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Transcript of Supporting Writers
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Nurturing Young Writers in ELA Classrooms:Nurturing Young Writers in ELA Classrooms:Supporting the Development of Disposition, Process, and CraftSupporting the Development of Disposition, Process, and Craft
Angela Stockman
WNY Education Associates
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Coming Together as a CommunityComing Together as a Community
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Photo by Silvia Tolisano
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We
Connec
t Through Our Storie
s
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We All Need to Leave Our Mark on the World
http://tinyurl.com/27u6wa8
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What Will Yours Be?
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What is the difference What is the difference
between real writingbetween real writing
and«.and«.
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http://www.flickr.com/photos/sean002/2510540027/
functional writing?functional writing?
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WHERE
DO
YOU INVEST
THE MOST ENERGY THE MOST ENERGY ??
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THE MOSTTHE MOST
IMPORTANTIMPORTANT
WRITINGWRITING
INSTRUMENTINSTRUMENTTOTO
PUTPUT
ININ
THEIRTHEIR
HANDSHANDS
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BALANCEBUILDS
BETTERWRITERS
Being vs. Doing
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What Im learning about being a good writer:What Im learning about being a good writer:
WE ACT AND WRITE WITH COURAGE
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WE SEEK UNDERSTANDING BEFORE DOING
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WE PERSEVERE
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WE COLLABORATE
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WE SHARE OUR EXPERTISE
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WE GIVE OF OURSELVES
AND ACT WITH KINDNESS
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WE REFLECT ON WHEREWEVE BEEN, WHERE WE ARE
GOING, AND HOW WE PLAN TO GET THERE
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WE KNOW THAT WRITING
IS OFTEN A SLOW PROCESS
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WE TRY TO DEVELOP BETTER AND BETTER AND BETTER STRATEGIES
FOR IMPROVING OUR OWN WORK AND HELPING OTHERS
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WITHIN COMMUNITIES, WE ARE ALL WRITERS AND LEARNERSWITHIN COMMUNITIES, WE ARE ALL WRITERS AND LEARNERS
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ANDAND ALL OF USALL OF US MUST TEACH.MUST TEACH.
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http://www.flickr.com/photos/jefield/1119389/
Real WritersReal Writers
and Real Writingand Real Writing
Have Certain Dispositions in Common....Have Certain Dispositions in Common....
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UNDERSTANDINGUNDERSTANDING
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RR
EEFF
LL
EECC
TT
II
OONN
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EXPERTISE
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They are.
CONNECTEDCOLLABORATIVE
ENGAGED
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Community Fellows Strive
to Embody Certain
Dispositions
Which Support the
Writer's Process
Allowing for the Development of
Writer's Craft
Courage and Initiative
Understanding
Perseverance
Reflection
Expertise
Cooperation and Collaboration
Prewriting
Drafting
Peer-Review
Editing
Revising
Publishing
Compelling Ideas
Engaging Voice Eff ective Word Choice
Clear Organization
Fluent Sentences
Proper Use of Conventions
Where Do Process and Craft Fit In?
Envisioning a Year of Writing Together
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WWWrrriiitttiiinnnggg iiisss aaa RRReeecccuuurrrsssiiivvveee PPPrrroooccceeessssss
Peer
Review
Drafting
Prewriting
Publishing
Editing
Revision
IDEAS
ORGANIZATION
VOICE
WORD CHOICE
SENTENCE FLUENCY
CONVENTIONS
PRESENTATION
CONNECTION/REFLECTION
EVOLUTION
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Growing the Good
What do you currently do to
support young writers well?
Consider:Curriculum
Instruction
Assessment
Management
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THE WRITING PROCESS
Prewriting
Drafting
Peer-Review
Editing
Publication
Which parts of the
process show up most
in your classroom?
Least?
Why?
Writing is a Process
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PREWRITING
What does this look like?
Strategies forSupport:
Prompts
ArtifactsPictures
Music
Video
Movement
EquationsRAFTS
Conversation
Web Tools
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Traits to Focus on During
Pre-Writing:
IDEASIDEAS
ORGANIZATIONORGANIZATION
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IDEASIDEAS Invite or inspire pre-writing activities.
Come from our experiences, our connections, and ourprevious understandings.
May be generated from artifacts, photographs, movement,
music, conversation, guided brainstorming and more..
Require good writers to select appropriate MODES and todefine their PURPOSES.
Move
re
ade
rs from ge
ne
ral to more
re
fine
d topic
s.
Inspire careful observation.
Require independent use of higher level thought.
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Considering MODES and PURPOSE
COMMON TEXT TYPES (MODES)
Narrative Text
Expository/
Informational Text
Procedural Text
Poetic
Functional
Hybrid
COMMON PURPOSES FOR WRITING
To Persuade
To Describe
To Inform
To Think
To Connect/Collaborate
To Build Collective Intelligence
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How Do We HelpWriters Generate
Their OWN Innovative Ideas?
Establishing a Writing Territories List
Strategies to Try:
Loop and Zoom
Exploring the Estate
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And how doAnd how dowe intervenewe intervene
when writerswhen writers
struggle tostruggle togenerategenerate
their owntheir own
ideas?ideas?
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OrganizationOrganization
Organization is what you do
before you do something
so that when you do it
its not all mixed up.
Winnie the Poohhttp://blog.wired.com/geekdad/books/index.html
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Organization
Requires that writers develop an INVITING lead for thatprovokes questioning and curiosity.
Inspires a body of work that attends to these questions and
curiosities in a logical manner.
Relies upon smooth transitions and the articulation of turning points and resolutions.
Requires a conclusion that satisfies the questions andcuriosities provoked by the lead and may inspire new ones.It does not, however, introduce new information.
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ORGANIZATION
WHAT IT IS.
A lead that hooks reader andprovokes questions.
A core that provides details ina logical manner andtransitions between themsmoothly.
An ending that satisfies the questions raised within the work.
HOW WE SUPPORT IT
Models and mentor texts
Consuming and Mapping Text
Story boards
Graphic organizers
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Traits to Focus On As We Draft
IDEAS
ORGANIZATION
VOICEVOICE
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VOICEVOICE The sound of the writer or the speaker.
Tone that is appropriate to the task.
Commitme
nt to the
piece
involve
me
nt.
Attention to the topic.
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VoiceVoice Requires that writers shift the way they
speak in response to MODE and PURPOSE.
Invites diversity and complexity.
Built when students take RISKS.
Thrives in a comfortable atmosphere.
Suff ers when we overemphasize formulaic processes or models.
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Exploring
mentor texts
leads
endings
in-betweens
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Writers Need STRATEGIESSTRATEGIES That
Help Them CRAFTCRAFT Voice
Hearing Voices
Give-Aways:
Add-Ons
Messing With Sentences
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WORD CHOICEWORD CHOICE
The race in writingis not to the
swift, but to the original.
----William Zinsser
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Word ChoiceWord Choice
Original words
Precise words
Engaging words
Varied words
Attention to dialect and formality
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Post-It Poetry
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Sentence fluencySentence fluency
Fluent sentences appeal to the ear and the eye.
They vary in length and structure.
They convey character, emotion, and revealvoice.
Rhythm, rhyme, and repetition of vowel andconsonant sounds eff ect fluency.
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BeyondBeyond
PeerPeer--Conferencing:Conferencing:
Peer ReviewPeer Review
Processes
Modeling With Fishbowl
Assessment
Intervention
CoachingWith Push/Pause
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Traits to Focus On During PeerTraits to Focus On During Peer--ReviewReview
IDEAS
VOICE
ORGANIZATION
WORD CHOICEWORD CHOICE
SENTENCE FLUENCYSENTENCE FLUENCY
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EDITINGEDITING
How are YOU strong
as an editor?
Diff erentiating the
peer-editing
process
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Traits to Focus On As We EditTraits to Focus On As We Edit
IDEAS
VOICE
ORGANIZATION
WORD CHOICE
SENTENCE FLUENCY
CONVENTIONSCONVENTIONS
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CONVENTIONS:
THE LAST CONVERSATION
Attending to conventions happensat the END of the writing process.
Eff ec
tive
write
rs unde
rstand whyediting is necessary. Strong writersknow that editing isnt merelyabout fixing up writing.
Edits are intentional, eff ective, and do not strip the work of voice, ideas, or fluency. They BUILD it.
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PUBLISHINGPUBLISHING
What does
this mean to
you?
How is the
definition
shifting?
What
opportunities
are available?
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Approaching InstructionApproaching Instruction
Teach Craft Inside the Process: One Element at a Time
Activate Background Knowledge
Artifacts, Music, Video, Movement, Manipulatives
De
fine
the
Trait Model With Mentor Text
AnchorWith Rubric
Provide Guided Practice
Formatively Assess/Reteach
Fold Into the Process
Link Back to the Dispositions
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Find the Assessment
Wh t D Eff tiWh t D Eff ti
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What Does EffectiveWhat Does Effective
Assessment of Writing Look Like?Assessment of Writing Look Like?
What Makes forWhat Makes for AdequateAdequate Practice?Practice?
What Makes forWhat Makes for SuitableSuitable Practice?Practice?
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Lets PlayLets PlayUse the materials provided to explore and
design instructional approaches that
will mee
t the
nee
ds of your stude
nts.
Be prepared to share your work during
peer-review, gather f eedback from yourcolleagues, and share your growing
expertisewith others.
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Ref erencesGray, Theresa (2006). Slideshare. Writing Frameworks. Retrieved January 21, 2009 from:
http://www.slideshare.net/TGray/writing-frameworks
Martin-Kniep, Giselle O. Communities That Lead, Learn, and Last: Building and
Sustaining Educational Expertise. California: Jossey-Bass, 2008.
National Board for Prof essional Teacher Standards. What Teachers Should Know and Be
Able to Do: The Five Core Propositions. Retrieved Aug. 21, 2008 from
http://www.nbpts.org/the _standards/the _five _core _propositions
Stockman, Angela (2008-Present). WNY Young Writers Studio. Presented at DaemenCollege, Amherst, NY and the Kenan Center, Lockport, NY.
Unless otherwise noted, all photographs were taken by Angela Stockman, who was given
permission to use them by the subject and parents, when necessary.