Presentation on theme: "The Write Tools Overview of the presentation to the"— Presentation transcript:
1The Write Tools Overview of the presentation to the Hollidaysburg Area School District onOctober 4 & 5, 2012
2THE WRITE GOALS - philosophy The Write Tools (TWT) presents strategies in a three-tiered model, deliberately addressing different levels of writing proficiency rather than grade level.There are three essential components to improve writing skills.Students must:- receive direct instruction from trained teachers- write every day using a variety of text structures and hearing a commonlanguage and terminology- receive feedback on strengths and on what to do nextLevel 1 = most basicLevel 2 and 3 = students who are becoming increasingly more proficient writers. Students are learning to enjoy writing and take risks.TWT makes a deliberate connection to the Traits ( ideas, organization, word choice, voice, sentence fluency, conventions, presentation). These traits are the foundation of many state and district writing rubrics used to assess student writing.THE WRITE GOALS - philosophyAll teachers must share a common goal and a common language for student success. Too often students move from classroom to classroom with teachers using different terminology for the same idea.
3CONSISTENT, SYSTEMATIC, EXPLICIT INSTRUCTION Common vision - consistent formative and summative assessment by the classroom teacher provides valuable information for planningWriting has a direct connection to improving reading comprehension. Organized thinking often forms the text structure around which information text is built.COMMON STRATEGIESCOMMON LANGUAGECOMMON VISIONCONSISTENT, SYSTEMATIC, EXPLICIT INSTRUCTION= SUCCESSCompatible with Common Core StandardsThe English Language Arts Standards emphasize three genres of writing: informative, opinion-persuasive, and narrative.English teachers should use all of the traits; content-area teachers should use these three: ideas, organization, and word choice (content vocabulary).RECIPE FOR SUCCESS!The classroom teacher is the most important person in the success of this program.
4RESPONDING TO READING: Free Response Step 1 – Select a compelling piece of text to read aloud. Read the story ahead of time and make five or six places where you’ll stop for students to write a response.Step 2 – Read the selection aloud. When you come to a marked place, say “Please respond.” They may write complete sentences, single words or phrases, or draw a picture.Step 3 – Warn students you will not wait for everyone to finish. A partial response will help them remember what they’re thinking.Step 4 – When reading and responding cycles are complete, ask students to briefly review their notes. Give students a few minutes to talk to neighbors and discuss their ideas.EXAMPLES OF SAMPLE QUESTIONS:How did this author give us clues about the setting?How does one of the characters remind you of someone you know?What predictions did you make?How did your predictions compare with what the author had to say?EXAMPLES OF FEELING WORDS FOR FREE RESPONSE:Afraid, angry, confused, delighted, discouraged, disgusted, doubted, embarrassed, happy, sad, surprised, wondering, etc.RESPONDING TO READING: Free Response
5FREE RESPONSES: Purpose and Tips Use on the 1st day of school.Start with small group then whole group.Don’t grade.Use one or two a week for awhile.Co-teaching classes should read aloud immediately after writing to encourage othersUse in contents classes as well.Students can reread response notes and create a chart of the general categories to “think about their reading.”CONNECTION TO TRAITS:Ideas that have meaning are based on a combination of the author’s words and the reader’s prior knowledgeSentence fluencyVoiceFREE RESPONSES: Purpose and Tips
6BUILDING BETTER SENTENCES TWT says: “If we start teaching the writing of longer pieces with students who still are not writing in complete sentences, both students and teachers will continued to be frustrated.”Sentence writing activities:Improve fluencyCreate more precise and accurate word choiceIncrease writing timeMotive students to move from 3-star writing to 4-starUse generic terms like WHO, ACTION, HOW then move to NOUN, VERB, ADVERBUse word banks for students with limited vocabularyPractice sorting words into categories with index cardsSecondary - add phrases and clauses to increase fluencyHelps to lead into talking about conventionsBUILDING BETTER SENTENCES
7INTRODUCTION TO NEW METHODS OF PLANNING NUMBER NOTES:List your topic at the top of the plan.Rule of five words or less for each entryLinear - easy to readWill help with planning for multi-paragraph writingSee handoutT-CHART:Use printed form; later on, students can fold their papers and draw linesUse a web (quick assessment); have it visible while they’re creating the T-chartReorganize aloudPractice on a variety of topicsWork it backwards – create t-charts from paragraphsINTRODUCTION TO NEW METHODS OF PLANNINGStart with a “quick assessment” like a web. Next, reorganize the same information into Number Notes or a T-chart.
8PREWRITING ORGANIZER TIPS Use a variety of paper products (post-it notes, chart paper, index cards , or transparencies).Practice, practice, practice.Students don’t always have to proceed to a paragraph.After lots of practice, have student write a short paragraph examining his or her preference of Number Notes or T-charts.CONNECTION TO Traits:OrganizationIdeasWord ChoiceSee handouts on color-coding and level 1, 2, and 3 paragraphsPREWRITING ORGANIZER TIPS
9TOPIC SENTENCES The CORE 4: Simple Declarative Number Statement QuestionSituation, Stance ( 2-parts)NO’S FOR TOPIC SENTENCES:Hello, my name is _____. I am going to tell you about______.In this paragraph I am going to tell you about _____.I am going to write about _____.There are _____.Here are _____.USE TAK: Topic, Audience, and Key Word (see handout)ALTERNATIVES FOR “THERE ARE”:Use who, how, what, where, and whenSee page 57 handout.TOPIC SENTENCES
10TOPIC SENTENCE: Situation, Stance Broadly introduces the topic with a dependent clauseClearly states viewpoint on the topic with an independent clauseSample: “Although teaching is a challenging profession, it is still very rewarding.”Highlight or circle the two parts in different colors.Circle the comma.Emphasize that it is always the second part that clearly states what the paragraph will be about.Start small – only use a few starter words.“Writing it out loud!” Practice creating a lot of these sentences out loud so students can hear as well as see them.Show an incorrect sentence: “Although my mother’s name is Cathy, I am fourteen years old.”For more mature writers, use pg. 15 & 16 for multi-paragraphs. (see handout)CONNECTION TO TRAITS:OrganizationFluencyConventions – introduces the complex sentenceTOPIC SENTENCE: Situation, Stance
11BODY SENTENCES , TRANSITIONS, and CONCLUSIONS Is a list of transition words or expressions readily available to the students in your classroom?See handouts.CONNECTION TO TRAITS:fluency – can the student rearrange the transitions in the sentence?organization – transitions are markers for the READER!CONCLUSIONS:Summarize the information in the bodyRestate the topic but use different wordsEncourages reflection or to take a past actionStudents must learn to avoid: “Now you know…” and “That is all I have to say.”Students can use one of the Core 4 that they didn’t use for a topic sentence.Some conclusion words: actually, as a result, certainly, consequently, definitely, in fact, obviously, in fact, surely, trulySee handoutsorganization – conclusions are an expected part of a paragraphword choice – students create synonyms for key wordsBODY SENTENCES , TRANSITIONS, and CONCLUSIONSTransitions connect ideas together. Teach how to avoid the deadly trio: first, second, third.Teach a variety of words to use for a conclusion.
12REVISION Use colored pencils. Check for clarity and word choice. On chart paper, make a list of kinds of revisions that good writers might make and keep this list posted.Students should always reread to improve quality of work.Students should be taught how to be a Peer Revision Partner.See Paragraph Analysis FormsSee handoutsCONNECTION TO TRAITS:Word choice - headingFluency – where are the transitions place in the sentences?Conventions – capitalization and end marks are important in revisionRevision resources:Ruther Heller’s books about parts of speechBarry Lane’s book Reviser’s ToolboxScholastic has tapes of authors talking about the writing process.REVISION
13The editing process provides detailed feedback focused on conventions. The teacher should recognize ONE strength and ONE next step for the student rather a long list of errors.See handouts – there are feedback forms for the three levels of writingUse CUPS – capitalization, usage, punctuation, spellingThe Final Copy –If handwritten, it should be in pencil, with the best handwriting, and be consistent in style.Older students should sometimes use cursive. According to TWT: Although printing is becoming more acceptable in the adult world, students still need to know how to read it!If typed, the paper should have a legible font in black ink no larger than 14.Correct all mistakes in the final edit.TEACHER CONFERENCING
14PEER REVISION PARTNER Copy form two-sided (see handouts) Students must be trained in peer conferencing.Two students should volunteer to conduct a peer conference in front of the class with teachers observing and commenting.Teach students to use the language of the traits.The students should work quietly, and the sessions should be short.The writer fills out the form; the responder gives feedback orally.Students should keep track in notebooks of peer advice to avoid the same issues over and over.Students don’t need to always use the paragraph analysis form. Turn a piece of paper sideways and fold it into 4, 6, or 8 parts. Keep the paper turned sideways, and write the heading above the red margin line.PEER REVISION PARTNER
15SUMMARY and RETELL and A RESPONSE TO LITERATURE In a retell, the student is asked to convey all the big ideas from the selection, we well as many, many details.A response to literature should include:A short summary paragraphPersonal connections (text to self, world, or other text)Author’s message or lesson, including a personal commentA summary should:Be significantly shorter than the original textContain significant paraphrasing rather than directly copied words/phrases/sentencesInclude big ideas in sequential orderEliminate most details (especially insignificant ones)Exclude personal opinionLeave out outside information not in the selectionSUMMARY and RETELL and A RESPONSE TO LITERATUREDefinitions
16STEPS for SUMMARIES Name It Verb It Big Picture Step 1: Create a three-part summary topic sentence.Step 2: Use jot dots to paraphrase and list big ideas (critical skills for later lesson note-taking)Step 3: Turn to a neighbor and “Write It Out Loud.”Step 4: Put the planner on the corner of your desk.Step 5: Get out a clean sheet of paper. Begin writing your actual summary.Recopy topic sentence to begin the summary.Stretch the jot dots into complete sentences.Check off each item on the plan as it is included in the summary.List of verbs for summaries:Name ItVerb ItBig PictureLEVEL 1showstellsLEVEL 2compares, describes, discusses, explains, explores, Illustrates, lists, shows, teaches, tellLEVEL 3acknowledges, adds, advises, answers, asks, asserts, assures, blames, captures, clarifies, classifies, confirms, confronts, confuses, considers, contrasts, critiques, defends, defines, demonstrates, denounces, depicts, discourages, encourages, endorses, entertains, entices, evaluates, explores, expresses, features, furnishes, identifies, illustrates, invites, judges, misjudges, names, offends, offers, praises, predicts, presents, proposes, provides, recommends, simplifies, solves, suggests, supports, tracesSTEPS for SUMMARIES
17Model, model, and model some more! Start with fiction books that you read aloud. Why? You’re teaching the strategy first. Don’t overload with instruction from a complicated story. Practice with anything they’ve read, watched, or listened to.Give students many opportunities to practice three-part topic sentences before adding jot dots. Do lots on chart paper, one sentence per sheet. Then, pull out the chart papers with just the three-part topic sentences on them and add the jot dots to each selection when students are ready for that step. Provide the topic sentence and have students add jot dots.Summary writing gives students a natural opportunity to show their comprehension of what they’ve read.Practice paraphrasing.First dot: important event from beginningMiddle dot: important events in sequential orderLast dot: ending of storyCONNECTION TO TRAITS:IdeasOrganizationWord ChoiceSentence FluencyWRITING A SUMMARYModel, model, and model some more!
18Quick Overview of Multiparagraph Writing – part 1 Show students samples of strong, real-life writing.Have students color code with green, yellow, and pink.Show students how certain sentences remain the same no matter how long the piece.A multiparagraph paper begins with an introductory paragraph (an introductory or thesis paragraph).NOTE: The instructor said that the phrase “thesis statement” does not appear anywhere in the CCSS.Introductory Paragraph- Topic Sentence- Preview StatementBody Paragraph 1Body Paragraph 2Body Paragraph 3Concluding Paragraph- Summarize- Restate- Think/DoQuick Overview of Multiparagraph Writing – part 1
19Quick Overview of Multiparagraph Writing – part 2 New paragraphs start when there is a change inT TimeS SceneS SubjectS SpeakerBackground Sentences (“the hook”) See handoutsAnecdotesHumorDialogueHistoryStartling fact/statementQuestionQuoteCONNECTION TO TRAITS:IdeasWord ChoiceSentence FluencyOrganizationVoiceConventionsPresentationQuick Overview of Multiparagraph Writing – part 2