ped 1140 f oct. 19,2011 writing 2

PED 1140 F

Oct. 19,2011

Writing 2

KWL

You are to write a paragraph on your experiences so far in the Teacher Education Program at Ottawa U.

Be prepared to share this with your colleagues and to have it posted on the walls of the classroom.

Remember your use of conventions must be accurate.

Risk taking

getting started

Building a community of writers

The interconnectedness of reading and writing is profound and inescapable…

Fountas and Pinnell, 2001

Since both reading and writing focus on meaning, development in one reinforces progress in the other: students learn to read and write better when the two processes are linked.

A Guide to Effective Instruction in Writing K-3

Consider this:• If I am to understand how to organise my ideas I need to see how

other authors organise theirs. • If I am to understand what makes a good idea for a piece of writing

I need to explore where other authors get their ideas from.• If I am to suit my word choice and sentence fluency to my purpose

and audience, I need to understand how other authors do that.• If I am to use conventions appropriately and accurately I need to

see them used effectively by other authors.

In other words, in order to become an effective, proficient author I need to read and deconstruct the work of effective proficient authors.

“When writing, students think about their purpose and their audience, and then draw on their knowledge of the text forms that, as readers, they have seen used effectively for this kind of purpose and audience.”

Literacy For Learning, The Report of the Expert Panel on Literacy in Grades 4 to 6 in

Ontario, 2005, p. 82

That means we NEVER ask a student to write in a text form that we have not explicitly taught.

AND we must present students with authentic writing tasks – a real purpose and audience

2mins.

1. With your table partners pick a grade

2. check the suggested text forms for that

grade

3. brainstorm as many authentic tasks as you

can that might match those text forms...

Writing process:

• Brainstorm and gather ideas/research• Plan and organise your ideas• Write a first draft• Revise for style and content• Rewrite• Revise again• Proofread and edit for conventions• Publish

Check out the curriculum...

Choose a grade, where can you find the writing process outlined?

How do the expectations change between grades?

Why is it important that students learn to follow a process – and do they have to follow it for every piece of writing?

Explicitly teaching the skills and strategies of reading and writing.

Staying on focus: if I am reading explanatory text, then I must teach how to write explanatory text and not wander off into narrative ‘because my students love stories’.

Teaching writing means:

You are teaching:

Specific text structure PLUS:

Organization of idea How to brainstorm

Voice draft

Word Choice revise

Sentence Fluency edit

Grammar and Spelling publish

Hmmm...

Word Choice... How could I teach that?

Powerful Words:Snapshots of Effective Practice Primary Literacy Clip11.mov

“Decades of research (Langer & Arlington, 1992) have made it clear that, if the goalof … instruction is to improve writing, instruction must take place in the context of real writing … We have far more children who know how to spell and punctuate than know how to write thoughtfully and precisely. There is no shortcut to good writing.”

(Cunningham and Allington, 2003, p. 133)

getting started

Writing Workshop

Regie RoutmanNancie Atwell (Lessons that Change Writers)

You learn to write BY writing...

Every day – ‘quick writes’

To master the text form being explored through the instructional focus of the class

To explore self-directed topics of importance

What would that look like in JK/SK, gr 3, gr 6?

IDEASORGANIZATIONUnderstanding SENTENCE

FLUENCYWORD CHOICEVOICE

Spelling matters...

Understanding letter patterns:

Word Study in Action Understanding Word Structure.mp4

Let’s look at more strategies:

making words.mp4

Want to know what it looks like/ feels like?

Time for a break!

Next question:How do we assess writing?

If it’s not too much trouble may I ask a question? Well,you said they have to write allthe time, which means a lot of writing, and I need to eat and sleep sometimes, and mark math and

stuff, so, ummm how do I mark everything they

write?

It depends on your purpose...

WHY are you assessing the writing?

Are you assessing FOR learning

AS learningOr OF the learning – ie evaluating?

My JourneyIn your opinion, is the following text an example of good writing?

Consider:IDEAS

ORGANIZATIONSENTENCE FLUENCYWORD CHOICEVOICE

One day I was walking along an old deserted roadJust walking, walking, walking, and walkingI do not know how I got thereWhile I was walking I felt very lonelyI felt that I had spoken to no one in years and yearsMy legs were sore and tiredMy mind was screaming for restBut I could not, I could notFor there was the edge of a mountain on one sideAnd the forest with dangerous wildlife on the otherSo I kept walking, Hoping for someone to be living somewhere upon this deserted road

One day as i was walking along an old deserted rodeJust walking, walking, walking, and walkingI do not no how i got thereWhile i was walking i felt very lonlyI felt that i had spoken to no one in years and yearsMy legs are sore and tiredMy mind is screeming for restBut i could not, i could notFor there was the edge of a montain on 1 sideAnd the forest with dangerous wildlife on the otherSo i kept walking, Hopping for someone to be living somewhere upon this

deserted rode

One day as i was walking along an old deserted rodeJust walking, walking, walking, and walkingI do not no how i got thereWhile i was walking i felt very lonlyI felt that i had spoken to no one in years and yearsmy legs are sore and tiredmy mind is screeming for restBut i could not, i could notFor there was the edge of a montain on 1 sideAnd the forest with dangerous wildlife on the otherSo i kept walking, Hopping for someone to be living somewhere upon this deserted

rode

spelling

spelling

verb tense Capital “I”!!!

Evaluation:

You MUST define the success criteria, together with the students, post it where they have access to it, and stick to it when evaluating their independent work.

Checklist vs rubric?

Be sure you have identified precisely which elements you will be assessing.

Be sure that you are considering QUALITY not QUANTITY!

Be sure to define the criteria carefully...

Criteria Level 4 Level 3 Level 2 Level 1

States an opinion Writer’s

opinion is strong and passionately stated;

Writer’s opinion is clear;

Writer’s opinion is stated but unclear;

Writer’s opinion is missing;

Provides supporting evidence

Supporting evidence uses multiple sources e.g., personal opinion, specific facts, statistics, and powerful vocabulary to convince the intended reader;

Supporting evidence uses personal opinion, or relevant facts, and emotional vocabulary to justify the opinion;

Supporting evidence is simplistic, loosely connected to the opinion, and uses common vocabulary;

Supporting evidence is irrelevant;

PERSUASIVE WRITING

Development of argument

Argument is cleverly linked together;

Argument is logically linked together;

Argument wanders;

Argument is disjointed and illogical;

Conclusion Conclusion is convincing and invites reader to a call to action.

Conclusion is clear and summarizes argument.

Conclusion is stated but unclear and/or disconnected from the argument.

Conclusion is missing.

Exemplars?

Create WITH the students

Use the students words

Display as anchor chart for students to refer to

Collaborative marking:

Working together to create common understanding, common terms of reference.

Let’s do it!!!!

“… Remember that students need to spend most of their time writing independently.If they are to become excellent writers they have to spend most of a writing lessoncomposing continuous text, not participating in lessons and activities about writing.”

(Routman, 2005, p. 75)

Any final questions before practicum?

Remember to gather student work to bring back, in particular the running records you complete with your ‘chosen’ student.

KWL