explicit writing instruction - sioux county schools

1

What Does

Writing

Instruction Look

Like?

Sioux County

August 18, 2014

Archer, Scaffolding Writing Instruction, Omaha NE 2013

Self-assessment of my writing…. 1. I write very little.

2. I write notes, lesson plans and email.

3. I keep a personal/professional journal,

write notes to parents, newsletter articles.

4. I write extensively. Examples might be:

professional journals, sharing knowledge

through in-service, interactions with

other professionals. Culham, What Principals Need to Know About

Teaching and Learning Writing, 2013

2

What does writing look like

in my classroom?

1.Classroom displays show no evidence of writing in the classroom. 2.Posted materials usually involve ‘rules’. 3. Variety of charts on the writing process and word lists etc. are provided for student decision making. 4. Importance of writing is evident in the displays of student writing, criteria for evaluation and writing guidelines.

Culham, What Principals Need to Know About

Teadching and Learning Writing, 2013

3

Where we’ve been…

6 Traits

Writing Process

Benefits of writing in all content areas

Variety of ways to summarize in writing

Benefits/process of collaborative scoring

Guaranteed and viable curriculum

4

Current practice and

expectations…

5

Where we’re going right

now…

9 Big ideas behind how students learn to

write

6

Writing is not caught.

It must be taught.

7

Anita L. Archer, Ph.D.

Archer, Scaffolding Writing Instruction, Omaha

NE 2013

Big Idea #1 - Focus on a limited number of genre

Persuade/Opinion/Argument

Informational Text

Narrative

Poetic

Reflective

8


NE 2013

Which modes are in our standards?

Kindergarten

9

Narrative, informative, descriptive, persuasive

Grade 4


Grade 11

Narrative, informative, descriptive, argumentative

Grade 8


Big Idea #2: Teach the

foundation skills to mastery.

Outcome: Writing Arguments,

Informational Texts, Narratives

10

Example Foundation Skills:

reading, expressive vocabulary, word usage,

fluent handwriting or typing, spelling, grammar,

capitalization, punctuation, sentence formation,

sentence sense, paragraph formation


NE 2013

Handwriting Why are fluency and automaticity

important?

a. Accuracy: Do a task correctly, but slowly. When you can just barely write a word if you take your time to think about it carefully.

b. Fluency: Do a task correctly and quickly. When you can correctly write a word quickly and easily without hesitation, if you are concentrating.

c. Automaticity: Do a task correctly and quickly without thinking about it. When you always spell a word correctly without even thinking about it.

11


NE 2013

12

R Saulter 2013

S Graham

Big Idea #3 - Break down

complex tasks

Complex skills and strategies should be broken down into smaller, easy to obtain instruction units.

This will promote success and reduce cognitive overload.

13


NE 2013

Break down complex tasks

1. Generate a draft that develops a clear topic appropriate to the purpose and intended audience and organizational pattern, including a strong thesis, body, and conclusion linked to the purpose of the composition. (4)

2. Generate a draft that conveys complex ideas and critical thinking through analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience. (9-10)

3. Generate a draft that selects and organizes ideas relevant to topic, purpose, and audience, including a clear beginning, middle, and end. (1)

14

Break down complex tasks

1. Publish a legible document with appropriate spaces between letters, words, and sentences in a variety of formats. (2)

2. Publish a legible document in manuscript, cursive, or digital format, and apply formatting techniques (e.g. indenting paragraphs, title) (5)

3. Publish a legible document using a variety of media, and apply various formatting techniques to enhance the readability and impact of the document (e.g. fonts, spacing, design, images, style conventions, citations, and manuscript requirements) (9-10)

15


NE 2013

Let’s Review…

Partner A-reteach Big Idea #1

Partner B-reteach Big Idea #2


16

Big Idea #4 -

Provide explicit instruction

Remember - Writing is not caught. Writing must be taught.

Model - I do it

Guided Practice - We do it

Gradual release of responsibility

Unguided Practice - You do it

17


NE 2013

Lewis Dot Structures

Assignment

Read Lewis Structures handout

Complete worksheet

18

Step #1: Find the number of

valence electrons.

19

Today, we will draw Lewis dot structures.

Valence electrons are an atom’s

outermost electrons. The number of

valence electrons an atom has

corresponds to the group (vertical

column) the atom lies in on the

Periodic Table of the Elements. The

valence electrons are largely

responsible for the atom’s chemical

behavior.

20

Hollingsworth, Lewis Dot Structure Lesson Plan,

2013

Unpaired valence

electrons

represent

electrons

available for

bonding

Elements with the

same number of

valence electrons

have the same

Lewis dot

structures.

22

Hollingsworth, Lewis Dot Structure Lesson Plan,

2013

Step #2: Write down the symbol

of the element.

Step #3: Draw the Lewis dot

diagram.

Place the electrons clockwise

around the element symbol.

23

Provide Explicit Instruction

Scaffold Instruction, gradually fading out teacher assistance

M T W T F

I do it. We do it. We do it. We do it. We do it.

M T W T F

You do it. ….. You do it. …… You do it.

24


NE 2013

Big Idea # 5 -

Provide judicious practice

Engage students in writing for short and long time segments

Increase short writing segments: answers to questions, summaries, compare and contrast

Have students write many products of focus genre to promote mastery

After initial instruction, products can be composed in a variety of classes

25


NE 2013

Big Idea #6 -

Provide Immediate Feedback

Teacher feedback to individual: Provide feedback to individuals in real time as you circulate and monitor. Praise, Encourage, Correct

26

Teacher feedback to group: Provide feedback to the entire class on your observations.


NE 2013

Big Idea #6 -


Feedback to self: Have students carefully check their products against the rubric.

27

Feedback to partner: Have students give focused feedback to their partners after you model the feedback procedure. (Oral, Written, Electronic)


NE 2013

Big Idea #6 -


Teacher Feedback: Provide feedback to students on a portion of the rubric.

Teacher Feedback: Provide feedback on final drafts using the rubric. To promote final drafts include a signature page:

________________________(Author) I have carefully revised and edited this paper.

________________________(Peer) I have read this paper and have indicated errors to the author.

________________________(Adult Mentor) I have read this paper and have indicated errors to the author.

28


NE 2013

Let’s Review…




29

Big Idea #7 - Consider motivation

Consider motivation.

Success (perceived probability of success)

Interest (interest in the topic)

Choice (narrow choice when possible)

30


NE 2013

Big Idea #8 -

Frontload Writing

If students have no ideas, their written

products will be low in quantity and

quality.

Frontload IDEAS

Brainstorm ideas (Think, Pair, Share)

Read related materials

Relate to concepts that have been taught

31


NE 2013

Big Idea # 9 -

Teach “What” and “How”

WHAT What is the genre?

Critical attributes

Rubric

Example

HOW How to write the genre?

Writing Process

32


NE 2013

WHAT Ask yourself, what are the CRITICAL ATTRIBUTES of a well-written

product.

Think-Write-Pair-Share

What makes a piece of writing good? Be specific.

One thing that makes a piece of writing good is _______________.

33

Consider the Six Traits Ideas

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Presentation if you like

34


NE 2013

HOW

Writing is a process. It cannot be taught as if it is declarative knowledge.

35

36

Prewriting +

Planning

Drafting

Revising

Editing

Creating a Final Copy

Proofreading

Sharing

Let’s Review…




37

Review Big Ideas

1. Focus on limited number of genre.

2. Teach the critical foundation skills to mastery.

3. Break down complex tasks.

4. Provide explicit instruction.

5. Provide judicious practice.

6. Provide immediate feedback.

7. Consider motivation.

8. Frontload writing.

9. Teach “What” and “How.”

38


NE 2013

++ Think/Pair/Share

Are there 2 Big Ideas you

currently practice in writing

instruction? Describe.

Is there one practice you’d like

to add? Describe.

39


NE 2013

What it might look like…

Focus Lessons: At least 2 times a

week for 15 minutes

Guided Writing: At least 2 times a week for 5 to 10 minutes

Independent Writing: 5 days a week for at least 20 minutes

40

Culham, What Principals Need to Know about

Teaching and Learning Writing, 2013

What it might look like. . . Extended Essay

- Introductory Paragraph with a topic/thesis statement

- 3 body paragraphs that follow the paragraph format

- Concluding paragraph

Paragraph

- Topic Sentence

- 3 important ideas/supporting details with explanations using specific evidence or data

- Concluding Sentence

- Paragraphs have an 8 sentence minimum.

Short Constructed Response

- Basic use of RAP

- Most responses will be 2 to 3 sentences.

41

Summit Ridge Middle School

Deconstructing a Prompt (p. 9)

To deconstruct a prompt: 1. Read it 2. Take it apart 3. Understand what you need to do 4. Determine how to respond to the prompt correctly

(constructing means to build) Deconstructing means to take apart

How do I do that?

42

• Pay careful attention to the wording of the prompt.

Hints Does the prompt give you suggestions to get started?

• Look for suggestions in the prompt to get you started (ideas to think about, verbs that tell you what to do).

• Use key words from the prompt to construct your thesis statement.

Identifying Key Parts of a Written Prompt

Archer, Scaffolding Writing Instruction, Omaha NE 2013

43

Role

What role do you take as the writer? (student, citizen, expert)

Audience

Who is your audience? (class, parent, teacher, friend)

Format

What kind of response are you writing?

(essay, letter, descriptive)

What are the verbs in the prompt asking you to do?

(advise your classmate, justify your opinion, explain why…) Task

Strong key words

What are the key words that you need to include in your response?

Hint: Use these words to construct your thesis statement.

You can use the word RAFTS to help you remember how to deconstruct a prompt.

Identifying Key Parts of a Written Prompt

44

Role

What role do you take as the writer? (student, citizen, expert)

Audience

Who is your audience? (class, parent, teacher, friend)

Format

What kind of response are you writing?

What are the verbs in the prompt asking you to do?

Task

Strong key words

What are the key words that you need to include in your response?

Doing a Good Job Select a person you know who does a good job in his or her profession. This person may be an entertainer, an athlete, a character in a story, or simply a successful family member. Write a multi-paragraph essay describing why you think this individual is so good at his or her job. Include specific examples and details to support your response.

I am writing this as a student.

My audience will be the teacher.

I am writing a descriptive multi-paragraph essay.

Select a person, write an essay describing why he/she is good at his/her job, include

examples and details

Profession, successful

Example of Deconstructing a Prompt

45

Let’s Practice Deconstructing a Prompt

We’ve spent a lot of time learning about

different types of animals. Describe to me, in

detail, how mammals and reptiles are different.

Many wars are brought about by economic

wants and needs. Explain what role economics

played in the Civil War.

Write and deconstruct a prompt of your own. 46

Role

Audience

Format

Task

Strong key words

“Think about a special day that you can clearly remember. It could be a

birthday, your first day of school, a day when something unexpected

happened, or any day that you will remember for a long time to come.

Write a story about what happened so that the reader can understand

why this day is special or important to you.”

Practice Writing Prompt

47

Implementation Plan

Addressing the new standards

Aligning writing “instruction” (k-12)

Establishing writing expectations in non-

language classes (every week, still every

quarter?)

48

Thank You

May we remember :

Writing is not caught.

It must be taught.

49

explicit writing instruction - sioux county schools

Documents