your topic
and reader
• personality plus • you love your topic and
your reader will too
Organization • hints at a beginning • needs more ideas in middle • needs transitions • needs an ending
• has a bit of a hook • has some middle ideas • has a few transitions • hints of an ending; has an
abrupt ending e.g. The end
• has hooked reader • interesting middle • nice transitions • has an ending, but could be
more creative
• has a bold beginning • mighty middle • terrific transitions • ending is clearly thought
out
Conventions
Carol Walters S.D. #71
• please correct spelling • needs periods and capitals • some grammar needs
fixing
• some spelling to fix up • some punctuation issues • most grammar is correct
• lots of correct spelling • good punctuation • good grammar
• you’re a spelling star! • perfect punctuation • great grammar
…experimenting
• uses scribbles for writing • topic is clear to writer
• writes letters in strings • imitates word patterns • uses pictures instead
• mimics letters and words • single word-like scribbles • no sentences yet
• personality not yet apparent
• not aware of reader yet
• ability to order or group ideas is not yet present
• beginning, middle and end are not yet apparent
• no connections just yet
• writes strings of letters • attempts standard letters • attempts left to write
IDEAS ORGANIZATION
Clear messages
Narrowed focus
Vivid details
Stays on Topic
A brilliant beginning
A mighty middle
An excellent ending
Transitions that create flow
VOICE WORD CHOICE
Passion for the topic
Contains writer’s personality
There’s a reader/writer
connection
Fresh and original
word combinations
Trying out new words
poetic devices
SENTENCE FLUENCY CONVENTIONS
Complete sentences
Sentences begin with different
words
Sentences are different lengths
Spelling
Grammar
Punctuation
Use of paragraphs
Key Qualities of the Traits
Descriptive Feedback -to scaffold & extend the learning
• What’s working? – Give a specific compliment
• What’s not? – Set a goal
• What’s next? – Have an action plan
Quick Writes • Give a word to students • Give 15 seconds to think about the word, then 3
minutes to free write, using the word • Students reread (mumble) their writing • Students choose a phrase, sentence, powerful
word to share – if they choose • Share the ‘treasures’ • Describe ‘what works’ • Repeat the process
Building Criteria • Whip around • What struck you? What worked? • Categorize • Choose a focus criteria • Model • Practice • Highlight and seek advice
Its All in the Bag • Have students fold a paper in 4 boxes. • Pull an artifact from a bag and discuss, what is
this, how could it be used in a story? • Students return to their desks and draw their
thinking in the first box. • Repeat with each artifact, drawing in each box,
including all previous artifacts in each drawing. • Discuss how the story changes as new information
(artifacts) are added. • Start writing!
Kindergarten Writing Ishaan & Roopjit
2011-2012 Commons & Jakovac
Tait Elementary
What’s Next for This Beginning Writer, 2nd edition (Reid, Schultz, Peterson)
K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria
Pearson & Gallagher (1983)
Criteria • Big
• Bold
• Beautiful
• A picture that tells a story