Write Tools July 2011
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Transcript of Write Tools July 2011
“Writing taught once or twice a week is just frequently enough
to remind children that they can’t write, and teachers that
they can’t teach. They are both like athletes who never get in condition, yet have to play the
game before derisive spectators.”
-Donald GravesWrite Tools July 2011
Picture Activity
Take a couple of minutes and write a sentence about the picture.
Set the picture and sentence aside, we will return to them later.
What is “The Write Tools”?
An organized, step by step approach to writing Common strategies with a deliberate connection to 6+1
Traits of Writing Common tools for all levels of writers (Level 1, Level 2,
Level 3) with steps to scaffold writers (thinking made visible)
A common language for communicating about writing A common vision connecting writing, reading, and thinking
Common Strategies Common Language Common Vision +Explicit, Systematic Instruction=Success
Three Essential Components for Student Success in Writing Direct Instruction
Use of a variety of tools
Accessible to all learning styles Student Engaged in Writing
Daily opportunity to write
Opportunity to write in all subject areas
Exposure to a variety of text structures
Use of a common language Student Feedback
Individual and specific grounded by common language
On strengths and next steps based on formative assessments
Hearing feedback with a common language
Benefits of Explicitly Teaching Writing Strategies, Tools, and Genres Writing Next Research 90 /90 / 90 Research Common Language
(6 +1 Traits; Write Tools Language) Concrete Connections Connected to SLEs and Iowa Common
Core
Writing Next ResearchElements of Effective Writing
Write Tools Connection
Writing Strategies Consistent, systematic, explicit instruction
Study of Models (mentor text)
Focus on strong examples and analyze for 1 or 2 things
Summarization Best check of comprehension
Writing for Content Learning
Writing tools used across the curriculum
Collaborative Writing Students work together occasionally
Specific product goals Rubrics
Sentence combining Emphasis on varied sentence structure
Prewriting Brainstorming and then use of organized planner
Writing Process 5 Steps of Writing Process
90/90/90 Research~Doug Reeves Focus on academic achievement Clear curricular focus Frequent assessment of progress Emphasis on Non fiction writing Collaborative scoring of writing
6 +1 Trait Common Language Connections
Strategies Organization
Ideas Word Choice
SentenceFluency
Voice Conventions
Presentation
Free Response
X X X
Building Better Sentences
X X X X X
PrewriteOrganizer
X X X
Single Paragraph
X X X X X X
Multi Paragraph
X X X X X X X
Summary X X X X X
Revise, Edit, Publish
X X X X X X X
Write Tools Common Language Topic Sentence Big Idea Tell Me More Conclusion Transition Words Deadly Duo Deadly Trio USP Words Rule of 5 Oral/Verbal Rehearsal of Writing
Concrete Connections
Driver: GoWriter: Go (Topic Sentence)
Driver: Slow DownWriter: Slow Down (Give Me Big Ideas)
Driver: StopWriter: Stop (Tell Me More; 5 E’s)
Writer: Signal Conclusion (Go Back Green)
Roll out the tortilla (Topic)Put the “good stuff” in the middle (Big Ideas and TMM’s)Roll it up so nothing falls out (Conclusion)
Unifix Cubes to manipulate / build paragraph(s)
Writing Strategies and Tools
Free Response Building Better Sentences Organizers
Umbrella OrganizerNumber NotesT Chart
Organizer Tools Help Students in Genre and Response Writing: Connections to Core Expository Reading and Writing Advertising text Book Review Compare and Contrast Writing Directions / How to Genre Writing Persuasive Genre Writing Report Genre Writing Summary Writing Constructed Response Writing Cause and Effect Writing
Free Response
Strategy to connect reading comprehension and writing
Active student engagement ~ Rewarded for thinking
No right or wrong answers ~ Write without fear
Mechanics and conventions not emphasized
Encourages discussion Provides a practical tool to differentiate
Free Response
Protocol for Free Response
Select piece of text to read aloud to students
Identify 3-5 places for students to stop and respond
Can use name of person or subject matter to develop prediction / vocabulary brainstorm prior to reading
Read the selection aloud
When you come to the identified places say:
“Please respond” OR
“Tell me what you are thinking” OR
“Please draw / write your thoughts” Warn students you will not wait for everyone to finish When reading and writing cycle is completed ask
students to reread responses/share responses/confirm predictions
Reflection
Take a couple of post-it notes and answer this question:
How do I see myself using Free Response
in my classroom?
What Might Free Response Look Like In My Classroom? Drawing responses on sticky notes or in notebooks Writing responses on sticky notes or in response
notebooks Sharing responses with a partner or table group Responses based on connections (Text to Text,
Text to Self, Text to World) Responses based on reading strategies (Questions,
Predictions/Inferences, Synthesis) Responses about Author’s Purpose, Theme,
Character Analysis, Main Idea, Judgments Used with read aloud books, shared core text,
content area texts and activities, visual media clips (BHH turn and talk clip)
Example of Student Free Response
Example of Student Free Response
Example of Student Free Response
Example of Student Free Response
Free Response
Fold a piece of paper into 4 squares Number the boxes 1 to 4
1 2
3 4
How Can I Connect Free Response to Instruction? Formative Assessment for reading
strategies and skills Practice within grade level SLEs and I
Can expectations across multiple content areas
Tool for differentiation Formative Assessment of 6+1 Traits
(Ideas, Sentence Fluency, Voice)
Free Response Reflection
Free Response
Protocol for Using Organizer Tools Use a brainstorm web / map to generate and
list ideas about the topic Pick Two or Pick Three
(select two or three ideas to include in plan / writing)
Complete the organizer tool List the topic
Fill in the Big Ideas (categories for supporting information)
Fill in the Tell Me Mores (Follow the Rule of 5) Level 2 and Level 3
Write the Conclusion
Use the organizer to write a paragraph(s)
Brainstorm List ExamplePick Two or Three
clubsfriends
computerslibrary
Brainstorm and Number Notes Planner Example
friends
specials
lab
School
work
recess
lunchSchool is great!
Number Notes Level 1 Single Paragraph Example
Topic:
Big Idea:
Conclusion:
Big Idea
Big Idea
I like going to school
Work
Recess
Lunch
Going to school is great!
Example of Level 1 Paragraph Using Number Notes I like going to school. One thing we do is
our work. We also get to go to recess and play. Lunch is always fun because I talk with my friends. Going to school is great!
Number Notes Level 2 Single Paragraph Template
Topic:
Big Idea:
Big Idea:
Big Idea
Tell Me MoreTell Me More
Tell Me MoreTell Me More
Conclusion:
Number Notes Level 2 Single Paragraph Example
Topic Sentence::
Big Idea:
Big Idea:
Big Idea
Tell Me MoreTell Me More
Tell Me MoreTell Me More
Conclusion:
I like school.
Work
Recess
Lunch
Math
Reading and writing
Four Square
Talking with friends
Going to school is great!
Transition to Level 2 Paragraph Example I like going to school. One thing we do is
our work. I look forward to math time because I am good at solving problems. During reading I get to read in a small group with my teacher and write about what I read. Recess is fun. I rush out to play four square with my friends. Talking with my friends is great! The last thing I like about school is lunch time. Going to school is great!
Paragraph Activity
1. Brainstorm your topic2. Create a Plan (Number Notes)3. “Talk the Paragraph” using the colored
cubes4. Share your plan with a presenter5. Write your sentences on the colored
strips6. Tape strips together7. Share paragraph with the large group
Number Notes: Level 2 Single Paragraph Practice
Topic Sentence:
1 Big Idea:
1 Big Idea:
1 Big Idea
2 Tell Me More
2 Tell Me More
2 Tell Me More
2 Tell Me More
Conclusion:
Topics
1 – summer activities2 – favorite beverage3 – 1 thing you should do before you die4 – what makes a good teacher5 – best pets6 – favorite holiday
Student Examples of Single Paragraph
Reflect on Number Notes
Number Notes
Protocol for Building Better Sentences Provide students with a simple, interesting picture
Helps students “paint pictures with words”
Ask students to orally tell you what is happening in the picture
Record their responses
Examine the three parts of a sentence
Use chart to identify “who” (noun it), “action” (verb it), and “finish thought” of student responses
Expand sentences to enhance word choice, sentence fluency, and grammar
Building Better Sentences Example
The animals are laying beside each other.Two tigers rest lazily, side by side, in the grass.The tiger cub licks her paw as the other cub carefully watches over her.
Building Better Sentences ExampleName It (Noun It, Add an Adjective)
Action (Verb It, Add an adverb)
Finish The Thought
The animals are laying beside each other.
Two tigers rest lazily side by side in the grass.
The tiger cub
licks her paw as the other cub carefully watches over her.
The striped tiger cub
meticulously licks her paw
as her cub mate cautiously watches over her.
Building Better Sentences Example
Building Better Sentences PracticeName It (Noun It, Add adjectives)
Action (Verb It, Add an adverb)
Finish The Thought
Add details
Describe (What kind? How Many?)
Build Word Choice
What is happening?
What is “x” doing?
Where?
How?
What else can be said?
Building Better Sentences Practice
Building Better Sentences Examples
Building Better Sentences Templates
What Might Building Better Sentences Look Like In My Classroom? Whole group use of photo to develop more
descriptive, complex sentences Whole group use of Macmillan retelling card(s)/
talk about cards to develop more descriptive, specific, and complete sentences
Small group or one on one for revision of sentences in independent writing
Used as formative assessment to demonstrate content knowledge (BHH photo analysis, Academic Vocabulary in math and science)
How Can I Connect Building Better Sentences to Instruction?
Used to directly, explicitly teach grammar (explicitly name parts of speech during whole group model/practice; students identify parts of speech or generate specific parts of speech during practice)
Used to model and practice revision (word choice, sentence fluency, mechanics)
Used as formative assessment for grammar, mechanics, and / or spelling (generate sentences, label parts of speech, use of correct mechanics)
Used as formative assessment for content knowledge
Picture Activity
Go back to your picture and sentence from the beginning of the day.
Make your sentence a “better sentence” Share your sentence with your group
Reflect on Building Better
SentencesBuilding Better Sentences