finding the middle ground: collins writing part 2 for grades 2-3 erin monn march 16, 2012 in-service...
TRANSCRIPT
Finding the Middle Ground: Collins Writing
Part 2 for Grades 2-3
Erin MonnMarch 16, 2012 In-Service
New Bloomfield Elementary
Purposes for TodayO Review Collins Writing Program and
where it fits in the schedule
O Introduce and explain Types 3, 4, 5O Type 3 (Edit for FCAs-one draft)O Type 4 (Peer Edit for FCAs-two drafts)O Type 5 (Publish-multiple drafts)
O Discuss grading of writing using FCAs
Please Do Now!Think about how you have used a Type 1 or Type 2 writing in your classroom. Record benefits and/or drawbacks to your experience. If you have not used a Type 1 or Type 2 writing yet, write about how you could use one in your classroom.
Please share with a neighbor.
Remember….O Type 1=
O BrainstormingO Thinking on paperO Assesses background
knowledgeO Time limitO Requires specific
number of items/lines
O No correct answerO Did it or did not do itO One draft
O Type 2=O Shows writer knows
something about content
O Checks for understanding
O Needs a correct response
O Grade for content not how expressed
O Can give time limit and required number of lines/items
O One draft
What is Collins Writing?
O “…A model for a writing-across-the- curriculum/writing-to-learn program that explains exactly how to “write more-grade less” by defining five types of writing assignments and the outcomes expected for each.”
(Collins, page vii)
O Emphasizes frequency, focus, and feedbackO Includes informal writing and formal writingO Encourages students to “think on paper”O Utilizes Focus Correction Areas (FCAs)
O Selective approach to correcting student writingO Become focus for instruction, modeling, practice,
assessment
How Does it Fit in Our Schedule?
O Type 1 and Type 2 writing (Quick writes; Content focused)O Perfect for content areas
O Types 3, 4, 5 (Longer writes; writing and content focused)O Use during writing period in scheduleO Can expand on content area Type 1
and Type 2 writings
Type 3 WritingCharacteristics (Self-editing)
O ObjectivesO Move students from recording ideas to refining themO Students create a draft, read it aloud, and review
draft for following criteria:O Did I complete the assignment?O Does the composition sound right? Is it easy to read?O Do I have problems with the focus correction areas?
(FCAs)O Provide a structured editing process for drafts
O FormO Any form (essay, letter, story, diary entry, etc.)
O AudienceO Student (reads aloud to him/herself)O Teacher (reads and evaluates based on FCAs)
Type 3 WritingCharacteristics (cont.)
O Evaluation CriterionO Did I complete the assignment?O Does the composition sound right? Is it easy to read?O Do I have problems with the FCAs?O If answer is “NO” to first two questions, paper is
returned and student completes assignmentO If answer is “Yes” to first two questions, paper is
scored based on FCAs.
O Paper FormatO FCAs listed on left hand sideO Name and date listed on right hand sideO Number paper O Skip lines (ease of editing/revising)
Type 3 WritingAdvantages and Disadvantages
O AdvantagesO While more time consuming than Types 1 and 2,
very efficientO Relatively easy to evaluate and gradeO Improves writing skills (reading aloud, frequent
practice, FCAs)O Helps students organize and understand content
knowledgeO Allows you to differentiate instruction and
assignments
O DisadvantageO Student does not receive feedback on errors
other than FCAs
What Does the Process Look Like?
O How do I start a Type 3 writing?O Use a Type 1 or Type 2 pieceO Start from scratch
O Teach FCAs and inform students of FCAs
O Student writes draft
O Student reads piece out loud to him/herself and asks:O Did I complete the assignment?O Does the composition sound right? Is it easy to read?O Do I have problems with the focus corrections areas?
O Student makes revisions based on answers to three questions listed above
What are the Benefits to Having Students Read Their Writing Out
Loud?O Single most effective way to help students
revise/edit their work
O “Voice, after meaning, is the most important element in effective writing.” (Donald Murray)
O “Read your work aloud. This will slow you down enough to catch errors that would be difficult to see during silent reading.” (Anne Ruggles Gere)
What are the Benefits to Having Students Read Their Writing Out
Loud? (cont.)O “When we read the text over, we find
ourselves mentally filling in explanations that aren’t actually included in the writing. We imagine transitions where none exist, and unless we read aloud, it’s easy to skip over clunky phrasing. These things happen because we read with our brains, not our eyes, and brains fill in what should be on the page and ignore the things that shouldn’t be there.” (Anne Ruggles Gere)
What are Focus Correction Areas (FCAs)?
O Selective approach to correcting student writing
O Choose 1, 2 or 3 critical problem areas
O Will change over timeO Focuses students and teacher on few
clearly specified criteriaO Can use the skills in Harcourt
How Do I Choose the FCAs?O Content=the what of
writingO Quality of information or
ideasO Details used to support ideas
O Organization=the order of writingO Unity, coherence, emphasisO Logical order or sequenceO Reader knows where he/she is
goingO Easy to summarize
O Convention=the appearance of writingO Legibility, spelling, neatness,
usageO Can kill a piece of writing
O Style=the personality of writingO Word choice, Sentence
structure, variety, voice
***They are skills you have taught.***
Guidelines for Creating FCAs
O Guideline One-Write specific FCAsO Three examples from text vs. sufficient supportO At least one simple sentence and one complex
sentence vs. sentence varietyO Three vivid verbs underlined vs. word usage
O Guideline Two-FCAs are best when mixed for content, organization, style and mechanics.O Good writing is more than conventionsO Requires students to examine paper from more
than one perspective
Guidelines for Creating FCAs (cont.)
O Guideline Three-Avoid subjective FCAsO Example-10 pts for originality
O Guideline Four-FCAs should be quantifiable (If looking for 3 facts, make the points worth number divisible by three)O If FCAs are done right, grade should
be self-explanatory
Example FCAs by Category
O Content (These get the most points)O Explains the three steps involved in
solving this problemO Includes two or three facts about….O Contains the five parts of a friendly
letter
O OrganizationO Includes an attention-getting beginningO Includes at least four transition words
Example FCAs by Category(cont.)
O ConventionsO Contains at least five complete sentencesO Contains no more than three spelling errorsO Contains at least three pieces of dialogue with
correct usage of quotation marks
O StyleO Contains at least three sentences with
different beginningsO Contains at least one metaphor and one simileO Contains three underlined action verbs
Your turn…O Choose a writing assignment you will
be doing with your kiddos in the future
O Write 2 or 3 FCAs for that writing assignment.
TIP- A way to speed up correcting papers
O Students code their papers for FCAsO Circling (vivid verbs, adjectives,
vocabulary, etc.)O Underlining (varied sentence
beginnings, figurative language, etc.)O Brackets (interesting beginnings,
strong conclusions)O Number items in margin
How do I Introduce a FCA?
O Focus TeachingO Give a Type 1 assignment and ask students
to define it and give an example of FCAO Example: What do you think a complete
sentence is and give an example of one.O Allows you to assess prior knowledge of
studentsO Allows you to see if they have the same
understanding you have about FCAO Teach the meaning of the FCA by using
mentor texts or through teacher modeling
How Do I Introduce a FCA? (cont.)
O Focus PracticeO Students edit past papers for FCA
O Focus Assigning (Type 3 or 4)O After students
O Have a common understanding of FCA O Have seen FCA modeledO Have applied FCA to their past writing
O Focus CorrectingO Allows teacher to see:
O Effectiveness of instructionO Which students need more practice
O Allows students to see:O How successful they were at applying FCA to own
writing
TIP-Model and practice editing/revising for FCAs
O Examples of student work (scanned/transparencies)
O Sample 1-Lead class through evaluation based on FCAsO Discuss strengths and areas of improvementO Teach how to solve writing problems
O Sample 2-Students partner up and evaluate based on FCAsO Volunteers share results and teacher shares as
wellO Sample 3-Individual students evaluate based
on FCAs
Tips for Successful Type 3 Writing
O MODEL, MODEL, MODELO Model writing a Type 3 piece of writing
O From a Type 1 or 2O From scratch
O Model reading pieces of writing out loud slowly and accurately
O Give FeedbackO Listen to students as they read to
themselves and make sure reading slowly and accurately
Tips for Successful Type 3 Writing (cont.)
O Avoid “Stopping to Fix”O Interrupts flow of readingO Instead, have students place
checkmark where they hear or see something that needs attention
O After students are done reading aloud, then go back and fix areas that needed addressed
O Can set a quota of checkmarks-Everyone needs at least ____ checkmarks.
Type 4 WritingCharacteristics (Peer editing)
O ObjectivesO Boomerang papers
O Type 3 writing that has been read aloud and critiqued by another (SPREE)
O Two students sit together, take turns reading papers aloud to each other
O Swap papers and edit/revise for FCAsO Have peer editor sign paperO Students rewrite papers based on peer
editor suggestions
O Type of writing that is closest to real life
Type 4 WritingCharacteristics
O FormO Any form (just like Type 3)
O AudienceO Student author, peer editor, teacher
O EvaluationO FCAs
Type 4 WritingAdvantages and Disadvantages
O AdvantagesO Produces fair and objective evaluationsO Promotes sharing and exchange of ideasO Creates a community of learnersO Produces the most improvement in
writing and thinking skills
O DisadvantageO Time consuming
Type 5 WritingCharacteristics
HistoricallyO Grand expectations that foster writing students
can perfect:O short, limited, basic words and sentencesO No risk
O Teachers’ comments focus on mechanics
CharacteristicsO Objectives
O Writing that goes public beyond the classroomO Great content with no technical flawsO Perfect writing for authentic reasons
Type 5 WritingCharacteristics (Publishable
writing)O Form
O Any form (like Types 3 and 4)
O AudienceO Outside the classroom (writing contests,
letter to editor, school board, etc.)
O EvaluationO All aspects of writing (content,
organization, style, mechanics
Type 5 WritingAdvantages and Disadvantages
O AdvantagesO Results in final product everyone can
appreciateO Provides opportunity to use all skills and
talents to fullest
O DisadvantagesO Time consuming for allO Demanding for teacher (final editor)O Evaluation is difficult because final product
should be of publishable quality
ResourcesCollins, J.J. Ed.D. (2007). The Collins Writing
Program: Improving student writing and thinking across the curriculum. Massachusetts: Collins Education Associates.
Hines, Debra. “PLN Course 1: Critical Reading and Writing in Support of Secondary Learning”. Capital Area Intermediate Unit, Summerdale, PA. 7 December 2010. Lecture.
Ruddle, Karen. “Collins Writing.” Capital Area Intermediate Unit, Summerdale, PA. 8 August 2011. Lecture.