Writing In The Classroom CCEAS Webinar

Chelsea Kirk

Maya Angelou Academy

April 22, 2014

Ckirk@seeforever.org.

Agenda

Increasing Knowledge About Writing Exemplary student models Scaffolding and differentiation

Writing Strategies Planning, Drafting, Editing, Revising, and Publishing

Increasing Knowledge About Writing

What types of writing can happen in the classroom? Free writes Structured writing Analytical writing Argumentative writing Figurative and imaginary writing Timed writing “Quick writing” Speeches, poetry, memoirs, plays, short stories, novels…

Student Exemplars: Memoirs

Memoirs Continued

Student Exemplars: BCRs

Student Exemplars: BCRs

Writing: How do we get there?

Utilizing the Writing Process Teacher planning Knowing where your students are in their writing skills Scaffolding and differentiation

The Writing Process (Strategies)

Step 1: Planning

TEACHER PLANNING: What type of writing are students doing? What is the topic? How will students be graded? (How will they show mastery?) What is the timeline of the assignment?

STUDENT PLANNING: What materials do “I” need? What is the assignment and when is it “due”?

Step 1: Planning

Notice: Explicit instructions with options for essay topics

Step 1: Planning What should students do next? LET THEM KNOW!!

TEACHER GOALS:•Foster independence, especially during the writing process

•Make a clear outline of what scholars need to do

•Tracking system if needed

•Timeline with due dates

Step 1: Planning (RUBRICS) How will students be graded? Review each section of the rubric with students Use it as an editing tool later

Step 1: Planning

Outlining

Differentiation What tools do scholars need to achieve the writing goal? What supports do scholars need? Examples:

Differentiated outlines Text supports (selected quotes, evidence, sources…) Paragraph starters and helping prompts

Planning (Outlines)

Growing Independence in Outlining

Step 2: Drafting

Provide enough time for this phase Emphasize the importance of writing (structure +

content) and editing will follow Drafting checklists can be helpful (to ensure students

understand all of the pieces they need in their final writing product)

Step 3: Editing

Explicitly teach editing & revising Explain the importance of editing Connect editing to GED and SAT (test-taking skills) Editing as a 3-step process: self, peer, teacher Warm ups: “Quick edits” or “Paragraph edits”

Step 3: Editing (Checklists)

Step 4: Revising

Explicitly teach the revising skills What is revising? Revising vs. Editing? Peer-revising

Step 5: Publishing

“Final draft” Handwritten or typed “Author’s circle” (whole-group share out) Awards Publishing certificates Blogs

Final Student Essays

Final Student Essays

Final “Take-Aways”

Writing is a process Writing must be explicitly taught Any type of writing assignments must be pre-planned The writing process applies both to the teacher and

the student Allow for enough instructional time to teach writing

and to have pure writing days

Basic “Building Blocks” of writing Brief Constructed Response (BCR)

Paragraph writing The key building block of all writing

Analysis Writing Multi-paragraph writing Editing & Revising (usually an IEP goal for many

students)

Final: “Food for thought” Writing doesn’t always have to “look” like “writing”!

Questions?

Please ask any questions you may have or any areas in need of clarification.

Thank you so much for your time! Materials and resources will be sent out.