Presentation on theme: "1 Explicit Instruction for Writing in Grades 1 - 8 Effective and Efficient Instruction Webinar Series Session 4 Writing is not caught. It must be taught."— Presentation transcript:
1 Explicit Instruction for Writing in Grades Effective and Efficient Instruction Webinar Series Session 4 Writing is not caught. It must be taught. Anita L. Archer, Ph.D. Author and Consultant
2 Schedule March 7, 2013 Topics: -Scaffolding with Strategies -Think Sheets for Products that Inform, Convince, and Convey an Experience -Revising and Editing Time 3:45 to 5:45 (Alaska) Materials needed –PowerPoint Handout –Examples Handout –Paper –Writing Tools Follow-up Resources –Articles
3 Participation 1.Structured Choral Responses: If the answer is short and the same, you will say an answer together. 2.Structured Partner Responses: If you are viewing this with fellow educators, divide into partners and give each partner a number (either #1 or #2). 3.Written Responses: Record written responses on the handout or on plain paper. 4.Recorder: Select one person in your group to be the recorder of “best answers” when asked. Type into “Chat Box.” 5.Best Practices: On a separate piece of paper, maintain a list of best practices.
4 Questions If you have a question, type it into the “Chat Box”. At intervals during the session, I will respond to the questions.
5 Review Big Ideas 1.Focus on limited number of genre. What three genre are stressed in the CCSS? 2.Make standards teachable. 3.Break down complex tasks. 4.Provide explicit instruction. What three instructional steps can be used for teaching any skill or strategy? 5.Provide judicious practice. Will writing one product for a genre be adequate?
6 Review Big Ideas 6.Provide immediate feedback. What are some alternative methods for giving feedback to students? 7.Consider motivation. To increase students’ motivation, you can: a. increase perceived probability of ________, provide _____________ topics, and, when feasible, provide ________ choice (not broad choice). 8.Frontload writing.
7 Review Big Ideas 9.Teach “What” and “How”. Before teaching students how to write a product, present a simple _______ that lists the critical attributes desired in the product. Illustrate the rubric with a well-written _________.
8 Review Big Ideas 9. Teach “What” and “How”. When teaching students how to write a specific genre, the following writing process steps can be used: a. Plan b. ______________ c. ______________ d. Edit e. Rewrite e. ______________
9 Review Big Ideas 9.Teach the “What” and “How”. When students plan, they can analyze the prompt or directions,using TAP. T = ___________ + _____________ A = ___________ P = ___________
10 Review Big Ideas 9.Teach the “What” and “How”. We can scaffold the organization of the product using: * W__________ F__________ * Writing Strategies * Think Sheets
11 HOW - Plan Plan - Organize Scaffold organization of written product –Writing frames –Strategies –Think Sheets
12 Strategies Strategy for Paragraph Writing - List - Cross-out - Connect - Number (Write) REWARDS PLUS (Sopris West)
13 List - Make a list of important ideas. Penquin’s birth –Male takes care of egg –Female lays egg –Female leaves –Female spends winter at sea –The water is very cold –Male puts egg on his feet under belly –Male stays on egg for two months –Male doesn’t eat –Egg hatches –Male must care for baby
14 Cross-out - Cross out any unnecessary or weak ideas. Connect - Connect ideas that could go in one sentence. Penquin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Male must care for baby
15 Number - Number the ideas in the order that they will appear in the paragraph. Penquin’s birth 3Male takes care of egg 1 Female lays egg 2 Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly 4Male stays on egg for two months 5 Male doesn’t eat Egg hatches 6Male must care for baby
16 Write a summary. The birth process of penguins is fascinating and quite different from that of other animals. The female penguin lays an egg. Soon after laying the egg, the female penguin leaves and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin doesn’t eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.
17 Strategies See Example #1 for summary writing – Strategy – Example of Strategy Use – Example Summary – Rubric REWARDS Plus (Sopris West)
18 Strategies K and 1st - (with adult) 3rd gradeList Number Cross out WriteConnect 2nd gradeNumber ListWrite Cross out Number Write
19 Think Sheets Examples Example # 2 - –Think sheet for organizing compare/contrast –Example paragraph
20 Think Sheets Example # 3 - Essay to convince –Example Rubric –Example Essay –Think Sheet –Primary Think Sheet
21 Think Sheets Example # 4 - Essay to explain/inform –Example Rubric –Example Essay –Think Sheet –Primary Think Sheet
22 Think Sheets Example # 5 - Essay to convey an event –Think Sheet –Example Narrative –Think Sheet - Primary Grades
23 Best Practice List Share your best practice list with your partner. Tell your partner two practices that you intend to implement in your classroom.
24 Thank You May we remember : Writing is not caught. It must be taught.