F INDING THE M IDDLE G ROUND : A W RITING P ROGRAM O VERVIEW FOR 4-5 Erin Monn January 16, 2012 In-Service New Bloomfield Elementary

P LEASE D O N OW ! Think about what you enjoy about teaching writing and what frustrates you about teaching writing. List at least three of each. Please share with a partner.

P URPOSES FOR T ODAY Provide an overview of the K-5 writing program Define Collins Writing and explain types Compare/contrast process writing and Collins Writing Explore Types 1 and 2

K-5 W RITING P ROGRAM O VERVIEW K-Kid Writing 1-Kid Writing/Process Writing (Depending on student need) 2-Review and Develop Process Writing/Introduce Collins Writing 3-Develop Collins Writing 4-Use Collins Writing 5-Use Collins Writing

H OW DOES H ARCOURT FIT IN WITH ALL OF THIS ? Both Grades Use Harcourt to know what writing skills you need to cover You do not need to do a new piece of writing every week Allows for: More creativity on your part Use all those great ideas from blogs, websites, etc. More time to spend teaching, modeling, practicing different steps in writing process More time to conference with students Increase amount of writing students do

W HAT IS C OLLINS W RITING ? “…A model for a writing-across-the- curriculum/writing-to-learn program that explains exactly how to “write more-grade less” by defining five types of writing assignments and the outcomes expected for each.” (Collins, page vii) Emphasizes frequency, focus, and feedback Includes informal writing and formal writing Encourages students to “think on paper” Utilizes Focus Correction Areas (FCAs) Selective approach to correcting student writing Become focus for instruction, modeling, practice, assessment Handout

P ROCESS W RITING VS. C OLLINS W RITING Both have students brainstorming, organizing ideas, creating a rough draft, editing, revising, publishing PW-Publish everything CW-Few published pieces PW-Infrequently incorporated in content areas CW-Used to engage students in thinking/learning about content material PW-Assess everything CW-Assess FCAs (1-3) PW-Students write less CW-Students write more PW-Writing is an event CW-Writing is a natural occurrence throughout the day SimilaritiesDifferences

T YPE 1 W RITING C HARACTERISTICS Objectives Brainstorm ideas, explore, question Help students see what they know Build writing stamina Form Bulleted list Personal reflection Chart Graphic organizer Audience Student writer Evaluation Criterion Number of written lines are written within time limit Avoid sentences Students receive check or minus Does not require right answer; questions/guesses allowed Teacher evaluates by walking around and reading what students are writing; Gives visible reward when students meet criteria (Ex. Stamp, star, points, etc.)

T YPE 1 W RITING C HARACTERISTICS ( CONT.) Paper Format Name first line right hand side Date under name “Type 1” first line left hand side Skip lines Takes Place Of (or precedes): Class discussions Examples Please Do Now Transition Summarizer

T YPE 1 W RITING A DVANTAGES AND D ISADVANTAGES Advantages Requires little prep on teacher’s part Takes little class time to complete Makes writing a natural occurrence Builds writing stamina and writing fluency Gives everyone time to think about topic Quiets down highly verbal students Replaces or precedes whole class discussions Easily incorporated in content areas as way to activate prior knowledge or check for understanding Disadvantages Does not directly improve specific writing skills

P RACTICE -T OP T EN L IST On your paper, write your name on the top right hand side and “Type 1” on the top left hand side Under your name, write the date Make sure you skip lines as you write the Top Ten News Stories of the 20 th Century (10 lines; 5 minutes)

T YPE 2 W RITING C HARACTERISTICS Objective Learn what writer knows or how feels about topic Form Open response question List Definition Audience Teacher Evaluation Criterion Content must be correct Evaluate content, not way content is expressed Use point system to evaluate that requires teacher to “skim” work The more you do the more you can “randomly” grade

T YPE 2 W RITING C HARACTERISTICS ( CONT.) Paper Format Name first line right hand side Date under name “Type 2” first line left hand side Skip lines Takes Place Of: Individual questions to students in class Good Type 2 questions: Require limited, specific and predictable responses Contain quantity specifications

T YPE 2 W RITING A DVANTAGES AND D ISADVANTAGES Advantages Requires little teacher prep Provides a quick assessment of student knowledge that can be used as a quiz grade Promotes active learning Students produce information rather than identify information (Writing vs. MC test) Promotes content-rich writing Builds writing stamina and fluency Disadvantages Does not directly improve specific writing skills

D ETERMINING T IME L IMITS Rule of Thumb One minute for 2-3 lines Modify as you become more experienced Better to give not enough time than too much time

T YPE 2 P RACTICE Give two characteristics of Type 1 writing and two characteristics of Type 2 writing.

E XPECTATIONS FOR THIS Y EAR If not already doing so: Incorporate teacher modeling/think alouds Have students do some writing that does not go through the entire process Pull in some of your own ideas for writing activities Incorporate Type 1 and/or Type 2 writing in content areas

T ICKET O UT THE D OOR Complete the on a note card and leave in the basket on your way out. 3-List three things you learned about writing today 2-List two questions or comments about what you learned about writing today 1-List one idea you plan to try in your classroom

R ESOURCES Collins, J.J. Ed.D. (2007). The Collins Writing Program: Improving student writing and thinking across the curriculum. Massachusetts: Collins Education Associates. Hines, Debra. “PLN Course 1: Critical Reading and Writing in Support of Secondary Learning”. Capital Area Intermediate Unit, Summerdale, PA. 7 December Lecture. Ruddle, Karen. “Collins Writing.” Capital Area Intermediate Unit, Summerdale, PA. 8 August Lecture.