How to Effectively Improve Writing in High School Writing Next:
Will cause 3,000 students to drop out of high school each day • Without sophisticated reading and writing skills, students often fail to achieve in ALL content areas – including math, science, and social studies • Teachers need on-going support to stay current on trends and share findings from their classrooms with other teacher-learners http://www.ncte.org/profdev/online/adlit Limited Literacy Skills . . .
What percentage of 9th and 10th Palmer students test below proficient on CSAP?:
60% score proficient or advanced • 9% scored Advanced on 08-09 CSAP • 36% take Higher Level English Courses Grades 9 (36%), Grade 10 (35%), Grades11 (38%) • 40% of PHS are Below Proficiency in Writing Portions of CSAP . . . look at our writing scores– What Are the Pachyderms in the Percentages?
Providing concrete “thinking models” • Using research-based strategies • Allowing for differentiation • Using common language across content areas • Using predictable routines • Assessing with student-generated/modeled rubrics
Helps students by providing concrete models for “what has to happen in the mind” • Provides writers with specific, concrete strategies (combats blank page/blank mind syndrome) • Allows for differentiation of instruction depending on student need or ability (this could look like . . .) Universal Writing Practices:Self-Regulated Strategy Development
PLAN • Pay attention to your ideas • List main ideas • Add supporting details • Number your ideas Activate Mnemonic Devices
WRITE • Work from your plan to develop thesis (main idea) • Remember your goals • Include transition words or phrase for each paragraph or new idea • Try to use different kinds of sentences • Exciting, interesting words used to describe More Mnemonics . . .
Pick • Pick a topic • Pick your audience • Pick the appropriate textual format given the topic, purpose and audience List • List ideas about the topic • This is to be used for sentence generation Evaluate • Evaluate your list of ideas • Determine if it is complete • Plan the best way of organizing/sequencing the ideas that will be used to generate supporting sentences Activate • Activate with a topic sentence to introduce the paragraph • Students are instructed how to write short and simple topic sentences that will “activate” the written idea for the reader. Supply • Supply supporting sentences • Use the list generated for supporting sentence ideas • Gradually enhance the idea by generating clarifying or “expansion” sentences. End • End with a concluding sentence to summarize the paragraph and hold the ideas together. P- L- E- A –S -E
Your participation & candid comments are valuable! • Prompts + classroom practices in basket • Please JOT the following PLUS/DELTAS from today’s PD • Please DOT the following Continuums • Where you are currently in terms of classroom writing • Where your comfort level with writing strategies currently falls **Thanks for RETURNING PENCILS TO BASKET** FINAL Thoughts + Dot n’ Jot!