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WriteWell© Introduction
- 1. Introduction to WriteWell© St. Clair County RESA 499 Range Road Marysville, MI 48040 810-364-8990 www.sccresa.org
- 2. Agenda/Outcomes To learn about the structure of WriteWell© sessions and units of study. To explore the WriteWell© curriculum online resources.
- 3. Grounding Activity •Think-Pair-ShareWhat: •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:
- 4. “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
- 5. • 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
- 6. Common Core State Standards: Writing http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related
- 7. 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
- 8. Imagine… Students who want to write Students who do write Teachers who want to teach writing Teachers who teach writing vs. assign writing
- 9. Kelly Gallagher, Author and Teacher http://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.”
- 10. 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.
- 11. The most effective strategy to improve writing… Increase the amount and quality of writing.
- 12. 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
- 13. 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.
- 14. 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
- 15. 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
- 16. 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
- 17. How is WriteWell© Packaged? WriteWell© is a web-based, password-protected curriculum at the St. Clair County RESA website Curriculum includes interactive PDFs, is downloadable, and is continuously updated Includes embedded websites
- 18. WriteWell© Follows Writer’s Workshop Format Mini-Lesson (10-15 min.) Independent Practice with Conferring (30-40 min.) Sharing ( 5-10 min.)
- 19. 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
- 20. Writing Mini-Lesson 10-15 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
- 21. 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
- 22. Conferring Research •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?
- 23. Conferring Look Fors What 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!
- 24. Sharing 5-10 Minutes • Notice • Question • Personal Connection • Compliment and Suggestion (glow & grow) Partner Small Group Whole Group
- 26. 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
- 27. 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
- 28. 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 growth See Sample
- 29. Rubrics
- 30. 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
- 31. 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/introductiontowritew ell/writewell2ndgrade/
- 32. Three Types of Units Genre Author Study Skill
- 33. Navigating the Website • WriteWell© – http://www.sccresa.org/toolsforschools/curricul umtools/writewell/ – Select logo – Enter school log in and password: Temporary Log in: Temporary Password:
- 34. www.sccresa.org
- 35. 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
- 36. Structure of a Unit Example Unit K-12 units formatted the same Unit Review What do you notice?
- 37. Student Examples: Digital Presentations • http://animoto.com/play/4CwCrdpw36QIT 5TjyI9SCA 1st Grade • http://portal.sliderocket.com/AXBTH/child- abuse 7th Grade • http://prezi.com/43h_edm9y4t4/big-bird/ 7th Grade
- 38. Teachers Teaching WriteWell • Video Library – All grade levels – Various lessons Kindergarten 2nd grade 10th grade
- 39. Online Exploration Skim & Scan the Units Review the Table of Contents Log In and Select Your Grade
- 40. Lunch Break
- 41. "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
- 42. Notebooking http://www.sccresa.org/t oolsforschools/curriculu mtools/writewell/ 100-page composition book Number front pages only Plastic stick-on tabs Copy of Notebook Sections handout
- 43. 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
- 44. What Should I Write?
- 45. 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…
- 46. 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.
- 47. 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
- 48. Craft • Ba-Da-Bing – Gretchen Bernabei Ba Da Bing 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.
- 49. 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
- 50. Craft
- 51. 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
- 52. 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.
- 53. 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
- 54. Spelling Demons • Write at least three words, spelled correctly, that are your biggest challenge words. What are your spelling demons? available anonymous knowledgeable
- 55. Writing The heart of the writer’s notebook. Where the writer plays with writing on a daily basis.
- 56. 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.
- 57. Reading Connections •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
- 58. 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
- 59. “No writing is ever finished, it is just due.” Kelly Gallagher, Author and High School Teacher, April 12, 2011, Macomb ISD Presentation
Notes de l'éditeur
- Foundation of the WriteWell curriculum – interaction between students – on own, partner share, whole group share – co-constructivist learning process
- Review CCSS bookmarkhttp://www.youtube.com/watch?v=Jt_2jI010WU&feature=related
- Assign and assess writing does not teach students the knowledge and skills needed to become better writersWriteWell is designed around the format of Writer’s Workshop where teachers teach students minilessons as well as teach them to read like writers and write like readers.
- Research presented April 12, 2011 – Kelly Gallagher workshop session on writing @ Macomb ISD
- Model/coach students to elevate their writingRead lots of mentor texts in the genre – have them look at the text with the thought “What did the writer do that I could do?”Turn & talk about the “how” Show them by writing in front of students – write in front of the class and think aloud during the process, modeling about 5-7 minutes at a timeWriteWell is about quality vs. quantity
- Discuss alignment process this summer to match CCSSIt is an online product that is revised and improved as needed throughout the year and more extensively each summer, relying on classroom teachers to make the revisions
- Structure similar to 90-minute reading block – whole group, small group, independent work
- Teach – TOEngage – With Link – By (at the same time kids are writing by themselves, the teacher is conferring)Also known as “I go…, we go…, you go…”
- Share “Conferring Talking Points” handout
- Provide Introduction to Language Minilessons handout with this slide
- Show an example of a finished PowerPoint after this slide
- Provide handout of pre/post assessments for each grade level with this slide.
- Have them look at the copy of the Table of Contents for their grade level
- Participants spend some time online exploring the units for their grade level
- Note – WriteWell does not dictate topic, but does dictate genre – students are more willing to write when they have choice – they can write what they know about, care about, and can tell stories aboutUnits of study related to the genre of test prep – is its own genre with rules
- Point out – “About this Unit” information – overview of the unitPoint out – Summary (shows all sessions and a brief description)Carefully look at the first 5-6 lessons, then skim & scan the remaining sessionsUse Presenting Information Using New Technologies Unit
- Have participants create their own notebook + do a few minilessons to see how it is used throughout the WriteWell curriculumNote that the curriculum does not always specifically say to “use the notebook”, but the intent is that the students to their learning and drafting in the notebook; finished products can be done in or out of the notebook, both in written form and using the computer – it is important that students do more drafting and writing on the computer to prepare for upcoming online CCSS assessments starting in the 2014-15 school year.
- “seed ideas” 20 best moments20 worst momentsKelly Gallaghar’s suggestion for persuasive writing ideas: matrix chart – school issues, local issues, state issues, national issues, global issues (take one class period and give students stacks of newspapers and magazines --- have them generate a list of ideas on the matrix
- “seed ideas” 20 best moments20 worst momentsKelly Gallaghar’s suggestion for persuasive writing ideas: matrix chart – school issues, local issues, state issues, national issues, global issues (take one class period and give students stacks of newspapers and magazines --- have them generate a list of ideas on the matrix
- Example of a “to” or “I go”Draw the Ba-Da-Bing graphics in the CRAFT section of the writer’s notebookShare my exampleAsk: What do you notice?
- Example of “with” or “we go”
- Caution them with the definition kids might give – giving human characteristics to inanimate objects (plants and animals can also be personified and they are living)Better definition – giving human characteristics to non-human objects or thingsWrite the class definition in notebook with teacher, class and own examples
- Caution them with the definition kids might give – giving human characteristics to inanimate objects (plants and animals can also be personified and they are living)Better definition – giving human characteristics to non-human objects or thingsWrite the class definition in notebook with teacher, class and own examples
- Caution them with the definition kids might give – giving human characteristics to inanimate objects (plants and animals can also be personified and they are living)Better definition – giving human characteristics to non-human objects or things
- Discuss how to use this section if there isn’t time for them to write their own demons…
- Where students do all of their writing
- What do you notice?Make a chart about what they notice.Make a chart: We use commas to… separate 3 or more ideas or details in a list the use of a common before “and” is optionalGive them the “Elements of Craft/Editing” handout – glue into Editing section
- Reflect on reading through the lens of a writer…
- We want students to get it good enough