Finding the Middle Ground: Collins Writing Part 2 for Grades 4-5Erin Monn

March 16, 2012 In-Service

New Bloomfield Elementary

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….

Type 1= Brainstorming

Thinking on paper

Assesses background knowledge

Time limit

Requires specific number of items/lines

No correct answer

Did it or did not do it

One draft

Type 2= Shows writer knows

something about content

Checks for understanding

Needs a correct response

Grade for content not how expressed

Can give time limit and required number of lines/items

One draft

Purposes for Today

Review Collins Writing Program and where it fits in the schedule

Introduce and explain Types 3, 4, 5 Type 3 (Edit for FCAs-one draft)

Type 4 (Peer Edit for FCAs-two drafts)

Type 5 (Publish-multiple drafts)

Discuss grading of writing using FCAs

What is Collins Writing?

“…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)

Emphasizes frequency, focus, and feedback

Includes informal writing and formal writing

Encourages students to “think on paper”

Utilizes Focus Correction Areas (FCAs) Selective approach to correcting student writing

Become focus for instruction, modeling, practice, assessment

How Does it Fit in Our Schedule?

Type 1 and Type 2 writing (Quick writes; Content focused) Perfect for content areas

Types 3, 4, 5 (Longer writes; writing and content focused) Use during writing period in schedule

Can expand on content area Type 1 and Type 2 writings

Type 3 WritingCharacteristics (Self editing)

Objectives Move students from recording ideas to refining them

Students create a draft, read it aloud, and review draft for following criteria:

Did I complete the assignment?

Does the composition sound right? Is it easy to read?

Do I have problems with the focus correction areas? (FCAs)

Provide a structured editing process for drafts

Form Any form (essay, letter, story, diary entry, etc.)

Audience Student (reads aloud to him/herself)

Teacher (reads and evaluates based on FCAs)

Type 3 WritingCharacteristics (cont.)

Evaluation Criterion Did I complete the assignment?

Does the composition sound right? Is it easy to read?

Do I have problems with the FCAs?

If answer is “NO” to first two questions, paper is returned and student completes assignment

If answer is “Yes” to first two questions, paper is scored based on FCAs.

Paper Format FCAs listed on left hand side

Name and date listed on right hand side

Number paper

Skip lines (ease of editing/revising)

Type 3 WritingAdvantages and Disadvantages

Advantages While more time consuming than Types 1 and 2, very

efficient

Relatively easy to evaluate and grade

Improves writing skills (reading aloud, frequent practice, FCAs)

Helps students organize and understand content knowledge

Allows you to differentiate instruction and assignments

Disadvantage Student does not receive feedback on errors other than

FCAs

What Does the Process Look Like?

Choose Type 3 writing Use a Type 1 or Type 2 piece

Start from scratch

Teach FCAs and inform students of FCAs

Student writes first draft

Student reads piece out loud to him/herself and asks: Did I complete the assignment?

Does the composition sound right? Is it easy to read?

Do I have problems with the focus corrections areas?

Student makes revisions based on answers to three questions listed above

What are the Benefits to Having Students Read Their Writing Out Loud?

Single most effective way to help students revise/edit their work

“Voice, after meaning, is the most important element in effective writing.” (Donald Murray)

“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?

“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)?

Selective approach to correcting student writing

Choose 3-5 critical problem areas

Will change over time

Focuses students and teacher on few clearly specified criteria

Can use the skills in Harcourt

How Do I Choose the FCAs?

Content=the what of writing

Quality of information or ideas

Details used to support ideas

Organization=the order of writing Unity, coherence, emphasis

Logical order or sequence

Reader knows where he/she is going

Easy to summarize

Convention=the appearance of writing

Legibility, spelling, neatness, usage

Can kill a piece of writing

Style=the personality of writing Word choice, Sentence

structure, variety, voice

***They are skills you have taught.***

Guidelines for Creating FCAs

Guideline One-Write specific FCAs Three examples from text vs. sufficient support

At least one simple sentence and one complex sentence vs. sentence variety

Three vivid verbs underlined vs. word usage

Guideline Two-FCAs are best when mixed for content, organization, style and mechanics. Good writing is more than conventions

Requires students to examine paper from more than one perspective

Guidelines for Creating FCAs

Guideline Three-Avoid subjective FCAs Example-10 pts for originality

Guideline Four-FCAs should be quantifiable (If looking for 3 facts, make the points worth number divisible by three) If FCAs are done right, grade should be self-explanatory

Example FCAs by Category

Content (These get the most points) Explains the three steps involved in solving this problem

Includes five or six facts about….

Contains five persuasive reasons that support the argument

Organization Includes an attention-getting beginning

Includes at least four transition words

Includes a clear beginning, middle and end

Example FCAs by Category

Conventions Contains at least two complete paragraphs

Contains no more than three spelling errors

Contains at least six pieces of dialogue with correct usage of punctuation marks

Style Contains at least six sentences with different beginnings

Contains at least two metaphors and two similes

Contains six underlined action verbs

Your turn…

Choose a writing assignment you will be doing with your kiddos in the future

Write 3-5 FCAs for that writing assignment.

TIP- A Way to Speed Up Correcting Papers

Students code their papers for FCAs Circling (vivid verbs, adjectives, vocabulary,

etc.)

Underlining (varied sentence beginnings, figurative language, etc.)

Brackets (interesting beginnings, strong conclusions)

Number items in margin

How Do I Introduce a FCA?

Focus Teaching Give a Type 1 assignment and ask students to define it and

give an example of FCA

Example: What do you think a complete sentence is and give an example of one.

Allows you to assess prior knowledge of students

Allows you to see if they have the same understanding you have about FCA

Teach the meaning of the FCA by using mentor texts or through teacher modeling

Focus Practice Students edit past papers for FCA

How Do I Introduce a FCA? (cont.)

Focus Assigning (Type 3 or 4)

After students

Have a common understanding of FCA

Have seen FCA modeled

Have applied FCA to their past writing

Focus Correcting

Allows teacher to see:

Effectiveness of instruction

Which students need more practice

Allows students to see:

How successful they were at applying FCA to own writing

TIP-Model and Practice Editing/Revising for FCAs

Examples of student work (scanned/transparencies)

Sample 1-Lead class through evaluation based on FCAs Discuss strengths and areas of improvement

Teach how to solve writing problems

Sample 2-Students partner up and evaluate based on FCAs Volunteers share results and teacher shares as well

Sample 3-Individual students evaluate based on FCAs

Tips for Successful Type 3 Writing

MODEL, MODEL, MODEL Model writing a Type 3 piece of writing

From a Type 1 or 2

From scratch

Model reading pieces of writing out loud slowly and accurately

Give Feedback Listen to students as they read to themselves and make

sure reading slowly and accurately

Tips for Successful Type 3 Writing

Avoid “Stopping to Fix” Interrupts flow of reading

Instead, have students place checkmark where they hear or see something that needs attention

After students are done reading aloud, then go back and fix areas that needed addressed

Can set a quota of checkmarks-Everyone needs at least ____ checkmarks.

Type 4 WritingCharacteristics (Peer Editing)

Objectives Boomerang papers

Type 3 writing that has been read aloud and critiqued by another (SPREE)

Two students sit together, take turns reading papers aloud to each other

Swap papers and edit/revise for FCAs

Have peer editor sign paper

Students rewrite papers based on peer editor suggestions

Type of writing that is closest to real life

Type 4 WritingCharacteristics (Peer Editing)

Form Any form (just like Type 3)

Audience Student author, peer editor, teacher

Evaluation FCAs

Type 4 WritingAdvantages and Disadvantages

Advantages Produces fair and objective evaluations

Promotes sharing and exchange of ideas

Creates a community of learners

Produces the most improvement in writing and thinking skills

Disadvantage Time consuming

Type 5 WritingCharacteristics (Publishable Writing)

Historically Grand expectations that foster writing students can

perfect: Short, limited, basic words and sentences

No risk

Teachers’ comments focused on mechanics

Done for every piece of writing

Type 5 WritingCharacteristics (cont.)

Objectives Writing that goes public beyond the classroom

Great content with no technical flaws

Perfect writing for authentic reasons

Form Any form (like Types 3 and 4)

Audience Outside the classroom (writing contests, letter to editor, school

board, etc.)

Evaluation All aspects of writing (content, organization, style, mechanics

Type 5 WritingAdvantages and Disadvantages

Advantages Results in final product everyone can appreciate

Provides opportunity to use all skills and talents to fullest

Disadvantages Time consuming for all

Demanding for teacher (final editor)

Evaluation is difficult because final product should be of publishable quality

Resources

Collins, 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.