School Development Institute, Summer 2008 Mary Hogan Elementary School Team

Deb DeVaney, 5/6 teacherVickie Greenhouse, 3/4 teacherLaura King, Literacy Lead TeacherPhyllis Laliberte, 5/6 teacherElizabeth Moeykens, 1/2 teacherSarah Niebuhr, 5/6 Learning Specialist Kathy Purcell, 3/4 Learning Specialist

*Form a collaborative vertical writing team.

*Agree on core beliefs and essential questions about writing.

*Explore new instructional strategies.

*Collaboratively design a project that embodies our beliefs and investigates our essential questions. *Implement the project in our classrooms.

*Examine and discuss resulting student work.

*Reflect on our discoveries about writing and writing instruction.

*Share our work with others.

WE WILL…• Implement key components of

John Collins Writing Method.• Create seven element lesson plans

for students, grades 1-6.• Accommodate/differentiate to

meet needs of diverse learners.• Collect samples of student work.• Develop materials that support the

management of writing instruction. • Manage group website.• Design a presentation for

colleagues.

Our Core BeliefsE Everyone has things to say and deserves to be heard.

Writing is a critical life skill used in a variety of contexts, supports learning and understanding, and should occur daily.

Writing is a social form of communication.

Everyone is capable of writing, can become a better writer, and feel pride in their writing effort.

High Engagement and motivation positively impact writing.

Our Essential QuestionsWhy is it important to be a strong writer?

What does strong writing look like?

What skills do students need to be strong writers?

How do we teach all students to be strong writers?

How do we motivate students to write and view themselves as writers?

Resources from Collins Education Associates were primary resources for this project. We accessed additional resources that supported both our core beliefs and project development. STANDARDS-

BASED WRITING

SCHOOL, SU, & STATE RESOURCES

Key Elements of the John Collins Writing Method

FIVE TYPES OF WRITING—reasons we write/ways we revise

FOCUS CORRECTION AREAS--Skills to assess; limit to three

READING WRITING OUT LOUD--Essential revision tool

SEVEN ELEMENT ASSIGNMENTS--Structured, intentional

ESSENTIAL ASSIGNMENTS—Purposeful, best value lessons

DIFFERENTIATION—Meet the needs of all learners

STUDENT WRITING COLLECTION--Evidence over time

Summarized from Collins education Associate Materials

FIVE TYPES OF WRITING

TYPE ONE—limited by time/ quantity; brainstorming, listing; writing as thinking.Graded for completion. Happens daily!

TYPE TWO—short answer/“shows what you know.” Graded for completion and content accuracy. Happens often.

TYPE THREE—focuses on both content & writing craft; three specific skills are assessed. Read out loud by student (1 foot voice), and reviewed by teacher. First draft--happens frequently.

TYPE FOUR—revised piece; peersgive feedback; 2nd draft.

TYPE FIVE—requires many drafts & motivation; ends with a published piece.

1

2

3

4

5

Description Adapted from John Collins Writing Program materials

Type One Writing builds fluency. It is thinking on paper. Given five minutes, this first grader wrote three things she knew about dragonflies.

I know they have compound eyes and four wings. They swim under water when they are babies. They can beat their wings 100 times.

With Type Two Writing, students show what they know about content in a given amount of time. Students’ work is graded based on content. (Grade Five)

5/6 Learning Specialist incorporates Type 1, 2, and 3 writing assignments into reading comprehension lessons.“They are learning to use writing to help them organize their thinking. I am using Type 1 and 2 daily.”

Materials provided by Jerry Morris of Collins Education Associates

Type Three Writing looks at content and writing craft. This first grader knew that his dragonfly piece needed three picture details with one label, a sentence with a capital & period, and spaces between words.

Framing Your Thoughts is a writing mechanics programpublished by Learning Circle.This unit test includes a TypeThree task that asks student

to write (1) three barebonessentences (simple subject/Predicate with capitals/periods), (2) sequencea camping trip description,and (3) vary the subjects.

The campers had a scavenger hunt.

The scouts build a fire.

The kids roast marshallows.

This third grade Type Three writing piece fulfilled FCA assessment requirements: Topic sentence showing position on bear hunting, three or more reasons for their position, and correct capitalization.

“I think hunting bears with dogs is not fair.”

“I think bear hunting should be allowed but they should lower the number of permits.”

“Bears could come to bird feeders if there are too many bears and they would run out of food.”

Sixth graders completed a Type 3 summary of Time for Kids article entitled “All Aboard.” This article described a fall expedition of teens to the poles led by explorer Mike Horn. There were 3 focus correction areas: (1) Five sentence summary, (2) Correct sentence punctuation/capitalization, and (3) Correct spelling of content words from the article.

This student–made Bear Fact Game is an example of a Type Four Writing Piece. Student teams composed questions and answers for their game, then exchanged games and tested out each others’ questions.

Chris Van Allsburg’s classic book of intriguing leads motivates 5th graders to craft mysterious stories. These Type Three pieces will become Type Four after peer conferences and revision.

This grade one sample shows differentiation at work. Since this student is more advanced, she wrote more than one sentence about her topic. The FCAs were adjusted for her.

This grade one student was successful with two of the three focus correction areas: (1) Three picture details and (2) writing a sentence with capital and period. The student needs to work on the third FCA—spaces between words. Limiting an assignment to three FCAs makes it easier to assess student’s progress and areas where growth is needed.

“Butterflies are tiny.”

We must create a writing environment where students know the purpose for writing and get support with authentic writing forms. Students also need frequent opportunities to share their voice with an attentive and responsive audience. These conditions enhance student motivation. Motivated writers value writing

and are more focused on both learning tasks and skill expectations.

1. Summary and Rationale2. Writer's Purpose(s): Give a

reason for writing3. Writer's Role: Writer’s stance or point of view4. Audience: Who will be reading the writing5. Form: Letter, report, poster,

essay, poem, etc.6. Three Focus Correction Areas 7. Procedure—sequence of lesson 8. Optional FCAs: to accommodate or challenge

When you finish…* Read your report out loud in

a one-foot voice. Check for any confusing parts.

* Edit your FCAs following your teacher's directions.

* Option if going on to Type Four: Have a partner read your paper out loud to you. Get feedback on your FCAs. Write a second draft with all your improvements.

 From Improving Student Performance Through

Writing and Thinking Across the Curriculum, John Collins, 2008, p. 59.

“”She is really good at signing important papers. She cares about me and my classmates. She makes you work.”

Second Grade

1.Assignment Summary: Write a letter explaining why your teacher would be a good president.2.Purpose: to persuade.3.Writer’s role: Candidate supporter4.Audience: peers/ community5.Form: Letter6.FCAs: Include… (1) 1 Detail from book (2) 3 Sentences (3) Picture of teacher7.Procedure: After listening to the Kay Winters’ story, think of your own teacher and write a letter in support of his/her presidency!

The Collins Program describes essential and highly recommended assignments that should be done regularly by students—

1. The 10% Summary2. Vocabulary Cards3. Comparison/Contrast4. Persuasive Essay5. Autobiographical sketch (of a classmate)6. Class log7. Create a test8. Study Guide9. End of Unit Reflection10. It’s a Must! (Evaluate best activities in a unit)11.Letter to Next Year’s Teacher

FCAs: Capitals, end punctuation, 3 paragraphsNote—This is written in first person like an autobiography, but it was written by another classmate who first conducted an interview.

Writing assignments are numbered and recorded in a student folder. Pieces can be used as models or revised further. The collection also shows student growth over time.

Collins’ framework Interfaces well with other instructional tools, GLEs, and a curricula.

Reading writing outloud is a critical step in revision.

Vertical teaming encourages moreconsistent instructional design, K-6.

All students need writing assignments that encourage thinking, fluency, and focused skill practice.

Purposeful writing assignments that encourage student “voice” enhance motivation and support skill development.

Celebrating student learning creates a positive teaching/learning environment.

While finding time is the challenge, the voluntary nature of this initiative creates positive energy.

Complete Team meeting presentations and follow up on teacher interest.

Attend John Collins conference with colleagues (Dec 1).

Continue monthly meetings

with SDI team.

Plan summer work on writing, using a vertical team model.

Create Seven element assignments and type 1, 2, 3 templates for binder.

Suggest using Collins-like essential assignments for writing evidence (ACSU).

Look at student writing/ scores…does this work make a positive impact?

Continue updating SDI website for MH teachers.

mhteachers.pbwiki.com

One writes One writes to make a home to make a home for oneself,for oneself,

on paper,on paper, in time,in time, in others’ minds.in others’ minds.

-- Alfred Kazin-- Alfred Kazin