English SOL Institute Elementary Writing Strand Merging the

  • Slides: 21
Download presentation
English SOL Institute Elementary Writing Strand Merging the SOLs into Writing Workshop Deborah Johnson

English SOL Institute Elementary Writing Strand Merging the SOLs into Writing Workshop Deborah Johnson and Lindsay Kamide 1

Please discuss the following quote with others at your table: “High-quality, evidence-based instruction need

Please discuss the following quote with others at your table: “High-quality, evidence-based instruction need not be sacrificed in preparing students to succeed on standardized writing assessments. ” Higgins et al. Higgins, B. , Miller, M. and Wegmann, S. (2006), Teaching to the Test…Not! Balancing Best Practice and Testing Requirements in Writing. The Reading Teacher, 60: 310– 319. doi: 10. 1598/RT. 60. 4. 1 2

What is Good Writing Instruction? • Refer to “What is Good Writing Instruction? ”

What is Good Writing Instruction? • Refer to “What is Good Writing Instruction? ” handout • Highlight the items that promote good writing practices 3

Students talking to each other Routine and Expectations Teacher standing in front of the

Students talking to each other Routine and Expectations Teacher standing in front of the class Some students writing, some students thinking, some students drawing Students must write silently the entire time Same rubric for the entire class Teachers meeting with students individually Goal setting Students sharing work Teachers grading and handing papers back to students Grammar worksheets Students using books to get ideas for their own writing Students reading Monday-Friday scheduled time for writing Timers set for amount of time to draw Students having choice Sentence or page requirements Students held accountable for their level of sight words Teacher writing while students write Teacher modeling a text that everyone must write about 4

Elementary Writing Key Points in Writing • Writing to convey a concise message begins

Elementary Writing Key Points in Writing • Writing to convey a concise message begins in Kindergarten and moves through grade 3 when students will write a short report • Student use of graphic organizers begins in grade 1 • Beginning in grade 4, students write multi-paragraph essays 5

Elementary Writing Key Points in Writing • Persuasive writing begins in 5 th grade

Elementary Writing Key Points in Writing • Persuasive writing begins in 5 th grade • Students in grades 3 -5 should have practice writing on demand, for shorter time frames, and over extended periods of time 6

SOL Resources • VDOE Online Writing Resources: http: //www. doe. virginia. gov/testing/sol/standards_docs/english/ 2010/online_writing/index. shtml

SOL Resources • VDOE Online Writing Resources: http: //www. doe. virginia. gov/testing/sol/standards_docs/english/ 2010/online_writing/index. shtml • Writing Skills Progression: http: //www. doe. virginia. gov/testing/sol/standards_docs/english/ 2010/online_writing/progression_chart_writing. pdf • Grammar Skills Progression: http: //www. doe. virginia. gov/testing/sol/standards_docs/english/ 2010/online_writing/progression_chart_grammar. pdf 7

Writing Workshop • Teaching students to respond vs. teaching students to create • What

Writing Workshop • Teaching students to respond vs. teaching students to create • What is our ultimate goal for students? • Annenberg Learning video: Building a Community of Writers (12: 25 -16: 53) 8

Writing Workshop Layout • Mini-lesson • Writing Time • Pre-writing, Composing, Revising, Editing, Sharing,

Writing Workshop Layout • Mini-lesson • Writing Time • Pre-writing, Composing, Revising, Editing, Sharing, and Publishing • Conferencing • Sharing 9

Mini-lesson • At your table: Choose one book and find a sentence that uses

Mini-lesson • At your table: Choose one book and find a sentence that uses a comma. • Give a thumbs-up when you have found one • Discuss with a partner: Why is there a comma in this sentence? 10

Writing Time • Students can find ideas from: I don’t know what to write!

Writing Time • Students can find ideas from: I don’t know what to write! • Writing Notebooks • Books • Peers 11

Writing Notebooks • A place to collect artifacts, thoughts, and responses to reading •

Writing Notebooks • A place to collect artifacts, thoughts, and responses to reading • Ideas that spark writing • favorite words, list of things at an event/place, things you wonder, places you have visited, things your parents always say 12

Writing Notebook Practice Favorite words OR List of things at an event/place • Pick

Writing Notebook Practice Favorite words OR List of things at an event/place • Pick 1 topic • Write about it for 1 minute in any form • Share with a partner 13

Conferencing • Editor vs. Teacher handout • Conferencing leaves the student inspired to write

Conferencing • Editor vs. Teacher handout • Conferencing leaves the student inspired to write • As a reader, I… 14

Sharing • Ask for a response • What did you learn? • What else

Sharing • Ask for a response • What did you learn? • What else would you like to know? • What’s something you remember? • Provides daily evaluation and motivation 15

Digital Storytelling http: //edu. glogster. com/ www. xtranormal. com www. blogster. com www. animoto.

Digital Storytelling http: //edu. glogster. com/ www. xtranormal. com www. blogster. com www. animoto. com 16

Merging the SOLs into Writing Workshop • Accountability • Practice • Performance 17

Merging the SOLs into Writing Workshop • Accountability • Practice • Performance 17

18

18

Additional Resources National Writing Project: http: //www. nwp. org/ Teaching That Makes Sense: http:

Additional Resources National Writing Project: http: //www. nwp. org/ Teaching That Makes Sense: http: //www. ttms. org/ Horn, Martha & Giacobbe, Mary Ellen (2007). Talking, drawing, writing: Lessons for our youngest writers (K-1). Portland, ME: Stenhouse. Morgan, B. , & Odom, D. (2005). Writing through the tween years: supporting writers, grades 3 -6. Portland, ME: Stenhouse Publishers. Ray, Katie Wood with Lisa B. Cleaveland (2004). About the authors: Writing workshop with our youngest writers (Grades K-1). Portsmouth, NH: Heinemann. Ray, Katie Wood with Laminack, Lester (2001). The writing workshop: Working through the hard parts (And they’re all hard parts). Urbana, IL: National Council of Teachers of English 19

Contact Information Deborah Johnson djohnson@greenecountyschools. com Lindsay Kamide lkamide@greenecountyschools. com 20

Contact Information Deborah Johnson [email protected] com Lindsay Kamide [email protected] com 20

Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or

Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. 21