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Introduction to WriteWell©
St. Clair County RESA499 Range Road
Marysville, MI 48040
810-364-8990www.sccresa.org
Agenda/Outcomes
To learn about the structure of WriteWell© sessions and units
of study.
To explore the WriteWell© curriculum online resources.
Grounding Activity
•Think-Pair-Share
What:
•Allows for individual reflection and small group discussion; gets all voices in the room; sets the stage for the day
Why:
•Write a response to the following question: What are your strengths as a writing teacher?
•Share with a partner
How:
“Writing is the foundation of reading; it may be the most basic way to learn about reading…when writers read, they use insights they have acquired when they compose… when our students write, they learn how reading is put together because they can do it. They learn the essence of print.”
When Writers Read, Jane Hansen, 1987
• Expect students to compose arguments (6+) and opinions (K-5), informative/explanatory pieces, and narrative texts.
• Focus on the use of reason and evidence to substantiate an argument or claim.
• Emphasize ability to conduct research – short projects and sustained inquiry.
• Require students to incorporate technology as they create, refine, and collaborate on writing.
• Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples).
Common Core State Standards: Writing
Common Core State Standards: Writing
http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related
Appendix C
Appendix C:• Annotated writing samples
that illustrate the criteria required to meet Common Core State Standards for particular types of writing—argument, informative/explanatory text and narrative—in a given grade.
• Each of the samples exhibits at least the level of quality required to meet the Writing standards for that grade.
http://www.corestandards.org/assets/Appendix_C.pdf
Imagine…
Students who want to write Students who do write Teachers who want to teach
writing Teachers who teach writing
vs. assign writing
Kelly Gallagher, Author and Teacherhttp://www.kellygallagher.org/index.html
“Assigning writing is
easy. Teaching writing is
really hard.”
“We need to teach our
students to read like writers and
write like readers.”
Current Research
70% of all students in grades 4-12 are low achieving writers.
9th grade students in the lowest
25% of their class are twenty
times more likely
to drop out.
50% of high
school graduates
are not ready for college level
composition courses.
The most effective strategy to improve writing…
Increase the amount and quality of writing.
What is the WriteWell© Curriculum?
It is a carefully sequenced, coherent K-12 writing curriculum designed to:
span the grade levels
meet the needs of all students
increase writing proficiency at every grade
use effective, researched based instructional practices
WriteWell©
Philosophy of Writing
Only teach what writers
do.
Teach the writer not the
piece of writing.
Writing is telling what you see and
what you think about it.
It is both external and
internal.
We learn about writing
through describing
writing not by having
someone prescribing
writing.
Why WriteWell©?
Increase writing proficiency for life endeavors
Increase test scores
Coordinate and refine writing
instruction
Create a unified writing program
K-12
Increase use of research-based
instructional practices during
writing instruction
Who Developed WriteWell©?
St. Clair County K-12 ELA general education and special education teachers
St. Clair County RESA ELA consultants Victoria Les and Jeff Beal
St. Clair County literacy leaders
How was WriteWell© Developed?
Create skill, author, and genre units of study for each grade that are 1-5
week(s) long
Develop one-page lessons
Use writer’s workshop approach that requires 45
to 60 minutes of daily instruction
Create common assessments and
evaluation tools for each grade level
Create differentiated lessons
How is WriteWell© Packaged?
WriteWell© is a web-based, password-protected curriculum at the St. Clair County RESA websiteCurriculum includes interactive PDFs, is downloadable, and is continuously updated
Includes embedded websites
WriteWell© Follows Writer’s Workshop Format
Mini-Lesson(10-15 min.)
Independent Practice with Conferring
(30-40 min.)
Sharing( 5-10 min.)
Successful Implementation of Writer’s Workshop
How Often
• Everyday• Everyday• Everyday
How Long
• KDG – 45 minutes
• 1st Grade – 45 minutes extending to 60 minutes
• 2nd – 12th Grades – 60 minutes
When
• Beginning the first day of school
• A single block of time at the same time everyday
Management
• Same format used everyday
• Same rules and procedures used everyday
• Keep it simple
Why
• Consistency
• Consistency
• Consistency
Writing Mini-Lesson10-15 Minutes
Connection
• Students learn the importance of today’s instruction
• Students hear the teaching point
Teach
• Students are shown how writers go about doing the teaching point
Engage
• Students practice what writers do• Teacher
model• Class
model• Students
work
Link
• Students hear the teacher reinforce today’s lesson
• Students are reminded that today’s lesson can be used everyday when they write
Independent Practice with Conferring
30-40 Minutes
Students work independently while the teacher meets with small groups or individual students• Conferring Talking Cards
Possible mid-workshop teaching point
• Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write
ConferringResearch
• Ask “What are you working on as a writer?”
• Have the student read aloud his/her work
Decide
• Synthesize what is learned
• Decide what to compliment: “What has this child done that I can name and make a fuss over?”
• Decide what to teach: “What does this child use but misuse? or “What is nearly there in his or her writing that I can help them with right now?”
Compliment
• Point out writing strategies the child used well
• Say “I like how you…”(give specific example)
Teach
• Teach only one thing
• Teach to the compliment
• Teach to today’s teaching point
• Negotiate a strategy
When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
Conferring Look ForsWhat to look for when deciding what to confer
about…
• Structure– Focused– Beginning, middle, end– Moves across time or space
• Meaningful– Writer cares about it– Reader learns from it
• Narrative strategies• Conventions that enhance
– All caps – WOW– Bold – Wow– End marks – Wow!!!– Italics – Wow!– Stacked Words - One!
Two!
Three!
Sharing5-10 Minutes• Notice• Question• Personal Connection• Compliment and Suggestion (glow & grow)
Partner
Small Group
Whole Group
New Language Minilessons
Language Minilesson Key Points
Aligned to CCSS
Weekly concepts taught
approximately five minutes a day
Follows Jeff Anderson’s format
PowerPoint to match each weekly
lesson
MEAP and WriteWell©
Moved below the line for those who would still like to use it
Test Prep Units of Study embedded in units (starting in grade 2)
Generate many seed ideas in writer’s notebook “What Should I Write About?”
section
Target! Aim! Score! (beginning, middle, end)
CD with Student Writing & MEAP Released Anchor Papers: http://tinyurl.com/cvraun
New Pre and Post Assessments
Same Assessment to be given at the
beginning of the year and the end of the
year
Use to show growthSee Sample
Rubrics
WriteWell© Units of Study Across the Grades
Scope and Sequence• Includes the products and processes in
GLCEs• Aligns with Common Core State
Standards (continued alignment Summer 2012)Target! Aim! Score!
• Target! Aim! Score! is part of the WriteWell© curriculum
• Designed to prepare your students for success on statewide assessments
Table of Contents
Target!
• Grade Level Goals
Units of Study
• Getting Ready for Statewide Assessments
• Notebooking
• Author, Genre, and Skill units
Score!
• Formative assessments
• Determine students’ ability to write on demand
Rubrics
• Narrative
• Informational
• Peer Response to the student writing sample
http://www.sccresa.org/toolsforschools/curriculumtools/writewell/introductiontowritewell/writewell2ndgrade/
Three Types of Units
Genre
Author Study
Skill
Navigating the Website
• WriteWell© – http://www.sccresa.org/toolsforschools/c
urriculumtools/writewell/
– Select logo
– Enter school log in and password:Temporary Log in:Temporary Password:
www.sccresa.org
How Units of Study Tend to Go
Immerse in the genre
Identify distinguishing features of the
genre
Choose an idea to write
about
Choose a mentor text to help you write
Plan your draft
Draft long and fast
Revise Edit Publish/Celebrate
Structure of a Unit
Example Unit
K-12 units formatted the same
Unit Review
What do you
notice?
Student Examples: Digital Presentations
•http://animoto.com/play/4CwCrdpw36QIT5TjyI9SCA
1st Grade
•http://portal.sliderocket.com/AXBTH/child-abuse
7th Grade
•http://prezi.com/43h_edm9y4t4/big-bird/
7th Grade
Teachers Teaching WriteWell
• Video Library – All grade levels– Various lessons
Kindergarten2nd grade10th grade
Online Exploration
Skim & Scan the Units
Review the Table of Contents
Log In and Select Your Grade
Lunch Break
"A writer's notebook works just like an incubator; a protective place to keep your infant idea safe and warm, a place for it to grow while it is too young, too new, to survive on its own."
Ralph Fletcher
Notebooking
http://www.sccresa.org/toolsforschools/curriculumtools/writewell/
100-page composition
book
Number front pages only
Plastic stick-on tabs
Copy of Notebook Sections handout
What Should I Write?• Three…
– Times you laughed really hard– Times you were in physical pain– Memorable Moments– Topics that interest you
• Circle the one that you could tell the best story about
• Tell your story to a partner• Write your story in the writing section of
your notebook• Share
What Should I Write?
What Should I Write?• Play the contrast game. Write five minutes
on one side and then five minutes on the other side: I want… I don’t want…
I remember… I don’t remember…
I do… I don’t…
Last summer… This summer…
Last Saturday… Next Saturday…
A scary place… A safe place…
What Should I Write?
Draw a heart on a notebook page.
Fill the heart with the things you know about
and care about.
Draw lines to separate your ideas.
What Should I Write?
6 + 1 Writing Traits
• One Day in the Life of Bubble Gum• The Secret Knowledge of Grown-ups• Nothing Ever Happens on 90th Street
Craft• Ba-Da-Bing – Gretchen Bernabei
Ba DaBing
Example: As I stepped onto the red carpet of the darkened room, I noticed a wall lined with lit candles and an old woman hunched in the far corner at a round table and I thought maybe now I’ll get some answers.
Craft• Let’s create a Ba-Da-Bing together.
• Copy the example(s) into the craft section of your writer’s notebook.
• Return to your writing and add a Ba-Da-Bing to your piece.
• Share
Craft
Writing/Literary Terms
• Students may have an understanding of personification.– Create a definition collectively– Write in notebook
• Mentor text example “Fishing in the Air”
www.tinyurl.com/examplepersonification
Writing/Literary Terms
Example: And the shoes, which had been
shoes, became, in an instant, two old friends that had not been together in
a very long time.
Writing/Literary Terms• Let’s try one together…
And the _____ which had been _____ became, in an instant, _____.
• Go to the writing section of your notebook and revise part of your writing to include personification.
• Share
Spelling Demons
• Write at least three words, spelled correctly, that are your biggest challenge words.
What are your spelling demons?
available anonymous knowledgeable
Writing
The heart of the writer’s notebook.
Where the writer plays with writing on a daily basis.
Editing•Commas in a list (author’s craft – show not
tell):
•What do you notice? •Let’s create one together…•Return to your piece and add commas in a list•Share
Inside, it smells like grade school – boredom, paste,
Lysoled vomit.
ReadingConnections
• Reflect on who you are as a reader
• Reflect on how you view and think about what you are reading
Craft Examples
• Reading with a writer’s eye:• Leads• Endings• Word choice• Narrative
strategies• Conventions
that enhance
Planning for Implementation
Review the Table of
Contents
Consider your daily and
yearly schedule
Ensure that there are no
long gaps within a unit
Determine the instructional order of the
units
“No writing is ever finished, it
is just due.”
Kelly Gallagher, Author and High School Teacher, April 12, 2011, Macomb ISD Presentation