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gh-performing Writers in 90/90/90 schools

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gh-performing Writers in 90/90/90 schools

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    1. Creating High-performing Writers in 90/90/90 schools Based on Alice Grenier’s presentation At the 90/90/90 conference San Francisco October 2010

    2. What 90 90 90 Schools Research Tells Us A focus on student learning Frequent assessment of student progress and multiple opportunities for improvement An emphasis on nonfiction writing Collaborative scoring of student work -Reeves, 2010 Diehl C/PL from Grenier (2010)

    3. What 90 90 90 Schools Research Tells Us A focus on student learning Frequent assessment of student progress and multiple opportunities for improvement An emphasis on nonfiction writing Collaborative scoring of student work Diehl C/PL from Grenier (2010)

    4. Emphasis on Nonfiction Writing This is the most common characteristic in 90/90/90 schools Diehl C/PL from Grenier (2010)

    5. What does writing RESEARCH tell us? Diehl C/PL from Grenier (2010)

    6. Diehl C/PL from Grenier (2010)

    7. We know we should, but HOW do we teach writing? “Writing taught once or twice a week is just frequently enough to remind children that they cannot write. They are like athletes who never get in condition, yet have to play the game before cynical spectators” -Donald Graves Diehl C/PL from Grenier (2010)

    8. What if EVERY teacher in the building were a consistent teacher of writing? Diehl C/PL from Grenier (2010)

    9. Instructional Scaffolding Consistent, building-wide instruction Built-in protocol for differentiation Ability to tailor process to site and student needs Relevance across curriculum areas Diehl C/PL from Grenier (2010)

    10. Foldable Non-fiction Paragraph Insert picture… Multi-paragraph Essay Insert picture… Diehl C/PL from Grenier (2010)

    11. Color Coding Why? Clear visual clue for students Consistency building-wide Common Writing Instructional language Common understanding of the functions of a sentence, a paragraph, and an essay What is it? Step Up to Writing’s Traffic Light Concept Green: Go! State the topic and position Yellow: Slow Down! Give Evidence Red: Stop! Analyze and Explain Diehl C/PL from Grenier (2010)

    12. Facile Alignment with California EAP, CAHSEE, and EGUSD District Rubrics The controlling statement containing the topic and position evidence, facts, quotes, data, summary, concrete detail analysis, explanation, elaboration, opinion, commentary Diehl C/PL from Grenier (2010)

    13. Alignment with other models Diehl C/PL Step Up to Writing Green: Go! State the topic and position Yellow: Slow Down! Give Evidence Red: Stop! Analyze and Explain Jane Schaeffer Topic Sentence (a topic and an opinion) Concrete Detail (facts, evidence) Commentary (analysis, opinion) T-Bear T: Thesis B: Bridge to thesis E: evidence, facts A: Analysis, opinion, explanation R: Return to thesis from Grenier (2010)

    14. Non-fiction Paragraph: 5 steps Diehl C/PL from Grenier (2010)

    15. Non-fiction Paragraph Day One Diehl C/PL from Grenier (2010)

    16. Topic Sentence Work Power-Number Statements Question-Statement Occasion-Position FANBOYS Diehl C/PL from Grenier (2010)

    17. Rough Draft Students copy their sentences from the colored sentence strips onto lined paper. Insert Picture… Synonym Star Teacher highlights one word from each student’s paper Diehl C/PL from Grenier (2010)

    18. re Paragraph Analysis Revising Revising the order of sentences Revising for word choice Synonym star Verb choice Drafting Diehl C/PL from Grenier (2010)

    19. Reading Aloud Reading the paragraph to a partner to help check for coherence. Editing (CUPS) Capitalization Usage Punctuation Spelling Diehl C/PL from Grenier (2010)

    20. Multi-paragraph Essay: 5 Steps Diehl C/PL from Grenier (2010)

    21. Multi-paragraph Essay Day One Diehl C/PL from Grenier (2010)

    22. Multi-paragraph Essay Day Two Diehl C/PL from Grenier (2010)

    23. Multi-paragraph Essay Day Three Diehl C/PL from Grenier (2010)

    24. Multi-paragraph Essay Day Four Diehl C/PL from Grenier (2010)

    25. Diehl C/PL from Grenier (2010)

    26. Training the Class (Front-loading) Two weeks’ practice from Grenier (2010) Diehl C/PL

    27. Differentiation Opportunities Stickers Strips Hight-lighters Provide graphic organizers for gluing Diehl C/PL from Grenier (2010)

    28. Differentiation Opportunities Vocabulary Thesis and topic sentences More practice more T.S. types lengthier introductions sentence variety Diehl C/PL from Grenier (2010)

    29. An Instructional Scaffold At our school… Everyone is a writer! Everyone is a writing teacher! Diehl C/PL from Grenier (2010)

    30. What will you need? Structure High-interest, quality prompts Common course-alike team rubrics Common foldable protocol Supplies Ledger paper Green, Yellow, Red (pink) Highlighters Overhead/whiteboard pens Stickers Magnets Copy paper (for strips and sorts) from Grenier (2010) Diehl C/PL

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