THE WRITING REVOLUTION Advancing Thinking Through Writing Session

THE WRITING REVOLUTION Advancing Thinking Through Writing Session I SENTENCES By Judith C. Hochman, Ed. D. The Writing Revolution

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BENEFITS OF TEACHING BASIC WRITING SKILLS… 1. Better study skills 2. Greater clarity of written and oral language 3. Enhanced complexity and coherence 4. Improved reading comprehension The Writing Revolution

Writing Standards ü Writing arguments ü Writing informative/explanatory texts ü Writing narratives ü Engaging in research ü Developing and strengthening writing using technology ü Strong and growing across-the-curriculum emphasis on writing arguments and informative /explanatory texts ü Aligned with NAEP Writing framework http: //nces. ed. gov/nationsreportcard/writing/ The Writing Revolution

Students’ Weak Areas ü Organizational skills ü Seeing another’s point of view (empathy) ü Discerning essential from less important information ü Fund of world knowledge ü Sustaining effort and attention ü Syntax and grammar The Writing Revolution

Typical Assignments Narrative – students generally write with less complexity Report Research paper Review Analysis Position Paper The Writing Revolution

Expository Writing Instruction üSentences üParagraphs üCompositions üComputer skills üStudy skills üResearch ümost emphasis The Writing Revolution

5 Types of Writing 1. Expository: explains or informs – constructed logically, focused on an idea 2. Narrative: focus is on temporal sequencing of related events 3. Descriptive: deals with perceptions – mainly visual, often employs spatial constructs (e. g. above, below, etc. ) 4. Persuasive: seeks to alter how one thinks or feels 5. Argumentative: presents both sides without taking a position …must be grounded in content! The Writing Revolution

The Hochman Method… SENTENCES Ø For examples refer to Teaching Basic Writing Skills – (TBWS) – purple booklet Ø To create interactive templates embedded in the content or text students are using, refer to the CD The Writing Revolution

Sentence Fragment A group of words that is not a grammatically complete sentence. Usually a fragment lacks a subject, verb or both or is a dependent clause that is not attached to an independent clause. Ø Ask students to repair fragments Ø Ask students to distinguish sentences from fragments The Writing Revolution

Fragments: Subjects & Predicates the chirping birds shut the lid a box of shells walked sat on the mat box of berries Should reflect a story that students read. The Writing Revolution

Fragments: Subjects & Predicates faced many hardships the Puritans William Penn Massachusetts Bay Colony founded Providence wanted New Netherland to be an English colony Ø Should be embedded in content Ø Can be used to check comprehension - assessment The Writing Revolution

Fragments: Prepositional Phrases into the boat on the ship in a jug during the 1600 s from the Mannahata between the Quakers and the Indians Prepositional phrases need both a subject and predicate. The Writing Revolution

Fragments? or Sentences? ate a great meal an important holiday the family gathers together thankful for many things we learn about Pilgrims and Native Americans Do not use capitals or punctuation marks for this activity. The Writing Revolution

Fragments in Paragraphs The girl saw an injured bird. Lying on the sidewalk. She didn’t think anything more about it. Later she felt sorry for the bird so she took it home to care for it. Fed it water and seeds. Soon the bird grew stronger. In the morning, the girl could hear the bird sing so she knew it was time to set him free. Activity: Students look for (underline) and repair the fragments. This fosters close reading of the text! The Writing Revolution

Sentence Types Statement / Declarative Question / Interrogative Exclamation / Exclamatory Command / Imperative – subject must be inferred The Writing Revolution

Pizza 1. 2. 3. 4. Pizza tastes great when it’s hot. Do you like pepperoni pizza? You better eat that pizza! Call the pizza store and cancel the order. The Writing Revolution

Identify the type of sentence… Thanksgiving is celebrated by all Americans. Thanksgiving is the best holiday! Do you know how the tradition of Thanksgiving began? Come and celebrate Thanksgiving with my family. The Writing Revolution

Change a statement to a question and visa-versa… The boy danced all night. Did the boy__________? Is it a map for Sam? ________a map for Sam. Is that the bat? _____________. The Writing Revolution

Develop a question for the answers… Q: ________________ A: ice cream with sprinkles Q: _________________ A: the principal Q: __________________ A: after I do my homework The Writing Revolution

Develop a question for the answers… Q: ________________ A: direction and magnitude Q: _________________ A: parallelism Q: __________________ A: The Industrial Revolution The Writing Revolution

NYSESLAT WRITING • How can we use Hochman Strategies and Activities to improve student writing on the NYSESLAT? • The NYSESLAT requires Descriptive Writing • The NYSESLAT requires Fact-Based Writing • The NYSESLAT requires Picture Based Story • The NYSESLAT requires Sentence Writing The Writing Revolution

NYSESLAT WRITING Let’s take a closer look- Writing Questions 2 types • Mechanics & Structure 1 (Grades 1 -12) This type of multiple-choice question assesses students’ knowledge of English writing conventions. It requires the student to identify the sentence that is correct in terms of punctuation, capitalization, grammar, or usage. The Writing Revolution

NYSESLAT WRITING Mechanics & Structure 2 (Grades 3 -12) This type of multiple-choice question also assesses students’ knowledge of English writing conventions. It requires the student to identify the correct edit to a sentence if and when the sentence contains an error in punctuation, capitalization, grammar, or usage. The Writing Revolution

NYSESLAT WRITING Sentence Writing (K-2) This type of constructed-response question requires the student to write a short dictated sentence in the writing space provided. The Writing Revolution

NYSESLAT WRITING Picture-Based Story (Grades 1 -2) This type of constructed-response question requires the student to write a story about an illustrated scene. The directions in the test booklet say: “Look at the picture. Write a story about the picture. Write as much as you can. Check your work. ” The student is provided with two full pages of writing lines. The Writing Revolution

NYSESLAT WRITING Descriptive Writing Paragraph (Grades 3 -12) This type of constructed-response question requires the student to write a descriptive paragraph based on an illustrated scene. The directions in the test booklet say: “Write a paragraph that describes what is happening in the picture. Include as many details as you can. Someone who reads your paragraph should be able to imagine the entire scene. ” The student is prompted to look at the picture and think about the people in the picture, where they are, what they are doing, and what they might be thinking or feeling. A writing checklist is provided along with two-thirds of a page of writing lines. The Writing Revolution

NYSESLAT WRITING Fact-Based Essay (Grades 3 -12) This type of constructed-response question requires the student to write an essay based on a text prompt as well as on relevant facts presented in one or more graphs, tables, or charts. The prompt includes a reminder to students to include key elements of an essay, use information from the graphics, support their ideas with details and examples, and use their own words. A writing checklist is provided along with two full pages of writing lines. The Writing Revolution

Teacher Practice • I am distributing NYSESLAT Writing Test Samplers for each grade. Select the grade band that corresponds to the students you serve. • Create a list of Hochman strategies that would apply to the task. • Where, when and how would you incorporate this method in your teaching? The Writing Revolution

NYSESLAT SPEAKING Social and Academic Interaction (K-12) This type of constructed-response question requires the student to orally answer a conversational or academic question asked by the examiner. Some questions are more social or conversational in nature while others are more academic in nature. The Writing Revolution

NYSESLAT SPEAKING Sentence Completion (K-12) This type of constructed-response question requires the student to orally complete a sentence based on a picture prompt. The beginning of the sentence is read by the examiner and is also reproduced in the test booklet. The Writing Revolution

NYSESLAT SPEAKING Picture Description (K-12) This type of constructed-response question requires the student to orally answer a two-part question about a picture (photo) prompt. The Writing Revolution

NYSESLAT SPEAKING Response to Graphic Information (1 -12) This type of constructed-response question requires the student to orally answer two questions about a graph, table, chart, or map. The Writing Revolution

NYSESLAT SPEAKING Storytelling (K-12) This type of constructed-response question requires the student to make up and tell a story based on a three-picture prompt The Writing Revolution

Thank You!!! © AMNH / Denis Finnin The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.