TWICE A WEEK IS JUST FREQUENTLY ENOUGH TO

TWICE A WEEK IS JUST FREQUENTLY ENOUGH TO REMIND CHILDREN THAT THEY CAN’T WRITE, AND TEACHERS THAT THEY CAN’T TEACH. THEY ARE BOTH LIKE ATHLETES WHO NEVER GET IN CONDITION, YET HAVE TO PLAY THE GAME BEFORE DERISIVE SPECTATORS. ” Write Tools -DONALD GRAVES July 2011

Picture Activity Take a couple of minutes and write a sentence about the picture. Set the picture and sentence aside, we will return to them later.

What is “The Write Tools”? An organized, step by step approach to writing Common strategies with a deliberate connection to 6+1 Traits of Writing Common tools for all levels of writers (Level 1, Level 2, Level 3) with steps to scaffold writers (thinking made visible) A common language for communicating about writing A common vision connecting writing, reading, and thinking Common Strategies Common Language Common Vision +Explicit, Systematic Instruction =Success

Three Essential Components for Student Success in Writing Direct Instruction Use of a variety of tools Accessible to all learning styles q Student Engaged in Writing Daily opportunity to write Opportunity to write in all subject areas Exposure to a variety of text structures Use of a common language q Student Feedback Individual and specific grounded by common language On strengths and next steps based on formative assessments Hearing feedback with a common language

Benefits of Explicitly Teaching Writing Strategies, Tools, and Genres Writing Next Research 90 / 90 Research Common Language (6 +1 Traits; Write Tools Language) Concrete Connections Connected to SLEs and Iowa Common Core

Writing Next Research Elements of Effective Writing Write Tools Connection Writing Strategies Consistent, systematic, explicit instruction Study of Models (mentor text) Focus on strong examples and analyze for 1 or 2 things Summarization Best check of comprehension Writing for Content Learning Writing tools used across the curriculum Collaborative Writing Students work together occasionally Specific product goals Rubrics Sentence combining Emphasis on varied sentence structure Prewriting Brainstorming and then use of organized planner Writing Process 5 Steps of Writing Process

90/90/90 Research ~Doug Reeves Focus on academic achievement Clear curricular focus Frequent assessment of progress Emphasis on Non fiction writing Collaborative scoring of writing

6 +1 Trait Common Language Connections Strategies Organization Ideas Word Choice Sentence Fluency Voice Conventions Free Response X X X Building Better Sentences X X X Prewrite Organizer X X X Single Paragraph X X X Multi Paragraph X X X Summary X X Revise, Edit, Publish X X Presentation X X X

Write Tools Common Language Topic Sentence Big Idea Tell Me More Conclusion Transition Words Deadly Duo Deadly Trio USP Words Rule of 5 Oral/Verbal Rehearsal of Writing

Concrete Connections Driver: Go Writer: Go (Topic Sentence) Driver: Slow Down Writer: Slow Down (Give Me Big Ideas) Driver: Stop Writer: Stop (Tell Me More; 5 E’s) Writer: Signal Conclusion (Go Back Green) Roll out the tortilla (Topic) Put the “good stuff” in the middle (Big Ideas and TMM’s) Roll it up so nothing falls out (Conclusion) Unifix Cubes to manipulate / build paragraph(s)

Writing Strategies and Tools Free Response Building Better Sentences Organizers Umbrella Organizer Number Notes T Chart

Organizer Tools Help Students in Genre and Response Writing: Connections to Core Expository Reading and Writing Advertising text Book Review Compare and Contrast Writing Directions / How to Genre Writing Persuasive Genre Writing Report Genre Writing Summary Writing Constructed Response Writing Cause and Effect Writing

Free Response Strategy to connect reading comprehension and writing Active student engagement ~ Rewarded for thinking No right or wrong answers ~ Write without fear Mechanics and conventions not emphasized Encourages discussion Provides a practical tool to differentiate

Free Response

Protocol for Free Response Select piece of text to read aloud to students Identify 3 -5 places for students to stop and respond Can use name of person or subject matter to develop prediction / vocabulary brainstorm prior to reading q Read the selection aloud When you come to the identified places say: “Please respond” OR “Tell me what you are thinking” OR “Please draw / write your thoughts” q q Warn students you will not wait for everyone to finish When reading and writing cycle is completed ask students to reread responses/share responses/confirm predictions

Reflection Take a couple of post-it notes and answer this question: How do I see myself using Free Response in my classroom?

What Might Free Response Look Like In My Classroom? Drawing responses on sticky notes or in notebooks Writing responses on sticky notes or in response notebooks Sharing responses with a partner or table group Responses based on connections (Text to Text, Text to Self, Text to World) Responses based on reading strategies (Questions, Predictions/Inferences, Synthesis) Responses about Author’s Purpose, Theme, Character Analysis, Main Idea, Judgments Used with read aloud books, shared core text, content area texts and activities, visual media clips (BHH turn and talk clip)

Example of Student Free Response

Example of Student Free Response

Example of Student Free Response

Example of Student Free Response

Free Response Fold a piece of paper into 4 squares Number the boxes 1 to 4 1 2 3 4

How Can I Connect Free Response to Instruction? Formative Assessment for reading strategies and skills Practice within grade level SLEs and I Can expectations across multiple content areas Tool for differentiation Formative Assessment of 6+1 Traits (Ideas, Sentence Fluency, Voice)

Free Response Reflection Free Response

Protocol for Using Organizer Tools Use a brainstorm web / map to generate and list ideas about the topic Pick Two or Pick Three (select two or three ideas to include in plan / writing) Complete the organizer tool List the topic Fill in the Big Ideas (categories for supporting information) Fill in the Tell Me Mores (Follow the Rule of 5) Level 2 and Level 3 Write the Conclusion q Use the organizer to write a paragraph(s)

Brainstorm List Example Pick Two or Three friends library clubs computers

Brainstorm and Number Notes Planner Example School work friends lab recess lunch School is great! specials

Number Notes Level 1 Single Paragraph Example Topic: I like going to school Big Idea: Work Big Idea Recess Big Idea Lunch Conclusion: Going to school is great!

Example of Level 1 Paragraph Using Number Notes I like going to school. One thing we do is our work. We also get to go to recess and play. Lunch is always fun because I talk with my friends. Going to school is great!

Number Notes Level 2 Single Paragraph Template Topic: Big Idea: Tell Me More Big Idea Conclusion:

Number Notes Level 2 Single Paragraph Example Topic Sentence: : I like school. Big Idea: Work Tell Me More Math Tell Me More Reading and writing Big Idea: Recess Tell Me More Four Square Tell Me More Talking with friends Big Idea Conclusion: Lunch Going to school is great!

Transition to Level 2 Paragraph Example I like going to school. One thing we do is our work. I look forward to math time because I am good at solving problems. During reading I get to read in a small group with my teacher and write about what I read. Recess is fun. I rush out to play four square with my friends. Talking with my friends is great! The last thing I like about school is lunch time. Going to school is great!

Paragraph Activity 1. Brainstorm your topic 2. Create a Plan (Number Notes) 3. “Talk the Paragraph” using the colored cubes 4. Share your plan with a presenter 5. Write your sentences on the colored strips 6. Tape strips together 7. Share paragraph with the large group

Number Notes: Level 2 Single Paragraph Practice Topic Sentence: 1 Big Idea: 2 Tell Me More 1 Big Idea Conclusion:

Topics 1 – summer activities 2 – favorite beverage 3 – 1 thing you should do before you die 4 – what makes a good teacher 5 – best pets 6 – favorite holiday

Student Examples of Single Paragraph

Reflect on Number Notes

Protocol for Building Better Sentences Provide students with a simple, interesting picture Helps students “paint pictures with words” q Ask students to orally tell you what is happening in the picture Record their responses Examine three parts of a sentence Use chart to identify “who” (noun it), “action” (verb it), and “finish thought” of student responses Expand sentences to enhance word choice, sentence fluency, and grammar

Building Better Sentences Example The animals are laying beside each other. Two tigers rest lazily, side by side, in the grass. The tiger cub licks her paw as the other cub carefully watches over her.

Building Better Sentences Example Name It (Noun It, Add an Adjective) The animals Two tigers The tiger cub The striped tiger cub Action (Verb It, Add an adverb) are laying rest lazily licks her paw meticulously licks her paw Finish The Thought beside each other. side by side in the grass. as the other cub carefully watches over her. as her cub mate cautiously watches over her.

Building Better Sentences Example

Building Better Sentences Practice Name It (Noun It, Add adjectives) Add details Describe (What kind? How Many? ) Build Word Choice Action (Verb It, Add an adverb) Finish The Thought What is happening? Where? How? What is “x” doing? What else can be said?

Building Better Sentences Practice

Building Better Sentences Examples

Building Better Sentences Templates

What Might Building Better Sentences Look Like In My Classroom? Whole group use of photo to develop more descriptive, complex sentences Whole group use of Macmillan retelling card(s)/ talk about cards to develop more descriptive, specific, and complete sentences Small group or one on one for revision of sentences in independent writing Used as formative assessment to demonstrate content knowledge (BHH photo analysis, Academic Vocabulary in math and science)

How Can I Connect Building Better Sentences to Instruction? Used to directly, explicitly teach grammar (explicitly name parts of speech during whole group model/practice; students identify parts of speech or generate specific parts of speech during practice) Used to model and practice revision (word choice, sentence fluency, mechanics) Used as formative assessment for grammar, mechanics, and / or spelling (generate sentences, label parts of speech, use of correct mechanics) Used as formative assessment for content knowledge

Picture Activity Go back to your picture and sentence from the beginning of the day. Make your sentence a “better sentence” Share your sentence with your group

Reflect on Building Better Sentences