finding the middle ground: collins writing part 2 for grades 4-5 erin monn march 16, 2012 in-service...
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Finding the Middle Ground: Collins Writing Part 2 for Grades 4-5Erin Monn
March 16, 2012 In-Service
New Bloomfield Elementary
Please Do Now!Think about how you have used a Type 1 or Type 2 writing in your classroom. Record benefits and/or drawbacks to your experience. If you have not used a Type 1 or Type 2 writing yet, write about how you could use one in your classroom.
Please share with a neighbor.
Remember….
Type 1= Brainstorming
Thinking on paper
Assesses background knowledge
Time limit
Requires specific number of items/lines
No correct answer
Did it or did not do it
One draft
Type 2= Shows writer knows
something about content
Checks for understanding
Needs a correct response
Grade for content not how expressed
Can give time limit and required number of lines/items
One draft
Purposes for Today
Review Collins Writing Program and where it fits in the schedule
Introduce and explain Types 3, 4, 5 Type 3 (Edit for FCAs-one draft)
Type 4 (Peer Edit for FCAs-two drafts)
Type 5 (Publish-multiple drafts)
Discuss grading of writing using FCAs
What is Collins Writing?
“…A model for a writing-across-the- curriculum/writing-to-learn program that explains exactly how to “write more-grade less” by defining five types of writing assignments and the outcomes expected for each.”
(Collins, page vii)
Emphasizes frequency, focus, and feedback
Includes informal writing and formal writing
Encourages students to “think on paper”
Utilizes Focus Correction Areas (FCAs) Selective approach to correcting student writing
Become focus for instruction, modeling, practice, assessment
How Does it Fit in Our Schedule?
Type 1 and Type 2 writing (Quick writes; Content focused) Perfect for content areas
Types 3, 4, 5 (Longer writes; writing and content focused) Use during writing period in schedule
Can expand on content area Type 1 and Type 2 writings
Type 3 WritingCharacteristics (Self editing)
Objectives Move students from recording ideas to refining them
Students create a draft, read it aloud, and review draft for following criteria:
Did I complete the assignment?
Does the composition sound right? Is it easy to read?
Do I have problems with the focus correction areas? (FCAs)
Provide a structured editing process for drafts
Form Any form (essay, letter, story, diary entry, etc.)
Audience Student (reads aloud to him/herself)
Teacher (reads and evaluates based on FCAs)
Type 3 WritingCharacteristics (cont.)
Evaluation Criterion Did I complete the assignment?
Does the composition sound right? Is it easy to read?
Do I have problems with the FCAs?
If answer is “NO” to first two questions, paper is returned and student completes assignment
If answer is “Yes” to first two questions, paper is scored based on FCAs.
Paper Format FCAs listed on left hand side
Name and date listed on right hand side
Number paper
Skip lines (ease of editing/revising)
Type 3 WritingAdvantages and Disadvantages
Advantages While more time consuming than Types 1 and 2, very
efficient
Relatively easy to evaluate and grade
Improves writing skills (reading aloud, frequent practice, FCAs)
Helps students organize and understand content knowledge
Allows you to differentiate instruction and assignments
Disadvantage Student does not receive feedback on errors other than
FCAs
What Does the Process Look Like?
Choose Type 3 writing Use a Type 1 or Type 2 piece
Start from scratch
Teach FCAs and inform students of FCAs
Student writes first draft
Student reads piece out loud to him/herself and asks: Did I complete the assignment?
Does the composition sound right? Is it easy to read?
Do I have problems with the focus corrections areas?
Student makes revisions based on answers to three questions listed above
What are the Benefits to Having Students Read Their Writing Out Loud?
Single most effective way to help students revise/edit their work
“Voice, after meaning, is the most important element in effective writing.” (Donald Murray)
“Read your work aloud. This will slow you down enough to catch errors that would be difficult to see during silent reading.” (Anne Ruggles Gere)
What are the Benefits to Having Students Read Their Writing Out Loud?
“When we read the text over, we find ourselves mentally filling in explanations that aren’t actually included in the writing. We imagine transitions where none exist, and unless we read aloud, it’s easy to skip over clunky phrasing. These things happen because we read with our brains, not our eyes, and brains fill in what should be on the page and ignore the things that shouldn’t be there.” (Anne Ruggles Gere)
What are Focus Correction Areas (FCAs)?
Selective approach to correcting student writing
Choose 3-5 critical problem areas
Will change over time
Focuses students and teacher on few clearly specified criteria
Can use the skills in Harcourt
How Do I Choose the FCAs?
Content=the what of writing
Quality of information or ideas
Details used to support ideas
Organization=the order of writing Unity, coherence, emphasis
Logical order or sequence
Reader knows where he/she is going
Easy to summarize
Convention=the appearance of writing
Legibility, spelling, neatness, usage
Can kill a piece of writing
Style=the personality of writing Word choice, Sentence
structure, variety, voice
***They are skills you have taught.***
Guidelines for Creating FCAs
Guideline One-Write specific FCAs Three examples from text vs. sufficient support
At least one simple sentence and one complex sentence vs. sentence variety
Three vivid verbs underlined vs. word usage
Guideline Two-FCAs are best when mixed for content, organization, style and mechanics. Good writing is more than conventions
Requires students to examine paper from more than one perspective
Guidelines for Creating FCAs
Guideline Three-Avoid subjective FCAs Example-10 pts for originality
Guideline Four-FCAs should be quantifiable (If looking for 3 facts, make the points worth number divisible by three) If FCAs are done right, grade should be self-explanatory
Example FCAs by Category
Content (These get the most points) Explains the three steps involved in solving this problem
Includes five or six facts about….
Contains five persuasive reasons that support the argument
Organization Includes an attention-getting beginning
Includes at least four transition words
Includes a clear beginning, middle and end
Example FCAs by Category
Conventions Contains at least two complete paragraphs
Contains no more than three spelling errors
Contains at least six pieces of dialogue with correct usage of punctuation marks
Style Contains at least six sentences with different beginnings
Contains at least two metaphors and two similes
Contains six underlined action verbs
Your turn…
Choose a writing assignment you will be doing with your kiddos in the future
Write 3-5 FCAs for that writing assignment.
TIP- A Way to Speed Up Correcting Papers
Students code their papers for FCAs Circling (vivid verbs, adjectives, vocabulary,
etc.)
Underlining (varied sentence beginnings, figurative language, etc.)
Brackets (interesting beginnings, strong conclusions)
Number items in margin
How Do I Introduce a FCA?
Focus Teaching Give a Type 1 assignment and ask students to define it and
give an example of FCA
Example: What do you think a complete sentence is and give an example of one.
Allows you to assess prior knowledge of students
Allows you to see if they have the same understanding you have about FCA
Teach the meaning of the FCA by using mentor texts or through teacher modeling
Focus Practice Students edit past papers for FCA
How Do I Introduce a FCA? (cont.)
Focus Assigning (Type 3 or 4)
After students
Have a common understanding of FCA
Have seen FCA modeled
Have applied FCA to their past writing
Focus Correcting
Allows teacher to see:
Effectiveness of instruction
Which students need more practice
Allows students to see:
How successful they were at applying FCA to own writing
TIP-Model and Practice Editing/Revising for FCAs
Examples of student work (scanned/transparencies)
Sample 1-Lead class through evaluation based on FCAs Discuss strengths and areas of improvement
Teach how to solve writing problems
Sample 2-Students partner up and evaluate based on FCAs Volunteers share results and teacher shares as well
Sample 3-Individual students evaluate based on FCAs
Tips for Successful Type 3 Writing
MODEL, MODEL, MODEL Model writing a Type 3 piece of writing
From a Type 1 or 2
From scratch
Model reading pieces of writing out loud slowly and accurately
Give Feedback Listen to students as they read to themselves and make
sure reading slowly and accurately
Tips for Successful Type 3 Writing
Avoid “Stopping to Fix” Interrupts flow of reading
Instead, have students place checkmark where they hear or see something that needs attention
After students are done reading aloud, then go back and fix areas that needed addressed
Can set a quota of checkmarks-Everyone needs at least ____ checkmarks.
Type 4 WritingCharacteristics (Peer Editing)
Objectives Boomerang papers
Type 3 writing that has been read aloud and critiqued by another (SPREE)
Two students sit together, take turns reading papers aloud to each other
Swap papers and edit/revise for FCAs
Have peer editor sign paper
Students rewrite papers based on peer editor suggestions
Type of writing that is closest to real life
Type 4 WritingCharacteristics (Peer Editing)
Form Any form (just like Type 3)
Audience Student author, peer editor, teacher
Evaluation FCAs
Type 4 WritingAdvantages and Disadvantages
Advantages Produces fair and objective evaluations
Promotes sharing and exchange of ideas
Creates a community of learners
Produces the most improvement in writing and thinking skills
Disadvantage Time consuming
Type 5 WritingCharacteristics (Publishable Writing)
Historically Grand expectations that foster writing students can
perfect: Short, limited, basic words and sentences
No risk
Teachers’ comments focused on mechanics
Done for every piece of writing
Type 5 WritingCharacteristics (cont.)
Objectives Writing that goes public beyond the classroom
Great content with no technical flaws
Perfect writing for authentic reasons
Form Any form (like Types 3 and 4)
Audience Outside the classroom (writing contests, letter to editor, school
board, etc.)
Evaluation All aspects of writing (content, organization, style, mechanics
Type 5 WritingAdvantages and Disadvantages
Advantages Results in final product everyone can appreciate
Provides opportunity to use all skills and talents to fullest
Disadvantages Time consuming for all
Demanding for teacher (final editor)
Evaluation is difficult because final product should be of publishable quality
Resources
Collins, J.J. Ed.D. (2007). The Collins Writing Program: Improving student writing and thinking across the curriculum. Massachusetts: Collins Education Associates.
Hines, Debra. “PLN Course 1: Critical Reading and Writing in Support of Secondary Learning”. Capital Area Intermediate Unit, Summerdale, PA. 7 December 2010. Lecture.
Ruddle, Karen. “Collins Writing.” Capital Area Intermediate Unit, Summerdale, PA. 8 August 2011. Lecture.