Get ready, get set, go write

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  1. 1. Strategies for Energizing Your Writing Instruction
  2. 2. Photo by SanFranAnnie - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/74551611@N00 Created with Haiku Deck 4. Have a process for planning writing instruction.
  3. 3. PGES Connections Domain 1d Demonstrating knowledge of content and resources Domain 3c Engaging students in the learning
  4. 4. Wonder Boards
  5. 5. Writing helps students get more actively engaged in subject matter, understand information and concepts more deeply, make connections and raise questions more fluently, remember ideas longer, and apply learning in new situations (Daniels, Zemelman & Steineke, 2007).
  6. 6. Lets Start with KCAS
  7. 7. ThreeModes of Writing Locatedin Standards 1-3 Standards 4- 10 How students should do the workof Standards1- 3 Writing Standards
  8. 8. Where is it addressed in the Standards?
  9. 9. Three Types of Writing All three types of writing are important to student learning. Understand that it is important to include all three types. What are the major differences? Three Types of Writing Writing to Learn Writing to Demonstrate Learning Writing for Publication
  10. 10. Writing to Learn Instructional tool to promote learning Informal, single draft, brief The goal is to deepen the students understanding of the subject studied Application, Extension and reflection Emphasizes student thinking not composition Different forms
  11. 11. Writing to Demonstrate Learning Assessment of student learning or ability to complete a task Focus on content knowledge or application of learning Response to a prompt or assignment Teacher is the audience Not suitable for publication Graded according to rubric or scoring guide
  12. 12. Writing for Publication Written for specific audience in real world form Authentic purpose Student ownership Taken through the writing process Well developed ideas that reflect student thinking, understanding of content
  13. 13. Jot aTop 3 List Most ImportantThings to remember when teaching writing
  14. 14. With your Grade Level Partners Have a KCAS Connection Conversation Look at Standards 6-8 Highlight changes from grades K-5 What connections do you see between these standards? Could you bundle them with other standards? Where do the different types of writing connect?
  15. 15. Too much content, not enough time Cannot view knowledge and skills contained in standards as discrete and disconnected.
  16. 16. Bundle and Plan using UBD W.1 W.7 W.8 RI.2 RI.9 SL.3 *SL.1
  17. 17. Understanding Defined Being able to apply knowledge and skills in diverse situations. Use this knowledge and skills flexibly and effectively
  18. 18. Content mastery is the means not the end. Understanding Processes and skills in practice Content Mastery
  19. 19. The desired result for the student is to understand that What content do students need to know. What skills do students need to have If they know and do these things, what would we them to understand?
  20. 20. The desired result for the student is to understand that Some sources are more credible than others. In order to have an informed opinion or make an informed decision, I should research multiple sources of information.
  21. 21. Then you need evidence of the students ability to. Use multiple sources Locate key details in a text Support an opinion with details Compare and contrast sources and information
  22. 22. Then tasks need to include things like Annotation Reading more than one text on same topic RAFT writing LDCWriting Exit slips marking key details Venn diagram comparing and contrasting two text on same topic Writing an opinion piece
  23. 23. How could you use this with different content areas? Planning for Writing Instruction
  24. 24. Designing the Learning Plan
  25. 25. MENTORTEXT
  26. 26. MentorTexts Short pieces work best Use the text numerous times for different purposes TeachingWriters Craft not the book
  27. 27. Writing Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  28. 28. 1. What do you think? Opinion 2. Why do you think so? Reasons 3. How do you know it? Evidence Stating opinions Supporting with evidence Supporting with textual evidence
  29. 29. voting Which is Better? _______________-is better because ____________________
  30. 30. Sentence Frames Providing students with the beginning of an academic response is a very effective tool for increasing the quality and quantity of student participation. Sentence starters serve to both focus attention on critical content as well as provide students with the language support needed to engage in academic discussions. Kevin Feldman & Kate Kinsella
  31. 31. KayWinter
  32. 32. Things I want to Change Changes Support/So What? More recess Increased exercise, less fidgety in class Fresh Air, think more clearly, concentrate Get my own room Get my ears pierced Stay up later No more uniforms Counterclaim For and against
  33. 33. Lunch
  34. 34. Hey, LittleAnt by Phillip and Hannah Hoose Illustrated by DebbieTilley
  35. 35. http://www.cmnonline.org/resource-results.aspx?CID=16
  36. 36. To squish or not to squish! Who has the best support for their opinion? Boy Ant Opinion *Supporting Details Opinion *Supporting Details HO
  37. 37. What are the facts? Nonfiction books: AreYou an Ant? by Judy Allen Time For Kids: Ants! The Life andTimes of the Ant by Charles Micucci Inside an Ant Colony by Allan Fowler National Geographic Readers:Ants by Melissa Stewart http://www.collier.k12.fl.us/weblessons/webquest/heylittleant/index.htm
  38. 38. Hey, Little Ant http://www.cmnonl ine.org/resource- results.aspx?CID=1 6
  39. 39. Turn andTalk What could you use in your classroom to support opinion writing?
  40. 40. MentorText for Informative/ Explanatory
  41. 41. Writing Anchor Std. 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  42. 42. No More Boring Animal Reports! BooksThat Make meWonder Steve Jenkins
  43. 43. What are you wondering? Start with what you dont know. What questions do you have? Let questions drive the research.
  44. 44. Snapple Real Facts
  45. 45. Kindergarten- Second grade Research
  46. 46. ABC BOOKS
  47. 47. How could you use this with different content areas? Kentucky
  48. 48. Turn andTalk What could you use in your classroom to support informative and explanatory writing?
  49. 49. Mentor text for NarrativeWriting
  50. 50. Writing Anchor Std. 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.
  51. 51. People I Know, Places I Go andThings I do
  52. 52. Stretchingout the Moment
  53. 53. Crafting a Great Lead
  54. 54. On Demand Writing
  55. 55. Skills Students Need Unpacking the Prompt Analysis:Context, audience, role, topic Selecting the best prompt Marking theText
  56. 56. WWF GRAPHIC ORGANIZER
  57. 57. Practice PlanningTime
  58. 58. Skills Students Need Qualities and Expectations of GoodWriters Organization Understand the genre Writing good leads/ topic sentences/ opening paragraphs Idea Development Use examples and descriptive details to support their ideas SoWhat? Word Choice and Sentence Fluency Effective use of transitions Sentence Fluency
  59. 59. Organization
  60. 60. Graphic organizers
  61. 61. Props for Paragraphs
  62. 62. The Claw
  63. 63. Communicating my Ideas
  64. 64. Quotation Sandwich
  65. 65. Adding Emotion to Develop your Ideas
  66. 66. Action Chain I fell down the steps.
  67. 67. Bare Bones
  68. 68. Sentence Combining a Research-Based Practice Constructing more complex and sophisticated sentences through exercises where two or more short, kernel sentences are combined into a single sentence using: Placement of adjectives or adverbs Inserting Propositional phrases Using connectors (e.g., but, because, so) Using a series Example: The noodle was soft. The noodle was on my plate
  69. 69. Sentence Combining The car stopped. The car ran out of gas. The car stopped because it ran out of gas. My mom can run fast. My dad can run fast.
  70. 70. TryThis One The noodles were long. The noodles were skinny. The noodles fell on the floor. The noodles cracked into pieces. The dinner was ruined.
  71. 71. Word Intensity Charts
  72. 72. Word IntensityThermometers Elated Joyous Cheerful Glad Exuberant Thrilled Happy Content
  73. 73. MENTOR TEXT BOOKPASS
  74. 74. lisa@cksec.org Laura@cksec.org
  75. 75. Quick Write The most important thing about writing is______. It_____________________________. It is _____________________ and ___________. But the most important thing about writing is_______________________________.

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