GOOSE CREEK CISDAPRIL 30 , 2014

KAYE PRICE -HAWKINSCONSULTANT

PRICELESS LITERACYwww.p r i c e l e s s l i t e r a c y. homes t ead . c om

Writing Instruction Plan

Why we must be concerned about literacy…

Poor writing skills cost businesses $3.1 billion annually (National Commission on Writing, 2004)

Only one out of four twelfth-grade students is a proficient writer (Salahu-Din, Persky, and Miller, 2008)

85 percent of all juveniles who come into contact with the juvenile court system are functionally illiterate. So are 60 percent of all prison inmates. Rubén Rosario -- rrosario@pioneerpress.com.

WRITING TO READ (2010) Carnegie Corp of NY.

Your concerns are valid…

Children who do not read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers.

Texas uses fourth grade reading scores to project the number of prison cells they’re going to need ten years later.

--FORBES (December 27, 2010)

-- early warning confirmed: a research update on third-grade reading (2013)

EFFECTIVE PRACTICES FOR STRENGTHENING READING THROUGH

WRITING

Have students write about the text they read. Respond to a text in writing Write summaries of a text Write notes about a text Answer questions about a text in writing, or create and

answer written questions about a textTeach students the writing skills and

processes that go into creating a text. Teach the process of writing, text structures for

writing , paragraph or sentence construction skills Teach spelling skills

Increase how much students write.

WRITING TO READ (2010) Carnegie Corp of NY.

WHAT IS IMPORTANT?

Research-based approachTeacher training (on-going)Consistent follow-up

Professional development Coaching Peer review

Parallel approach to Reading/Writing Models Response and Inquiry

Teachers as writers and readersDiversified response to writing

difficulties

Name______ Date__Class ___ Teacher___

I saw… I heard …

I wonder…

WHY INCLUDE READING?

Read-alouds Hearing harder books in order to learn new vocabulary and

information Absorbing grammatical construction (sentences read smoothly

provide examples of complete thoughts)

Independent reading Vocabulary development Style and grammar Ideas and idea development Information

Discussion Extend understanding Clarify misconceptions Social interaction and exchange of ideas Putting thoughts into words

PROGRAM COMPONENTS

READING Modeled Reading Interactive Read-aloud Shared Reading Independent Reading Reading Conferences Guided Reading Word Study Assessments

WRITING Modeled Writing Interactive Writing Shared Writing Independent Writing Writing conferences Small Group

Instruction Word Study Assessments

Grades K-2: Grades 3-and up

Generating ideas Planning and rehearsing Draw a part of the idea Tell someone the idea

(young ones may dictate) Act out a plan Drafting Revising Editing Publishing/Celebrating

Generating ideas Choosing an idea Talking about the idea Drafting Revising Editing Publishing/celebrating

Include some timed writings once they have become confident.

WRITING AS A PROCESS IS RECURSIVE:

THE READING/WRITING CONNECTION

Students need to see the connection between reading and writing.

Reading is receptive; writing is productive: reciprocal

Writing skill and reading comprehension predict academic success.

Writing is complex: Brings right and left brain functions together. Shapes experience and feeling into something

another person can read and understand. Enhances problem solving and critical thinking Integrates process, content, and skills

CLASSROOM ENVIRONMENT

Classroom is set up as a community of readers and writers

Predictable writing routine (think, reflect, revise) taught from first day

Risk-free work from process to product (celebrate)

A literate environment Student work is prominently displayed Writing and reading materials easily accessible Anchor charts with word lists that complement the day’s writing.

WHAT KIND OF WRITING SHOULD WE DO?

Process to product instruction for a variety of purposes

Writing (explore, organize, express ideas) in all content areas

Wide range of composing tasks for different audiences and purposes

Daily writing

Partner with home for various writing purposes

TEACHER RESPONSIBILITY

Teachers as writers to model the writing process, writing strategies (share aloud)

Exhibit a positive attitude toward writing

Gradual release of responsibility:

TEACH

Modeled InstructionShared instruction COLLABORATIV

EYou do it—I watch/guide

INDEPENDENT

You do it alone (reflect)

I do it–You watchWe do it (together)

Guided Practice

Independent Practice

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

TEACHFOCUS LESSON

FOLLOW-UP INSTRUCTION

Targeted mini-lessons for mastering various skills and strategies Writing knowledge and skills Conventions (capitalization, usage, punctuation,

spelling) Sentence structure

Follow-up instruction is important for all students as they revise: Idea development (a major problem for some

students) Text structure (examples: introductions, body,

conclusions)

CONFERENCING

Regular student-teacher conferences to: Discuss progress Establish writing goals Talk about completed self-evaluation criteria Provide feedback

Peer conferences to discuss work in progress and completed papers

Periodic conferences with families to discuss the writing program and student progress

REVISION

“We must remind students (with tangible tools) that the writing process is revision. Revision isn’t merely the act of making a few cosmetic changes. Revision is a way of seeing and then reseeing our words, training our eyes and ears to recognize what good writing sounds like, and learning and practicing strategies that will make a difference in our writing.”

--Georgia Heard, The Revision Toolbox (2014)

REVISION VISION:

This is an example from Georgia Heard’s 2014 revised version of The Revision Toolbox.

REVISION:

REVISION

Use a student-friendly method of revising Color-coding Acronyms Question stems

Note word choice—avoid: Repetition Generalities Slang

Focus on: Content Text organization Sentence structure

SO WHAT?

Revision is seeing and then reseeing our words and practicing strategies that make a difference in our writing.

- Georgia Heard

STAAR questions structured to reflect the

kinds of revision we often make when writing

sounds like the teacher is modeling how to revise

Tyler would like to add the following detail to the second paragraph (sentences 9–12). Xxxxx xxxx xx xxxx xxxxxx.Where should Tyler insert this sentence?

Malcolm wants to use a more accurate word than living in sentence 3. Which of the following could BEST replace this word?

Malcolm wants to add another detail to the fifth paragraph (sentences 18–20).Which sentence belongs in this paragraph and could BEST follow sentence 20?

2013 – Grade 4 – examples

Which transition word or phrase could BEST be added to the beginning of sentence 23?

STAAR Revision Examples, continued

Nikki needs to establish a more effective controlling idea in her paper. Which rewrite of sentence 8 can BEST accomplish this goal?Nikki would like to add a phrase to the beginning of sentence 14 to help transition from the third paragraph (sentences 9–13) to the fourth paragraph (sentences 14–17). Which of the following could Nikki add to the beginning of sentence 14 to achieve this goal?Justin has used a poor choice of words in sentence 24. He should change stuff to—Miles is concerned that there is a sentence in the third paragraph (sentences 16–22) that does not add anything to this paper. Which sentence should Miles delete from this paragraph?

2013 - Grade 7 – examples: 2013 – EOC I – examples:

Leah would like to provide some strong evidence to support the ideas she is proposing in the third paragraph (sentences 10–14). Read the following quotations and analyze the information presented in each. Which quotation would be best to insert after sentence 13 to add credibility to the ideas in this paragraph?

Gina did not use an effective transition to help the reader move from sentence 22 to sentence 23. Which transition word or phrase should replace In other words?

The meaning of sentence 3 is not clear. Adam can help clarify what he is trying to say in this sentence by replacing the pronoun they with —

EDITING

Attention to capitalization, usage, punctuation and spelling should be specifically addressed after the writer has established his/her ideas.

Mini-lessons regarding convention problems focus on areas you have noticed in their papers.

Small groups experiencing similar problems may be pulled aside during the day for direct instruction.

Additional practice may be provided in specific learning stations.

IS THAT IMPORTANT?

FIRST IMPRESSIONS: What people see first is the outward appearance

(conventions) A sloppy appearance will deter the reader who will miss the

ideas.

STAAR QUESTIONS: How should sentence x be changed? (spelling (including

homophones), capitalization, punctuation (commas, apostrophes, period, quotation marks, semi-colons), adjective/adverb, pronoun, verb tense, or no change)

What is the correct way to write sentence 13? (meaning needed to be considered as well as structure)

ASSESSMENT Formative assessment

Use a WIP Rubric or other standard for grading a work in progress

Base the assessment on the application of the day’s mini-lesson or the completion of work at a learning station

Summative assessment Rubric or other pre-

determined grading scale may be applied to the final product

Personal example

STAAR Avoid too many

benchmarks Keep instructional time

maximized/focused on the entire writing process

Judiciously include STAAR: Expository (4, 7, 9, and 10)

Personal narrative (4 & 7), Persuasive (10)

Writing should have: FOCUS DEVELOPMENT UNITY COHERENCE CORRECTNESS CREATIVITY (uniquely you)

STAAR Rubric – Score Point 4

Organization/Progression The organizing structure of the essay is clearly appropriate to the purpose and responsive to the specific demands of the prompt. The essay is skillfully crafted because the writer uses organizational strategies that are particularly well suited to the expository task. The writer establishes a clear thesis statement.* All ideas are strongly related to the thesis* and are focused on the topic specified in the prompt. By sustaining this focus, the writer is able to create an essay that is unified and coherent.  The writer’s progression of ideas is logical and well controlled. Meaningful transitions and strong sentence-to-sentence connections enhance the flow of the essay by clearly showing the relationships among ideas, making the writer’s train of thought easy to follow.  Development of Ideas The development of ideas is effective because the writer uses details and examples that are specific and well chosen, adding substance to the essay. The essay is thoughtful and engaging. The writer may choose to use his/her unique experiences or view of the world as a basis for writing or to connect ideas in interesting ways. The writer develops the essay in a manner that demonstrates a thorough understanding of the expository writing task.  Use of Language/Conventions The writer’s word choice is purposeful and precise. It reflects a keen awareness of the expository purpose and maintains a tone appropriate to the task. The word choice strongly contributes to the quality and clarity of the essay. Sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the essay.  The writer demonstrates a consistent command of sentence boundaries and spelling, capitalization, punctuation, grammar, and usage conventions. Although minor errors may be evident, they do not detract from the fluency of the writing or the clarity of the essay. The overall strength of the conventions contributes to the effectiveness of the essay.  

* 4th grade- central idea; 7th grade- controlling idea Texas Education Agency Student Assessment Division April 2013

Some of My Favorite Sources:

Jeff Anderson Georgia Heard Joyce A. CarrollKelley GallagherGretchen Bernabei

Harry Noden Carol JagoRalph Fletcher