Upload
ralf-alexander
View
222
Download
0
Tags:
Embed Size (px)
Citation preview
Research
Writing Process research compiled by Trish Havlin, University of Oregon EMPL program and
presented in collaboration with Heather Anderson
For further information contact [email protected]
Recommendations for the Road Map
Writing Next Meta-analysis, process writing instruction has a small treatment effect (ES of .32)
Compared with traditional writing instruction, process-based instruction yields higher quality papers and superior writing achievement on NRT’s (Norm Reference Testing), (Hillcocks, 1984; Varble, 1990; Monieth, 1991)
Agenda for Today
Revisit pre-writing
Move through a model lesson
Have ‘a-go’ and design a pre-writing lesson using templates discussed
Think about…
In 2002 the NAEP measured writing skills of 4th, 8th, and 12th graders and translated their scores into three levels of proficiency: Basic, Proficient, or Advanced.
72% of 4th graders
69% 8th graders
77% 12th graders
Did not meet NAEP writing proficiency goals
Cause for Alarm
These results clearly demonstrate a large numbers of students need
interventions to help them become better writers.
We are on the bus together…
We will look at a two writing strategies in the form of a mini-lesson to support struggling writers utilizing the following tools:
Connecting
Teaching
Actively engaging
Sharing out
Celebrating
These are the components of best practice writing instruction and professional development
Trip Plan For Writing
Vista Points 1-4
Exit 1: Pre-writing brainstorming activity
Exit 2: Pre-writing clustering activity
Exit 3: Anticipating Struggles
Exit 4: Resources
Vista Point 1:
Discover ways and plan for success in pre-writing
Recognize your students needs and utilize pre-writing strategies
Map your plan for strategy instruction
Active Engagement: Turn and Talk
What is pre-writing?
What are the attributes of good pre-writing?
What makes good pre-writing difficult for struggling writers?
Vista Point 2: Research
According to Writing Next, pre-writing (Effect Size = 0.32) has a small to moderate impact on students’ writing.
Writing instruction often involves explicitly and systematically teaching students how to pre-write. The pre-writing approaches studied ranged from explicitly teaching pre-writing strategies to enhancing pre-writing by progressively “fading” models of a good pre-writing.
In fact, students can learn to write better from either a rule governed or a more intuitive approach. Overall, teaching students to pre-write improves the quality of their writing.
Vista Point 3: Attributes
Pre-writing is the first stage of the writing process and the point at which we discover and
explore our initial ideas about a subject.
Prewriting techniques involve warming up the brain, organizing ideas, and setting up a plan
before diving straight into writing a composition.
Pre-writing helps us to get our ideas on paper, though not usually in an organized form, and
brainstorm thoughts that might eventually make their way into our writing.
Vista 4: Share out Model
Topic: Birds
They fly
They’re pretty
They squawk
They lay eggs
They may fly south for the winter
Turn and Talk
What are the attributes of this example of pre-writing?
What makes it good pre-writing?
Can we identify the pre-writing strategy?
Vista Point 4:What?
Is activating prior knowledge
Is discovering and exploring initial ideas about subject
Is not in an organized form
Pre-writing
Pre-writing strategies use writing to generate and clarify ideas.
While many writers have traditionally created outlines before beginning writing, there are
other possible prewriting activities.
Exit 1:Pre-writing Lesson Plans
Model Two & Give Two Pre-writing Strategies
MODEL: Brainstorming & Clustering
Give Two
1. Free writing
2. Asking the six journalists’ questions
Brainstorming Strategy #1
Model/Mini lesson: Prewriting Connect:
1. A good strategy for pre-writing is brainstorming in the content area.
2. Think aloud and jot down all the possible terms that emerge from the general topic you are thinking about.
3. Group the items that you have listed according to arrangements that make sense to you.
4. Give each group a label. Now you have a topic with possible points of development.
5. Write a sentence about the label you have given the group of ideas. Now you have a topic sentence or possibly a thesis statement.
6. Students have ‘a-go,’ share out celebrating success and participation.
Model: Science Content Area
Brainstorm ActivityGlobal Warming
Green House Effect
Photosynthesis
Manufacturing
Carbon Dioxide
Environment
Problems
Alternative Fuels
Model: Thesis Statement
Thesis Statement:
Global warming, also known as the green house effect is a topic that is receiving a lot of attention in recent years. Yet our climate change is not a recent problem, it has been happening over many years. The rate of change is accelerating due to the growth of our population. The growth of our population has increased our use of fuel, land and manufacturing. All of these are increasing emissions into our atmosphere that increases global warming.
Turn and Talk
Process through these content area terms with your partner.
Can you verbalize a thesis statement utilizing words from
brainstorming activity?
Share-out
Teacher has students share-out thesis statement with partners.
Teacher calls on individual students to share-out thesis statement.
Link: Today and Everyday…
Students write using brainstorming activities, also called listing, as a process of generating a lot of information within a short time by building on the association of previous terms used during instruction.
Teacher models this activity and posts it in the classroom to serve as a touchstone for future student use.
Students turn and talk to elbow partners sharing out their ability to brainstorm verbally on an individual subject.
Teacher rotates supporting turn and talk listening for one stellar example to share out with the class. This provides students with another model of expectation.
Teacher instructs students to have ‘a-go’ in their writing.
Teacher celebrates students having ‘a-go’ by sharing out individual student work
Clustering
Clustering is also called mind mapping or idea mapping. It is a strategy that allows you to explore the relationships between ideas.
Model
Put the subject in the center of a page. Circle or underline it.
As you think of other ideas, link the new ideas to the central circle with lines.
As you think of ideas that relate to the new ideas, add to those in the same way.
The result will look like a web on your page. Locate clusters of interest to you, and use the terms you attached to the key ideas as departure points for your paper.
Clustering is especially useful in determining the relationship between ideas. You will be able to distinguish how the ideas fit together, especially where there is an abundance of ideas. Clustering your ideas lets you see them visually in a different way, so that you can more readily understand possible directions your paper may take.
Have ‘a go”
Given the topic, the value of a college education engage in Clustering
Remember…with this technique, you start with a circle in the middle that contains your main idea and then you draw lines to other, smaller circles that contain sub-ideas or issues related to the main idea. Try to group like ideas together so as to organize yourself.
Model of Clustering
Mother Earth has a fever
Tell your friends
recycle
ride your bike turn off lights, water
gardenglobal warming
dirty gas from cars, factorieshot
Link: Today and Everyday
Students write using clustering activities, as a process of generating a lot of information within a short time by building on the association of previous terms used during instruction.
Teacher models this activity and posts it in the classroom to serve as a touchstone for future student use.
Students turn and talk to elbow partners sharing out their ability to cluster verbally on an individual subject.
Teacher rotates supporting turn and talk listening for one stellar example to share out with the class. This provides students with another model of expectation.
Teacher instructs students to have ‘a-go’ in their clustering.
Teacher celebrates students having ‘a-go’ by sharing out individual student clustering work.
Link: Today and Everyday…
Students write using pre-writing activities, as a process of generating a lot of information within a short time by building on the association of previous terms used during instruction.
Teacher models this activity and posts it in the classroom to serve as a touchstone for future student use.
Students turn and talk to elbow partners sharing out their ability to pre-write verbally on an individual subject.
Teacher rotates supporting turn and talk listening for one stellar example to share out with the class. This provides students with another model of expectation.
Teacher instructs students to have ‘a-go’ in their pre-writing.
Teacher celebrates students having ‘a-go’ by sharing out individual student pre-writing work.
Exit 4: Anticipating Struggles
To support individual writers, we are modeling the strategy, verbally processing the strategy with a partner and having ‘a-go’ trying out the strategy. This is a multi-sensory approach to preloading the writing experience.
As students are doing this, teachers rotate and conference with individual writers.
Sharing out is the celebration of students being accountable for their work. It may provide confidence in future writing.
Exit 3: Resources
Packet includes:
1. Model Lesson Plan-graphic organizer
2. Pre-writing Strategies
A. Brainstorming
B. Clustering
C. Free-writing
D. Journalist Questions