Writers in Action Writers in Action Focus on

Writers in Action

Writers in Action • Focus on writing -developing the basics of good writing in your classroom • Awareness workshop was held one year ago at our Inservice Day at Hebbville

Supporting the Young Writer with Meaningful Instruction

The Student As A Writer Supporting the Young Writer with Meaningful Instruction

The Student As A Writer • Know your students • Assessment should inform your instruction for students

The Student As A Writer Supporting the Young Writer with Meaningful Instruction The Stages of Writing Development

The Stages of Writing Development • Emergent writers • Purposeful marks and scribbles • Need author to understand • Early Writers • Write one or more sentences, single idea, some conventionally spelled words • Shows awareness

Stages Continued • Transitional Writers • • Simple sentence structure Write longer texts, several ideas Mostly conventional spelling and punctuation Inconsistent control of writing • Fluent Writers • Conventional spelling • Variety of formats and complex sentences • Write a variety of genre, vary length of texts

The Student As A Writer Supporting the Young Writer with Meaningful Instruction The Stages of Writing Development Genre of Writing

Genre of Writing • Focus on a variety of genre • Expose students to a variety of writing forms

Resources • English Language Arts Guide • Writers in Action Student Handbook • Guiding Readers and Writers 3 -6 by Fountas and Pinnell • Writers in Action Teacher Resource • Grade 5 - Write Traits • Lessons That Change Writers by Nancie Atwell

“What is written without effort is in general read without pleasure. ” --Samuel Johnson

Write Traits • Kits designed to support student writing. • Kits all have similarities in layout and design. • Looking at the Grade Five Kit • All grade 5 classrooms to receive a kit on Friday afternoon.

Trait Refers to a characteristic or quality that defines writing “Six trait writing is based on the premise that students who become strong selfassessors become better writers and revisers. ” (Write Traits) 1) Ideas 2) Organization 3) Voice 4) Word choice 5) Sentence fluency 6) Conventions

Ideas • • Narrow the topic Strong main idea Stay focused Interesting details

Organization • Strong lead • Details in order • Strong ending

Voice • Sound like you, no one else. • Don’t be boring. • Connect with your audience.

Word Choice • Avoid tired words like: nice, good, fun, stuff, you know, really, very. • Use strong verbs. • Use synonyms and antonyms to enhance meaning. • Use sensory words. • Eliminate wordiness.

Sentence Fluency • Vary the length of sentences • Vary sentence beginnings • Check for smoothness-words left out, words repeated too many times?

Conventions • Check spelling. • Check punctuationread out loud, slowly with expression. • Use a handbook to look up information you’re not sure of. • Always check it out!

Rubric-6 pt. scale • 1, 2, 3 • 4, 5, 6 needs serious revision generally strong • 3 - indicates midrange performance with a few more weaknesses than strengths • 4 - indicates midrange performance with a few more strengths than weaknesses

Using Traits • Teach your students to be observant. • Use rubrics to assess writing and guide in revision. • Students should practice talking and thinking like writers. • Students need to understand writing is a process involving multiple steps and time. • Insist on quality not quantity writing.

The Writing Process • • • Prewriting: find topic, narrow it and plan Drafting: ideas, leads, details, shaping Revising: focus, clarity, strengthen Editing: fine-tune Publishing: sharing finished work

“Either write something worth reading or do something worth writing. ” --Benjamin Franklin