Supporting Writers

8/8/2019 Supporting Writers

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Nurturing Young Writers in ELA Classrooms:Nurturing Young Writers in ELA Classrooms:Supporting the Development of Disposition, Process, and CraftSupporting the Development of Disposition, Process, and Craft

Angela Stockman

WNY Education Associates

[email protected]



Coming Together as a CommunityComing Together as a Community



Photo by Silvia Tolisano



We

Connec

t Through Our Storie

s





We All Need to Leave Our Mark on the World

http://tinyurl.com/27u6wa8



What Will Yours Be?

http://tinyurl.com/28xbnyz



What is the difference What is the difference

between real writingbetween real writing

and«.and«.



http://www.flickr.com/photos/sean002/2510540027/

functional writing?functional writing?



WHERE

DO

YOU INVEST

THE MOST ENERGY THE MOST ENERGY ??





THE MOSTTHE MOST

IMPORTANTIMPORTANT

WRITINGWRITING

INSTRUMENTINSTRUMENTTOTO

PUTPUT

ININ

THEIRTHEIR

HANDSHANDS



BALANCEBUILDS

BETTERWRITERS

Being vs. Doing



What Im learning about being a good writer:What Im learning about being a good writer:

WE ACT AND WRITE WITH COURAGE



WE SEEK UNDERSTANDING BEFORE DOING



WE PERSEVERE



WE COLLABORATE



WE SHARE OUR EXPERTISE



WE GIVE OF OURSELVES

AND ACT WITH KINDNESS



WE REFLECT ON WHEREWEVE BEEN, WHERE WE ARE

GOING, AND HOW WE PLAN TO GET THERE



WE KNOW THAT WRITING

IS OFTEN A SLOW PROCESS



WE TRY TO DEVELOP BETTER AND BETTER AND BETTER STRATEGIES

FOR IMPROVING OUR OWN WORK AND HELPING OTHERS



WITHIN COMMUNITIES, WE ARE ALL WRITERS AND LEARNERSWITHIN COMMUNITIES, WE ARE ALL WRITERS AND LEARNERS



ANDAND ALL OF USALL OF US MUST TEACH.MUST TEACH.



http://www.flickr.com/photos/jefield/1119389/

Real WritersReal Writers

and Real Writingand Real Writing

Have Certain Dispositions in Common....Have Certain Dispositions in Common....



http://www.flickr.com/photos/whatmegsaid/3172360305/



http://www.flickr.com/photos/notsogoodphotography/770557316/

UNDERSTANDINGUNDERSTANDING





RR

EEFF

LL

EECC

TT

II

OONN

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EXPERTISE



http://www.flickr.com/photos/stuartpilbrow/3102888961/

They are.

CONNECTEDCOLLABORATIVE

ENGAGED



Community Fellows Strive

to Embody Certain

Dispositions

Which Support the

Writer's Process

Allowing for the Development of

Writer's Craft

Courage and Initiative

Understanding

Perseverance

Reflection

Expertise

Cooperation and Collaboration

Prewriting

Drafting

Peer-Review

Editing

Revising

Publishing

Compelling Ideas

Engaging Voice Eff ective Word Choice

Clear Organization

Fluent Sentences

Proper Use of Conventions

Where Do Process and Craft Fit In?

Envisioning a Year of Writing Together



WWWrrriiitttiiinnnggg iiisss aaa RRReeecccuuurrrsssiiivvveee PPPrrroooccceeessssss

Peer

Review

Drafting

Prewriting

Publishing

Editing

Revision

IDEAS

ORGANIZATION

VOICE

WORD CHOICE

SENTENCE FLUENCY

CONVENTIONS

PRESENTATION

CONNECTION/REFLECTION

EVOLUTION



Growing the Good

What do you currently do to

support young writers well?

Consider:Curriculum

Instruction

Assessment

Management



THE WRITING PROCESS

Prewriting

Drafting

Peer-Review

Editing

Publication

Which parts of the

process show up most

in your classroom?

Least?

Why?

Writing is a Process



PREWRITING

What does this look like?

Strategies forSupport:

Prompts

ArtifactsPictures

Music

Video

Movement

EquationsRAFTS

Conversation

Web Tools



Traits to Focus on During

Pre-Writing:

IDEASIDEAS

ORGANIZATIONORGANIZATION



IDEASIDEAS Invite or inspire pre-writing activities.

Come from our experiences, our connections, and ourprevious understandings.

May be generated from artifacts, photographs, movement,

music, conversation, guided brainstorming and more..

Require good writers to select appropriate MODES and todefine their PURPOSES.

Move

re

ade

rs from ge

ne

ral to more

re

fine

d topic

s.

Inspire careful observation.

Require independent use of higher level thought.



Considering MODES and PURPOSE

COMMON TEXT TYPES (MODES)

Narrative Text

Expository/

Informational Text

Procedural Text

Poetic

Functional

Hybrid

COMMON PURPOSES FOR WRITING

To Persuade

To Describe

To Inform

To Think

To Connect/Collaborate

To Build Collective Intelligence



How Do We HelpWriters Generate

Their OWN Innovative Ideas?

Establishing a Writing Territories List

Strategies to Try:

Loop and Zoom

Exploring the Estate



And how doAnd how dowe intervenewe intervene

when writerswhen writers

struggle tostruggle togenerategenerate

their owntheir own

ideas?ideas?



OrganizationOrganization

Organization is what you do

before you do something

so that when you do it

its not all mixed up.

Winnie the Poohhttp://blog.wired.com/geekdad/books/index.html



Organization

Requires that writers develop an INVITING lead for thatprovokes questioning and curiosity.

Inspires a body of work that attends to these questions and

curiosities in a logical manner.

Relies upon smooth transitions and the articulation of turning points and resolutions.

Requires a conclusion that satisfies the questions andcuriosities provoked by the lead and may inspire new ones.It does not, however, introduce new information.



ORGANIZATION

WHAT IT IS.

A lead that hooks reader andprovokes questions.

A core that provides details ina logical manner andtransitions between themsmoothly.

An ending that satisfies the questions raised within the work.

HOW WE SUPPORT IT

Models and mentor texts

Consuming and Mapping Text

Story boards

Graphic organizers



Traits to Focus On As We Draft

IDEAS

ORGANIZATION

VOICEVOICE



VOICEVOICE The sound of the writer or the speaker.

Tone that is appropriate to the task.

Commitme

nt to the

piece

involve

me

nt.

Attention to the topic.



VoiceVoice Requires that writers shift the way they

speak in response to MODE and PURPOSE.

Invites diversity and complexity.

Built when students take RISKS.

Thrives in a comfortable atmosphere.

Suff ers when we overemphasize formulaic processes or models.



Exploring

mentor texts

leads

endings

in-betweens



Writers Need STRATEGIESSTRATEGIES That

Help Them CRAFTCRAFT Voice

Hearing Voices

Give-Aways:

Add-Ons

Messing With Sentences



WORD CHOICEWORD CHOICE

The race in writingis not to the

swift, but to the original.

----William Zinsser



Word ChoiceWord Choice

Original words

Precise words

Engaging words

Varied words

Attention to dialect and formality



Post-It Poetry



Sentence fluencySentence fluency

Fluent sentences appeal to the ear and the eye.

They vary in length and structure.

They convey character, emotion, and revealvoice.

Rhythm, rhyme, and repetition of vowel andconsonant sounds eff ect fluency.



BeyondBeyond

PeerPeer--Conferencing:Conferencing:

Peer ReviewPeer Review

Processes

Modeling With Fishbowl

Assessment

Intervention

CoachingWith Push/Pause



Traits to Focus On During PeerTraits to Focus On During Peer--ReviewReview

IDEAS

VOICE

ORGANIZATION

WORD CHOICEWORD CHOICE

SENTENCE FLUENCYSENTENCE FLUENCY



EDITINGEDITING

How are YOU strong

as an editor?

Diff erentiating the

peer-editing

process



Traits to Focus On As We EditTraits to Focus On As We Edit

IDEAS

VOICE

ORGANIZATION

WORD CHOICE

SENTENCE FLUENCY

CONVENTIONSCONVENTIONS



CONVENTIONS:

THE LAST CONVERSATION

Attending to conventions happensat the END of the writing process.

Eff ec

tive

write

rs unde

rstand whyediting is necessary. Strong writersknow that editing isnt merelyabout fixing up writing.

Edits are intentional, eff ective, and do not strip the work of voice, ideas, or fluency. They BUILD it.



PUBLISHINGPUBLISHING

What does

this mean to

you?

How is the

definition

shifting?

What

opportunities

are available?



Approaching InstructionApproaching Instruction

Teach Craft Inside the Process: One Element at a Time

Activate Background Knowledge

Artifacts, Music, Video, Movement, Manipulatives

De

fine

the

Trait Model With Mentor Text

AnchorWith Rubric

Provide Guided Practice

Formatively Assess/Reteach

Fold Into the Process

Link Back to the Dispositions



Find the Assessment

Wh t D Eff tiWh t D Eff ti



What Does EffectiveWhat Does Effective

Assessment of Writing Look Like?Assessment of Writing Look Like?

What Makes forWhat Makes for AdequateAdequate Practice?Practice?

What Makes forWhat Makes for SuitableSuitable Practice?Practice?



Lets PlayLets PlayUse the materials provided to explore and

design instructional approaches that

will mee

t the

nee

ds of your stude

nts.

Be prepared to share your work during

peer-review, gather f eedback from yourcolleagues, and share your growing

expertisewith others.



Ref erencesGray, Theresa (2006). Slideshare. Writing Frameworks. Retrieved January 21, 2009 from:

http://www.slideshare.net/TGray/writing-frameworks

Martin-Kniep, Giselle O. Communities That Lead, Learn, and Last: Building and

Sustaining Educational Expertise. California: Jossey-Bass, 2008.

National Board for Prof essional Teacher Standards. What Teachers Should Know and Be

Able to Do: The Five Core Propositions. Retrieved Aug. 21, 2008 from

http://www.nbpts.org/the _standards/the _five _core _propositions

Stockman, Angela (2008-Present). WNY Young Writers Studio. Presented at DaemenCollege, Amherst, NY and the Kenan Center, Lockport, NY.

Unless otherwise noted, all photographs were taken by Angela Stockman, who was given

permission to use them by the subject and parents, when necessary.

Documents

Supporting Writers