writing to win - mobile.collierschools.com to... · three levels of take-away benefits. ... •...

1

Writing to Common Core State Standards

Writing to Win®

UNDERSTANDINGSTM and STRUCTURESTM

instructional routines

Collier County middle schools

January 3, 2013

Contact Card for drawings

Why so much emphasis in the

Common Core State Standards

on writing?

2

Writing is practice by doing!

• Students learn and retain information

better when they WRITE about what

they’ve learned.

3

When we write . . . we learn

4


5

W r i t i n g


6

W r i t i n g

Sharing PALS

To WRITE is to THINK.

“Across-the-curriculum writing finds its merit in

removing students from their passivity. Active

learners are active thinkers, and one cannot write

without thinking.” (Steffens, 1988; Walker, 1988)

7

8

Three writing-based routines for learning that exceed Common Core State Standards

UNDERSTANDINGSTM – Common Core routine writing

Daily Writing to Learn the Curriculum

STRUCTURESTM – Common Core extended writing

A Writing Cycle for the Writing Process

PATTERNSTM – Common Core language standards

Sentence Building

9

Today’s session focuses on two routines.

UNDERSTANDINGSTM – Common Core routine writing


STRUCTURESTM – Common Core extended writing


Session Goal

Solve the major problem in teaching and learning

today: teachers working far harder than their

students.

1. It’s not the students.

10

2. It’s not the teachers.

3. Look at the teaching; are the classroom

routines making it easy for students of

writing to work as hard or harder than their

teachers?

Take-away Goal

Three levels of take-away benefits. It’s up to you.

1. The full system to meet Common Core

a. writing to learn

b. extended writing.

11

2. A process or two from within the system.

3. Strategies within a process to add to your

toolkit of mini-lessons of crafts and skills.

12

UNDERSTANDINGSTM

Common Core “writing to learn”

The story behind the results

High School—Ware County High

Middle School—Newbern Middle

Elementary School—Pearson Elementary

Newbern Middle School

subgroup trends

2010-2011—Daily Writing to Learn the Curriculum 3 days/week;

SWD achievement gap closing: 2 of 5 indicators reach 90%.

Subject 2008 2009 2010 2011 Change

Grade 8 Writing – All 60% 46% 89% 95% +49 %

Grade 8 Writing – SWD 14% 4% 38% 63% +59 %

Grades 6-8 Math – All 60.6% 66.2% 78% 85% +18.8%

Grades 6-8 Math – SWD 28.2% 42.5% 53.6% 65% +23.5%

Grades 6-8 R/ELA – All 81.8% 81.5% 91.2% 93% +11.5%

Grades 6-8 R/ELA – SWD 50% 54% 69.6% 79% +25%

Grades 6-8 Science – All 47% 50% 69% 65% +15%

Grades 6-8 Science – SWD 24% 23% 48% 50% +27 %

Grades 6-8 S Studies – All 17% 44% 56% 71% +27 %

Grades 6-8 S Studies – SWD 16% 24% 45% 60% +36 %

• One draft

• Short (5-7 sentences)

• Frequent

• Simple critical-thinking strategy

• Unedited

• Self-assessed for content

• Formative

• Written for the writer (and teacher)

• A time-saving process

14

Characteristics of writing to learn

Setting up your model

UNDERSTANDINGSTM classroom

As you setup your model classroom and invite

your colleagues to visit, keep it simple by using…

1. Simple instructional tools

15

2. Five key practices

3. Brain-focused vocabulary

16

1. Simple instructional design

• Log of Entries for Teacher Expectations chart

• Guide for Writing in Your Journal (p. 5)

• Log of Entries for Student Self-Check (p. 4)

• Place for students to access their writing in class

[storage bins, shelves, file drawers, crates]

• Classroom design that promotes divergent learning

[individual, PALS, small groups, whole groups]

Training Pkt Pages 4-5

17

2. Five Key Practices – mnemonic (QM-GPS)

No. Practice Description

1 Quantify teacher

expectations

Prompt them using the Log of Entries for Teacher

Expectations.

2 Model teacher

writing

Read your writing as a model of each writing task

assigned to students.

3 Guide student

choices

Provide limited choices in the work session for each

critical-thinking strategy.

4 Prompt PALS to

share and

respond.

PAL-A reads a writing task aloud verbatim. PAL-B

identifies specific features of quality in writing.

Repeat for PAL-B.

5 Secure student

self-assessment

Empowers students to self-assess their performance

accurately using a simple rubric for each written

entry.

Blue Handout

18



1 Quantify teacher

expectations


Expectations.

2 Model teacher

writing



3 Guide student

choices



4 Prompt PALS to

share and

respond.



Repeat for PAL-B.

5 Secure student

self-assessment



entry.

Blue Handout

19



1 Quantify teacher

expectations


Expectations.

2 Model teacher

writing



3 Guide student

choices



4 Prompt PALS to

share and

respond.



Repeat for PAL-B.

5 Secure student

self-assessment



entry.

Blue Handout

20



1 Quantify teacher

expectations


Expectations.

2 Model teacher

writing



3 Guide student

choices



4 Prompt PALS to

share and

respond.



Repeat for PAL-B.

5 Secure student

self-assessment



entry.

Blue Handout

21



1 Quantify teacher

expectations


Expectations.

2 Model teacher

writing



3 Guide student

choices



4 Prompt PALS to

share and

respond.



Repeat for PAL-B.

5 Secure student

self-assessment



entry.

Blue Handout

22


Offer synonyms for abstract terms that distract students.

Abstract term Distraction

When students hears… they think of…

Style clothing, behavior

Ideas intelligence

Organization neatness,

personal habits

Blue Handout

Concrete term

Voice

Pictures

Flow

23

Visualization

Write a description of what you see in your mind as you

write a draft for others to read.

Flow …to make understanding easy for readers

Voice …to present your writing personality

Pictures …to deliver your ideas

Blue Handout

24

Use terms that keep students inside their heads

where writing emerges.

Voice – Are there voices when you write?

Writer’s Mind

Flow – Is there flow when you write?

Pictures – Are there pictures when you write?

Reader’s Mind Paper

Writing Style: word choice, sentence patterns 20%

Ideas: topic development 40%

Organization: sense of task and audience 20%

Blue Handout

25

Begin with Focused-free writing

Turn to page 6 in your training packet.

Table leader will count off pairs at your table: A-B,

A-B, A-B, A-B.

You are PALS for the day.

Four PALs to a table. Extra person pairs with extra

person at nearby table.

Training Pkt Page 6

26

Roles of ELA learners in the classroom

In the ELA curriculum, we ask students to assume

different roles such as…

writer poet literary critic

listener speaker

With your PAL, select one of these roles about

which to write. Then each of you write your name

and role in the blanks at the top of p. 6.

Example, I am Warren, the writer.

With your PAL, take 90 seconds to brainstorm and list

6-8 key vocabulary terms that define the role of learner

that you have selected.

Training Pkt Page 6

27

A model entry (with underlined key terms)

Focused Free Writing I am Warren, the writer, but not the way most people think.

I don’t free write short stories that I send to an agent. Instead I write

about teaching writing. Of course, the writing process is just the

same. I plan, draft, revise and edit the ideas, style and organization

and hire a copy-editor who proofreads the copy. Yet my audience,

the purpose and the genre are unusual. My audience is made up of

teachers and students at the same time. First I found a vision for my

writing: getting all students to write their best. Then I rushed into

classrooms and taught students who didn’t or wouldn’t write; I kept

trying new angles for each process in writing until just the right

system for me emerged. Then the process of writing from prewriting

to publication came alive.

Training Pkt Page 6

28

Roles of ELA learners in the classroom

On your own, take 5 minutes to write 5-7 sentences

describing your role as an ELA learner in the

classroom.

Use 5-6 of the key vocabulary terms that you

have just listed.

NOTE: The name of the learner you are

describing doesn’t count as a key vocabulary

term.

Training Pkt Page 6

29

Simple self-check rubric Based on quantified standard (teacher) expectations

Teacher

expectations Symbol Name Grade value

Letter Number

Exceeds + Plus A 100

Meets Target B 85

Approaches Bar C 70

30

Log of Entries for Teacher Expectations Primary (p. T-54); Elementary (p. T-45); Secondary (p. T-38)

Entry Teacher

Expects

Key

terms Description of writing prompt Strategy

1 5-7 sent 5-6 I am _______________, the ___________. D

2

3

4

5

6

31

Log of Entries for Student Self-Check Page 4 – A simple system of self-assessment (formative)

Date Entry Teacher

expects

Key

terms

Self-

check Description of writing prompt

Stra-

tegy

1-3 1

5-7 sent

5-6 terms + I am frustrated, the writer. D

2

3

4

5

6

Training Pkt Page 4

32

PALS Peer-assisted Learning System

Voice – Pictures – Flow strategy

A PALS strategy requires a student to read his/her entry

aloud and respond daily to a peer.

PAL A reads his/her entry aloud verbatim.

PAL B responds with specific, intentional PALS strategies:

“What stands out in your writing is the _____.”

(voice, pictures or flow)

PAL A writes the word that PAL B declares at the top of the

written entry: voice, pictures or flow.

33

Whole-group cheer

Who declares your PAL wrote an exemplary voice entry?

Who declares your PAL wrote an exemplary picture entry?

Who declares your PAL wrote an exemplary flow entry?

Set the standard procedure of warm applause and a dramatic

cheer when students read aloud to the entire class.

NOTE: This PALS strategy yielded three solid student exemplars.

Yet I as teacher did not have to read all of the entries ahead of time.

NOTE: When you visit one another’s classrooms in this quarter, let

your students introduce themselves as voice writers, picture

writers or flow writers.

34

1. Free writing

20% of entries maximum

2. Writing for critical thinking

80% of the entries minimum

Writing for critical thinking up next When writing to learn core standards, what is the

proportion of free writing to writing for critical-thinking?

35

Writing to Learn routine

the

Quad Cluster strategy

using the

Guide for Writing in Your Journal

Page 5 of your training packet

In unison, read Strategy E aloud.

We’ll check to see if the model fits the guide.

Training Pkt Page 5

Model Quad Cluster Eighth-grade student

Guide 1 – phrase, word, sentence, clause

Guide 2 – phrase, word, sentence, clause

Guide 3 – Sentence is the different term in this cluster. It is a string of words that makes a complete thought and makes sense.

Guide 4 – Phrase and word and clause are all parts of a sentence. They can be adjectives or nouns or adverbs. Words can be adjectives like pretty, adverbs like really and nouns like people. Phrases can be adjectives like of the people. They can be adverbs like over the bridge or nouns like United States of America.

36

sentence,

37

Write your

Quad Cluster entry.

Example 2 Page 7

Training Pkt Page 7

38

Log of Entries for Teacher Expectations Primary (p. T-54); Elementary (p. T-45); Secondary (p. T-38)

Entry Teacher

Expects

Key

terms Description of writing prompt Strategy

1 5-7 sent 5-6 I am _______________, the ___________. D

2 4-6 sent 5-6 narrative, explanatory, revision, argument E

3

4

5

6

39

Log of Entries for Student Self-Check A simple system of self-assessment (formative)

Date Entry Teacher

expects

Key

terms

Self-

check Description of writing prompt

Stra-

tegy

1-3 1

5-7 sent

5-6 terms + I am frustrated, the writer. D

1-3 2

4-6 sent

5-6 terms

narrative, explanatory, revision, argument E

3

4

5

6

Training Pkt Page 4

40


Accurate – Complete – Accurate and Complete strategy

A PALS strategy requires a student to read his/her entry aloud

and respond daily to a peer.

PAL A reads his/her entry aloud verbatim.

PAL B responds with specific, intentional PALS strategies:

“Your facts in your writing are _____.”

(accurate, complete or accurate and complete)

PAL A writes the word that PAL B declares at the top of the

written entry: accurate, complete or accurate and complete.

41

PALS response strategy for free writing was voice -pictures - flow

PALS response strategy for the quad cluster was accurate, complete, or accurate and complete.

What other PALS strategies can we discover today?

Anyone notice how the PALS strategy changed

from Focused Free Writing to the Quad Cluster?

42

Pertinent PALS response strategies A beginning list

No. Strategy or Topic Three-part response for PALS

1 Free Writing, Narrative Voice Pictures Flow

2 Quad Cluster Accurate Complete Accurate and

Complete

3 Personal Opinion Logical Convincing Logical and

convincing

4 Research References Logic Data Examples

5 Formal Argument Clear

Claim

Clear

Alternate

Claim

Both

6

Story Telling (day in the life

of an American colonist,

Shakespearean character,

meteorologist, accountant)

Character Setting Plot

43

Reflection

Write three quad clusters at the bottom of page

7 that you can use in the next two weeks of

school.

Write two insights into Common Core “writing to

learn” that you picked up this morning.

Take two minutes to share around your table.

Training Pkt Page 7

44

Break

Return in 10 minutes for the drawing of Dr.

Combs’ two professional learning texts.

Writer’s Workshop for the Common Core

Empowering Students to Write and RE-Write

45

Writing to Common Core State Standards

Writing to Win®

STRUCTURESTM instructional routine

Collier County middle schools

January 3, 2013

46

Continuing agenda

Before lunch

Prewriting/drafting and the five key practices

After lunch

Three sure-fire revision strategies and the proofing strip

After break

Creating three writing prompts of a Writing Cycle based on the

curriculum for the third and fourth quarters of this year.

Online assessment of training

47

Three writing-based routines for learning that exceed Common Core State Standards

UNDERSTANDINGSTM —Common Core routine writing


STRUCTURESTM —Common Core extended writing


PATTERNSTM —Common Core language standards

Sentence Building

48

STRUCTURESTM

Common Core extended writing The resources

Professional Learning texts –

Empowering Students to Write and RE-Write (gr. 6-12)

Writer’s Workshop for the Common Core (gr. K-8)

A Writing Cycle packet –

Working Portfolio

Unassisted Writing Sample

49

Page Description Task

4 Overview of a Writing Cycle Label Wks 1, 2, 3, 4, 5, 6

5-8 Prewriting - first draft process Read bars at top of pages

17-19 Revision process Read bars at top of pages

Insert Proofreading process Circle student names

21-22 Final evaluation rubrics Label student, teacher

23 Conversion scale Raw score standard

STRUCTURESTM Student Exemplar Overview of a Working Portfolio

Student Exemplar

50

STRUCTURESTM Common Core extended writing

The story behind the results

10 high schools

14 middle schools

28 elementary schools

51

School

W2W

since…

Percent meet and exceed

+ / -- Yr prior 2010 2011 2012

Atkinson County MS* 2007 30.0 80.0 67.0 87.0 + 57.0

Newbern MS, Valdosta City* 2009 47.0 83.0 93.0 90.0 + 43.0

Washington MS, Grady Co. 1988 52.1 72.9 76.2 78.5 + 26.4

Whigham ES, Grady Co.* 1988 67.5 89.2 84.2 92.5 + 25.0

Sumter County MS* 2011 47.3 88.0 47.3 70.1 + 22.6

Staley MS, Sumter Co. 2011 43.2 51.7 43.2 65.5 + 22.3

Callaway MS, Troup Co. 2009 42.0 56.0 56.0 64.1 + 22.1

Terrell County MS* 1989 62.0 82.0 82.0 83.0 + 21.0

Shiver ES, Grady Co.* 1988 77.0 92.6 96.8 96.6 + 19.6

E. Columbus Magnet, Muscogee * 2008 63.0 74.3 78.0 81.1 + 18.9

Bacon County MS 2011 66.0 59.2 66.0 83.3 + 17.3

Valdosta MS, Valdosta City* 2009 69.0 78.0 78.0 84.5 + 15.5

Heritage MS, Catoosa Co.* 2008 77.0 86.0 86.0 87.6 + 10.6

Ringgold MS, Catoosa Co. 2008 81.0 88.0 88.0 91.3 + 10.3

Georgia 77.0 76.0 79.0 79.0 + 2.0

14 Middle Schools

This session focuses on

STRUCTURESTM


The research of Douglas Reeves (2001-2010)

shows that frequent non-fiction writing assess-

ments significantly increase student knowledge in

math, science, social studies and the English

language arts.

52

• Several drafts on different topics

• Long (multiple paragraphs)

• Planned

• Written for a specific audience

• An assigned or chosen purpose

• Specific tone

• Rubric-based

• Peer collaboration

• Pens of contrasting colors for revision

• Edited

• On-going project with kids working harder than you!

53

Characteristics of learning to write

With STRUCTURESTM

• System of a Working Portfolio (teach a genre)

– Concrete processes of • Prewriting

• Drafting

• Revising

• Proofreading (editing)

• Evaluating (scoring with a rubric)

• Publishing

– Concrete tools and strategies within each process

54

While teaching and learning to write is never simple,

the stress can be eased . . .

With STRUCTURESTM

• System of an Unassisted Writing Sample (test a genre)

– Mock test of students’ use of the processes of • Prewriting

• Drafting

• Revising

• Proofreading (editing)

• Evaluating (scoring with a rubric)

• Publishing

– Concrete tasks, tools and strategies in each process

55

Follow the system of a working portfolio . . .

Setting up your model

STRUCTURESTM classroom

As you setup your model classroom and invite

your colleagues to visit, keep it simple by using…

1. Simple instructional tools

56

2. Five key practices


57

1. Simple instructional design

• Working Portfolio for each genre of Common Core

• Unassisted Writing Sample

• Place for students to access their writing in class

[storage bins, shelves, file drawers, crates]

• Classroom design that promotes divergent learning

[individual, PALS, small groups, whole groups]

58



1 Quantify teacher

expectations

Prompt them prominently, using the Writing Cycle Log

of Teacher Expectations.

2 Model teacher

writing



3 Guide student

choices


step of the writing process.

4 Prompt PALS to

share and respond.



Repeat for PAL-B.

5 Secure student

self-assessment


accurately using a simple rubric for each writing task.

59


A reminder of what you see and hear when you write

and read the writing of others.

Flow …to make understanding easy for readers

Voice …to present your personality

Pictures …to deliver your ideas

60

Open your PL working portfolio

Start on page 3:

1st Draft #1 – argumentative genre (pp. 5-8)

The Assignment Page, advance organizer, first draft

1st Draft #2 – informative genre (pp. 9-12)


1st Draft #3 – narrative genre (pp. 13-16)


Revision of one first draft – (pp. 17-19)

Proofreading of final draft – (p. 20)

Evaluation of final draft – (pp. 20-23)

Working Port Page 3

61

Focus on the writing prompt

Writing Situation In studies about your state, you have read texts on the

history of politics and literature. What person in politics or

literature do you think influenced your state most?

Directions for Writing Write an essay that persuades your small group that a

person in American history has influenced your state in

either a positive or a negative way. Give specific details

supporting your ideas to convince the readers of your

point of view.

Working Port Page 4

62

A Writing Cycle Log for Teacher Expectations

Step Mode Teacher

expects Description of writing task

Meets

expec-

tations

1st draft #1 C 3 para A person who impacted your state

1st draft #2

1st draft #3

Revision

Proofing

Evaluate

Publish

Working Port Page 4

63

A Writing Cycle Log for Student Self-Check

A simple system of self-assessment (formative)

Step Mode Teacher

expects

Self-

Check Description of writing task

Teacher

Check

1st draft #1 C 3 para.

1st draft #2

1st draft #3

Revision

Proofing

Evaluate

Publish

Working Port Page 4

64

Focus on the Prewriting Process

On page 5 of the PL working portfolio.

The Assignment Page

Followed on page 6 with the

The Advance Organizer for Character Sketch

Working Port Page 5

65

Model of The Assignment Page

Here’s how I responded to the five items on The

Assignment Page for this writing prompt.

I completed 20% of Writing Task 1 (1st Draft #1).

Working Port Page 5

66

The Assignment Page – 1st Draft #1 20% of Writing Task 1 completed

The topic: I will write about a person in American

history or literature who affected my state.

Audience: My audience is Aunt Ruby Gates Mitchell from

Bradenton.

Purpose: I will convince her to agree with me.

Tone: My tone will be confident and convincing.

Evaluated: A student and a teacher score this draft with

the Character Sketch rubric on p. 21.

Working Port Page 5

67

Practice completing The Assignment Page








point of view.

Working Port Page 5

Work Alone Silently. You have three minutes

68

Benefits of The Assignment Page

Verifies that students understand the topic.

Working Port Page 5

Sets sensitivity to audience first.

Insures that students are on the right genre.

Commits students to a tone that ignites their writing

voice (style).

Makes sure students have the “end” in mind (final

evaluation rubric).

Completes 20% of the standard for drafting.

69

Brainstorm possibilities before choosing a topic

Writing Task 1

1.

2.

3.

4.

5.

6.

Working Port Page 6

Before brainstorming specific topics in response to the

topic prompt, write a prompt in a phrase at the top of the

word bank.

70

Brainstorm possibilities before choosing a topic

Writing Task 1

1. Robert E. Lee

2. Abraham Lincoln

3. Charles Ringling

You have 90 seconds to brainstorm possible responses

to the prompt with your PALs.

4. Carl Hiaasen

5. James Weldon Johnson

6. Hernando De Soto

Working Port Page 6

71

Practice completing the brainstorm list








point of view.

Work Alone or with ONE PAL. You have 90 seconds.

Working Port Page 6

72

Model of an advance organizer

Here’s how I brainstormed and jot listed vivid

words/phrases to use in my first draft.

I completed 50% of Writing Task 1 (1st Draft #1).

Working Port Page 6

73

Model jot list of vivid details for use in a draft

External Features Internal Features Typical Behaviors

Tall lanky frame Self-educated http://www.lib.niu.edu/1995/ihy950229.html

A thinking face Inner-motivated long hours meditating

Black top hat Courageous http://libertyonline.hypermall.com/Lincoln/emancipate.html

Dark beard, wavy hair Decisive http://www.shmoop.com/civil-war/abraham-lincoln.html

rough face worry lines Persistent elections, kids, war

Hooked, pointed nose Orator www.ourdocuments.gov/doc.php?doc=36

50% of Writing Task 1 is complete when all lines of the advance organizer are

filled with vivid words and phrases.

Working Port Page 6

74

Practice completing the jot list








point of view.

Work Alone or with ONE PAL. You have 5-6 minutes.

PL Packet Page 6

75

Arrangement of the jot list

External Features Internal Features Typical Behaviors

Tall lanky frame Self-educated http://www.lib.niu.edu/1995/ihy950229.html

A thinking face Inner-motivated long hours meditating

Black top hat, Courageous http://libertyonline.hypermall.com/Lincoln/emancipate.html

Dark beard, wavy hair Decisive http://www.shmoop.com/civil-war/abraham-lincoln.html

rough face worry lines Persistent elections, kids, war

Hooked, pointed nose Orator www.ourdocuments.gov/doc.php?doc=36

Circle the prompt in a phrase, brainstorm list and one-sentence description of the

character (paragraph 1). Circle three of the common features (paragraphs 2-4).

#2

#3

#4

Working Port Page 6

76

Focus on the Drafting Process

1. Teacher reads a model introductory paragraph

2. Students write for 12 minutes (4 minutes per

paragraph).

3. PALS read their first drafts aloud and respond to

their PAL’s draft, stating that the voice, pictures

or flow was strong.

Working Port Pages 7-8

77

Teacher reads a

model introductory paragraph…

Read along to model a “funnel” introduction.

Hernando De Soto, Robert E. Lee and Charles Ringling;

what do they all have in common? They left indelible marks

on Florida in US history. I was about to pick one of these to

describe for you when I remembered all of the times you and

Uncle Paul said the defeat of the Confederacy cost the Gates

family its entire fortune. I understand that this is fact; how-

ever, unless Florida had returned to the Union, it would have

never enjoyed the prosperity it does today. The return can

only be attributed to the most admired leader in the history of

this country, the 16th President of the United States, Abraham

Lincoln.

Working Port pages 7-8

78

Practice completing 1st Draft #1








point of view.

Work Alone Silently. You have 12 minutes

Working Port pages 7-8

79


Voice – Pictures – Flow strategy

Set a rotation so that all students share their performance

on every writing task in PALS and weekly in small groups.

PAL-A reads his/her writing aloud verbatim.

PAL-B responds with one of three features of writing:

voice, pictures or flow in the following sentence

“Your _________ stood out in your writing today.”

80

Log performance on

A Writing Cycle Log for Student Self-Check

Step Mode Teacher

expects

Self-


Teacher

check

1st draft #1 C 3 para. + An honest and eloquent president +

1st draft #2

1st draft #3

Revision

Proofing

Evaluate

Publish

Working Port Page 4

81

Whole-group cheer

Is there a PAL who heard a first draft that the rest of us

would enjoy hearing?

Set the standard procedure of warm applause and a

dramatic cheer when students read aloud to the entire

class.

NOTE: This PALS strategy yielded three solid student

exemplars. And I as teacher did not have to read all of

the drafts ahead of time.

Students working as hard as their teachers!

Common Core reading text and Writing Task 1

82

Day Monday Tuesday Wednesday Thursday Friday

Dail

y l

es

so

n

ML

Introduce the Close Read of a reading text.

Model the analysis of the reading text.

Introduce writing prompt based on a text, Writing Task 1.

Introduce the word and/or sentence study of the day.

Model intro-duction to the first draft

WS

Read short text aloud; students record key and tough words.

Derive meaning from text; routine writing.

Complete The Assignment Page and word bank/ advance organizer.

Complete sys- tematic word or sentence study. Conference with a small group on prewriting.

Write first draft.

C Daily PALS pairs – PAL A reads product of work session aloud verbatim; PAL B responds with a specific response routine.

Mini-lesson – ML (7-10 min), Work session – WS (15-20 min), Close – C (7-10 min)

83

Reflection

On the bottom of page 8, write two insights

about the benefits of STRUCTURESTM in

Common Core “extended writing” that you

picked up this morning.

Take two minutes to share around your table.

Working Port Page 8

84

Lunch

12:00 pm – 1:00 pm

Return promptly at 1:00 pm for a drawing of

Dr. Combs’ two books.



85

A Writing Cycle Log for teacher expectations

Step Mode Teacher


Meets

expec-

tations

1st draft #1 C 3 para A person who impacted state history

1st draft #2 C 3 para Role models for teens

1st draft #3 C 3 para An unusual protagonist

Revision

Proofing

Evaluate

Publish

86

A Writing Cycle Log for Student Self-Check A simple system of self-assessment (formative)

Step Mode Self-


Teacher

check

1st draft #1 C + An honest and eloquent president +

1st draft #2 C Rise and fall of Lance Armstrong

1st draft #3 C + Jonas and his perfect world

Revision

Proofing

Evaluate

Publish

Working Port Page 4

87

Focus on the Revising Process

Revision includes…

Selecting a preferred first draft (student)

Completing a First Draft Response Form (teacher, p. 17)

Re-reading a first draft (student) for

voice, pictures and flow

Changing a first draft (student) by

adding, deleting, moving or rewriting ideas (pp. 18-19)

Working Port Pages 17-19

First revision strategy—Writing Leads

• Read the first sentences in your draft and place a slash

where the first mental picture ends and a second begins.

• Draw a line from the bottom of the slash to the left

margin.

• Draw a line from the top of the slash to the right margin.

• Label the sentences above the line “Lead #1.”

• List lead techniques on page 18.

• Write Lead #2 on the fourth line of page 18.

• Write Lead #3 on the first line of page 19.

88

ELMO Working Port Pages 17-19

89


Step Mode Teacher


Meets

expec-

tations




Revision choice Lead 2, 3 Writing Leads

Proofing

Evaluate

Publish

Primary, K-2 (p. I-33) elementary, 3-5 and middle, 6-8 (I-26) high, 9-12 (I-24)

Model writing prompt Quotable quotes from literature

90

Writing Situation

You and your classmates have selected quotable quotations

from every author we have studied this quarter. Which quo-

tation do you remember the best?

Directions for Writing

Choose a quotation from the authors studied this quarter.

Then write an essay that explains the meaning of the

quotation and its application to your life in the US 21st

century.

Selected quote “Nobody made a greater mistake than he who did

nothing because he could only do a little.”

Techniques for writing leads

List on first three lines of p. 18

Direct statement

Series of questions

Startling facts

Humorous anecdote

Suspense

Engaging vignette

A related joke

Shocking statistics

91

Working Port Page 18

Model of Writing Leads Lead #1 Edmund Burke once wrote, “Nobody made a greater mistake than he who did

nothing because he could only do a little.” In this quote, Burke is stating that the big-

gest mistakes are made when one is able to do a little but chooses not to do anything.

This is because the little that one person could do seems not to make a difference. If

one does not even try to solve a problem, the problem will only get worse.

Lead #2 If nothing is done, is that a mistake? Is it better to do little even though it

may not have great significance? Edmund Burke wrote, “Nobody made a greater

mistake than he who did nothing because he could only do a little.”

Lead #3 If one has a few cents in change, it seems not to make a difference if he

gives it away. If one neglects to donate that money to an organization, imagine

how much money is lost. If everyone donated one dollar a year to the American

Red Cross, millions would be made. The organization would never have to

campaign for funds again. That little amount from many does make a difference.

Million dollar mistakes are made when people neglect to do the little things.

Edmund Burke wrote it this way, “Nobody made a greater mistake than he who

did nothing because he could only do a little.”

Tally votes of participants on an Elmo sheet.

92

Empowering… Page 139

Writing Leads

• Re-read Lead # 1 on page 7 of your working portfolio.

• Turn to page 18 and review the lead techniques on

the first three lines of the page.

• Circle the technique you will use for Lead #2.

• Write 4-6 sentences for Lead #2.

Five minutes of silent write

• Circle the technique you will use for Lead #3.

• Write 4-6 sentences for Lead #3.

Five minutes of silent write

93

ELMO Working Port Pages 18-19

94

PALS Peer-assisted Learning System strategies

Set a rotation so that all students share their performance

on every writing task in PALS and weekly in small groups.

PAL-A reads Lead #1, #2 and #3 aloud verbatim.

PAL-B responds by selecting the lead that was most

engaging: #1, #2 or #3.

“Lead #__ engaged me best.”

95

Whole-group cheer

Is there a PAL who heard leads that the rest of us would

enjoy hearing?

Set the standard procedure of 1) warm applause and a

2) dramatic cheer when students read aloud to the

entire class.


exemplars. And nobody had to read all of students’

revisions ahead of time.


96

A Writing Cycle Log for student self-check


Step Mode Self-


Teacher

check




Revision C I wrote two leads and picked #2

Proofing

Evaluate

Publish

Working Port Page 4

Second revision strategy—Jot and Blend

Task: add an average of three vivid words/sentence

• With a red pen, place a slash at the end of each

sentence.

• Total the number of sentences in the draft and

multiply by three (equals total number of words to

add).

• Add vivid words and phrases to every sentence

you possibly can.

• No picture killers allowed (vague words like thing,

stuff, cool, awesome, sort of, very, really and etc.)

97

Training Pkt

Page 10

98


Step Mode Teacher


Meets

expec-

tations




Revision choice Three

wrds/sent Jot and Blend

Proofing

Evaluate

Publish

Model of Jot and Blend Revision of Words and Phrases

Crunch, Crunch, Munch, Munch. / That is all you hear at school

during a day. / People chew food during class and everyone sitting

around that person hears it and abhors it. / Most teachers may not

take notice#, but the students usually do. / There needs to be a

cooking connection class. / The class will not only provide a solution

to that problem, but it will also teach the students the responsibility

they need for when they are living by themselves. / Without it

students will be as lost as a polar bear in Hawaii. /

99

Training Packet Page 9

Writing Situation

Your school will add a new course to the curriculum next year, and your

principal has asked for suggestions from the students.

Directions for Writing

Write a letter to your principal to persuade him/her to add the course you

think is best. Support your choice with logic, facts and emotional appeal.

Practicing Jot and Blend

Turn to page 10 of the white training packet, and

practice revising an eighth-grader’s draft.

Task: add an average of three vivid words/sentence

• With a red pen, place a slash at the end of each

sentence.

• Completely on your own, add the number of

sentences in the draft and multiply by three (equals

total number of words to add).

• No picture killers allowed.

• Revise without talking.

100

Training Pkt

Page 10

101


Set a rotation so that all students share their

performance on every writing task in PALS and weekly

in small groups.

PAL-A presents the vivid words and phrases to be

blended in.

PAL-B responds by telling PAL-A whether or not the

additions enhance the voice, pictures or flow.

“The _______ in your draft is improved.”

102

Whole-group cheer

Is there a PAL who heard revisions that the rest of us


Set the standard procedure of 1) warm applause and

a 2) dramatic cheer when students read aloud to the

entire class.


exemplars. And I as teacher did not have to read all

of the revisions ahead of time.


103

A Writing Cycle Log for student self-check A simple system of self-assessment (formative)

Step Mode Self-


Teacher

check




Revision C I blended in 3 words/sentence.

Proofing

Evaluate

Publish

Working Port page 4

Third revision strategy—Circling Picture Sentences

• Read the draft on page 12 and circle 4-5 sentences

that make a clear picture return to you mind.

• Place a #1 by the circle you can write the most

more about.

• Place a #2 by the circle you can write the second

most more about.

• Write #1 on the first line at the top of page 13.

• Write #2 on the first line at the bottom of page 13.

104

Training Pkt Pages 12-13

105


Step Mode Teacher


Meets

expec-

tations




Revision choice Two

expansions Circling Picture Sentences

Proofing

Evaluate

Publish

Model of Circling Picture Sentences Grade 8 Resource Students

“Teachers don’t understand.”

by James

“All things will change.”

by Andrew

106

Empowering… Pages 82-83

107


PAL-A reads picture sentence #1 and the 4-6 sentences

more about it.

PAL-B responds with

“too much added”

“just right”

“add more.”

See the rubric at the bottom of the Working Portfolio, p. 19.

Working Port Page 19

108

Whole-group cheer

Is there a PAL who heard revisions that the rest of us


Set the standard procedure of 1) warm applause and a

2) dramatic cheer when students read aloud to the

entire class.


exemplars. And I as teacher did not have to read all of

the revisions ahead of time.


109

A Writing Cycle Log for student self-check


Step Mode Self-

Check Description of writing prompt

Teacher

check




Revision C I wrote two new paragraphs

Proofing

Evaluate

Publish

Working Port Page 4

110

Proofreading Process

Strategy of Proofreading Triads

1. Proofing strip: ½ sheet of paper taped to right side.

2. Three students sit side-by-side.

3. Proofread one final draft at a time.

4. Writer on left, fixer in middle, caller on right.

5. Caller calls out each word, capital letter and punctuation.

6. No marks on the final draft.

7. All corrections made on the same line of the proofing strip.

8. Teacher moves about the room, assessing the percent of

errors found and fixed.

Training Pkt page 15

111

Break

Return in 10 minutes for a drawing of Dr.

Combs’ two professional learning texts.



112

The Process of Creating Writing Prompts to meet Common Core Standards

Writing Situation (2-4 sentences)

Set the context of the writing

Mention/list Common Core reading texts

Require student engagement. Example, “What do you

think about _______?”

Directions for Writing (2-3 sentences)

Allude to the genre of writing

May identify the audience

Remind students to cite at least two reading texts

Remind students of the features of the genre.

Yellow Handout

113

Present your writing prompts to your table

for refinement

Writing Situation (2-4 sentences)

Set the context of the writing

Mention/list Common Core reading texts

Require student engagement. Example, “What do you

think about _______?”

Directions for Writing (2-3 sentences)

Allude to the genre of writing

May identify the audience

Remind students to cite at least two reading texts

Remind students of the features of the genre.

Present prompts for grades 6, 7 and 8 to the whole

group.

Yellow Handout

114

Reflection on the workshop Writing to Common Core State Standards

Take 10 minutes to complete the survey provided

online at

http://surveymonkey.com/s/writing2win

Or raise your hand for a hard copy to fill out on your

own.

http://surveymonkey.com/s/writing2win

115

“The Unwritten” Inside this pencil

crouch words

that have never been written

never been spoken

never been thought

they’re hiding in there

dark in dark

hearing us

and they won’t come out

not for love not for time not for fire

even when the dark has worn away

they’ll still be there

hiding in the air

multitudes in days to come may

walk through them

breathe them

be none the wiser

what script can it be

that they won’t unroll

In what language

would I recognize it

would I be able to follow it

to make out the real names

of everything

maybe there aren’t

many

It could be that there’s only one word

and it’s all we need

it‘s here in this pencil

every pencil in the world is like this

W. S. Merwin http://www.youtube.com/

watch?v=k3I6DxKDb9Q

http://www.youtube.com/watch?v=k3I6DxKDb9Q





writing to win - mobile.collierschools.com to... · three levels of take-away benefits. ... •...

Documents