Welcome! Please sit with your grade level or job-alike group. District Expectations 2011 Writing Initiative. Building capacity to teach writing College and Career Readiness 2009 D62 Balanced Literacy Recommendations Materials and resources Transitioning to the Common Core
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Welcome!Please sit with your grade level or job-alike group
Agenda, Observable Best Practices, Writing Instruction Model, Reflection Sheet, WIM Observation Sheet
Cover sheet, Mini-lesson suggestions, Mary Fink’s 3 student samples
Cover and example by grade level (K-1), (2-3), (4-5), (6-8)
a. Explicitly inform students that you are reading an example of the type of writing they are about to do or that it is to generate ideas for their writing.
b. Stop periodically through the reading to identify characteristics of the author’s writing.
i. Does the author use exciting words that you think you’ll try to do as well when you model?
ii. Does the author cite research? Use illustrations? Examples
iii. Is there anything you don’t like about the text that you will not do in your piece?
a. Find a newspaper, magazine article, online piece, or student samples to reinforce some of the good traits of writing that were shown in the mentor text. Ask students to identify specific examples and justify their opinions.
a. Begin writing your own piece by demonstrating your brainstorming and organization process. Talk through it and explain why it works for you.
b. During the actual writing of the informative/explanatory piece, discuss:
a. As a class, brainstorm some ideas to write about. Choose a specific topic and narrow, if needed.
b. Begin drafting a class piece of writing. Assist the group in questioning themselves and being careful about their word choice. Discuss certain disagreements such as whether to use the word “unhappy” or the phrase “feeling blue” and come to consensus.
a. Assist students individually and in small groups as they complete brainstorming.
b. Allow older students to choose whether or not to brainstorm or begin writing so that they may develop their own writing process.
c. Remind students about the strategies you used for yourself and as a group.
a. Have students peer edit for one specific purpose. Only check for organization be specific in feedback they provide.
b. When applicable, have students use a rubric.
a. Meet with students individually about their first draft.
b. Ask students what they feel their strengths are in their piece. What do they want to improve on?
c. State strengths of their writing; reinforce what they are doing well and be specific.
d. Identify 2-3 goals for them to work on taking into account the students’ goals as well. Explain each goal, why you set it, and ask if they understand each one. Ask which goal they are going to work on first.
a. After conferencing with the majority of students, determine if there needs to be any re-teaching or a mini-lesson on an area of weakness that you saw the majority of student having (citing a source, providing examples, organization, etc.).
b.Consider flexible grouping. If 4-5 students need help with organization, meet with them separately for the mini-lesson.
a. Use 10-15 minutes to re-teach or give a mini-lesson.
b. Explicitly tell students the purpose of the re-teaching or mini-lesson.
i. Example: “After conferencing with all of you on your papers, I noticed that we have all done really well on organization. Great job! I would like to review how to cite sources though. Most of us described the facts instead of quoting them, which isn’t always the best choice. Let’s take a look…”