Write well overview training

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  • 1.Introduction to WriteWell St. Clair County RESA 499 Range Road Marysville, MI 48040 810-364-8990 www.sccresa.org

2. Agenda/Outcomes To learn about the structure of WriteWell sessions and units of study. To explore the WriteWell curriculum online resources. 3. Grounding Activity Think-Pair-ShareWhat: Allows for individual reflection and small group discussion; gets all voices in the room; sets the stage for the day Why: Write a response to the following question: What are your strengths as a writing teacher? Share with a partner How: 4. Writing is the foundation of reading; it may be the most basic way to learn about readingwhen writers read, they use insights they have acquired when they compose when our students write, they learn how reading is put together because they can do it. They learn the essence of print. When Writers Read, Jane Hansen, 1987 5. Expect students to compose arguments (6+) and opinions (K-5), informative/explanatory pieces, and narrative texts. Focus on the use of reason and evidence to substantiate an argument or claim. Emphasize ability to conduct research short projects and sustained inquiry. Require students to incorporate technology as they create, refine, and collaborate on writing. Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples). Common Core State Standards: Writing 6. Common Core State Standards: Writing http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related 7. Appendix C Appendix C: Annotated writing samples that illustrate the criteria required to meet Common Core State Standards for particular types of writingargument, informative/explanatory text and narrativein a given grade. Each of the samples exhibits at least the level of quality required to meet the Writing standards for that grade. http://www.corestandards.org/assets/Appendix_C.pdf 8. Imagine Students who want to write Students who do write Teachers who want to teach writing Teachers who teach writing vs. assign writing 9. Kelly Gallagher, Author and Teacher http://www.kellygallagher.org/index.html Assigning writing is easy. Teaching writing is really hard. We need to teach our students to read like writers and write like readers. 10. Current Research 70% of all students in grades 4-12 are low achieving writers. 9th grade students in the lowest 25% of their class are twenty times more likely to drop out. 50% of high school graduates are not ready for college level composition courses. 11. The most effective strategy to improve writing Increase the amount and quality of writing. 12. What is the WriteWell Curriculum? It is a carefully sequenced, coherent K-12 writing curriculum designed to: span the grade levels meet the needs of all students increase writing proficiency at every grade use effective, researched based instructional practices 13. WriteWell Philosophy of Writing Only teach what writers do. Teach the writer not the piece of writing. Writing is telling what you see and what you think about it. It is both external and internal. We learn about writing through describing writing not by having someone prescribing writing. 14. Why WriteWell? Increase writing proficiency for life endeavors Increase test scores Coordinate and refine writing instruction Create a unified writing program K-12 Increase use of research-based instructional practices during writing instruction 15. Who Developed WriteWell? St. Clair County K-12 ELA general education and special education teachers St. Clair County RESA ELA consultants Victoria Les and Jeff Beal St. Clair County literacy leaders 16. How was WriteWell Developed? Create skill, author, and genre units of study for each grade that are 1-5 week(s) long Develop one-page lessons Use writers workshop approach that requires 45 to 60 minutes of daily instruction Create common assessments and evaluation tools for each grade level Create differentiated lessons 17. How is WriteWell Packaged? WriteWell is a web-based, password-protected curriculum at the St. Clair County RESA website Curriculum includes interactive PDFs, is downloadable, and is continuously updated Includes embedded websites 18. WriteWell Follows Writers Workshop Format Mini-Lesson (10-15 min.) Independent Practice with Conferring (30-40 min.) Sharing ( 5-10 min.) 19. Successful Implementation of Writers Workshop How Often Everyday Everyday Everyday How Long KDG 45 minutes 1st Grade 45 minutes extending to 60 minutes 2nd 12th Grades 60 minutes When Beginning the first day of school A single block of time at the same time everyday Management Same format used everyday Same rules and procedures used everyday Keep it simple Why Consistency Consistency Consistency 20. Writing Mini-Lesson 10-15 Minutes Connection Students learn the importance of todays instruction Students hear the teaching point Teach Students are shown how writers go about doing the teaching point Engage Students practice what writers do Teacher model Class model Students work Link Students hear the teacher reinforce todays lesson Students are reminded that todays lesson can be used everyday when they write 21. Independent Practice with Conferring 30-40 Minutes Students work independently while the teacher meets with small groups or individual students Conferring Talking Cards Possible mid-workshop teaching point Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write 22. Conferring Research Ask What are you working on as a writer? Have the student read aloud his/her work Decide Synthesize what is learned Decide what to compliment: What has this child done that I can name and make a fuss over? Decide what to teach: What does this child use but misuse? or What is nearly there in his or her writing that I can help them with right now? Compliment Point out writing strategies the child used well Say I like how you(give specific example) Teach Teach only one thing Teach to the compliment Teach to todays teaching point Negotiate a strategy When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer? 23. Conferring Look Fors What to look for when deciding what to confer about Structure Focused Beginning, middle, end Moves across time or space Meaningful Writer cares about it Reader learns from it Narrative strategies Conventions that enhance All caps WOW Bold Wow End marks Wow!!! Italics Wow! Stacked Words - One! Two! Three! 24. Sharing 5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow) Partner Small Group Whole Group 25. New Language Minilessons 26. Language Minilesson Key Points Aligned to CCSS Weekly concepts taught approximately five minutes a day Follows Jeff Andersons format PowerPoint to match each weekly lesson 27. MEAP and WriteWell Moved below the line for those who would still like to use it Test Prep Units of Study embedded in units (starting in grade 2) Generate many seed ideas in writers notebook What Should I Write About? section Target! Aim! Score! (beginning, middle, end) CD with Student Writing & MEAP Released Anchor Papers: http://tinyurl.com/cvraun 28. New Pre and Post Assessments Same Assessment to be given at the beginning of the year and the end of the year Use to show growth See Sample 29. Rubrics 30. WriteWell Units of Study Across the Grades Scope and Sequence Includes the products and processes in GLCEs Aligns with Common Core State Standards (continued alignment Summer 2012) Target! Aim! Score! Target! Aim! Score! is part of the WriteWell curriculum Designed to prepare your students for success on statewide assessments 31. Table of Contents Target! Grade Level Goals Units of Study Getting Ready for Statewide Assessments Notebooking Author, Genre, and Skill units Score! Formative assessments Determine students ability to write on demand Rubrics Narrative Informational Peer Response to the student writing sample http://www.sccresa.org/toolsforschools/curriculumtools/writewell/introductiontowritew ell/writewell2ndgrade/ 32. Three Types of Units Genre Author Study Skill 33. Navigating the Website WriteWell http://www.sccresa.org/toolsforschools/curricul umtools/writewell/ Select logo Enter school log in and password: Temporary Log in: Temporary Password: 34. www.sccresa.org 35. How Units of Study Tend to Go Immerse in the genre Identify distinguishing features of the genre Choose an idea to write about Choose a mentor text to help you write Plan your draft Draft long and fast Revise Edit Publish/Celebrate 36. Structure of a Unit Example Unit K-12 units formatted the same Unit Review What do you notice? 37. Student Examples: Digital Presentations http://animoto.com/play/4CwCrdpw36QIT 5TjyI9SCA 1st Grade http://portal.sliderocket.com/AXBTH/child- abuse 7th Grade http://prezi.com/43h_edm9y4t4/big-bird/ 7th Grade 38. Teachers Teaching WriteWell Video Library All grade levels Various lessons Kindergarten 2nd grade 10th grade 39. Online Exploration Skim & Scan the Units Review the Table of Contents Log In and Select Your Grade 40. Lunch Break 41. "A writer's notebook works just like an incubator; a protective place to keep your infant idea safe and warm, a place for it to grow while it is too young, too new, to survive on its own." Ralph Fletcher 42. Notebooking http://www.sccresa.org/t oolsforschools/curriculu mtools/writewell/ 100-page composition book Number front pages only Plastic stick-on tabs Copy of Notebook Sections handout 43. What Should I Write? Three Times you laughed really hard Times you were in physical pain Memorable Moments Topics that interest you Circle the one that you could tell the best story about Tell your story to a partner Write your story in the writing section of your notebook Share 44.