Strategies for Building Proficient K – 12 Writers Wednesday, May 30, 2018 Presented by Jenny W. Hamilton, M.Ed. National Literacy Consultant Join the Believe Literacy is Possible community: edweb.net/literacy
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Jenny W. Hamilton, M.Ed. , has been a tireless advocate for students who struggle to achieve academic success. Her training and background in behavior management enables her to share practical solutions for classroom management issues. She also works with teachers to raise awareness about the emotional damage that accompanies academic failure. Jenny’s depth of experience in teaching elementary, middle, and high school students lends authenticity to her delivery when she trains and coaches teachers. A deep interest in the research behind best practices and the science of learning allows her to share with teachers and administrators current and relevant data about how the brain works and what can be done to change the trajectory of struggling readers and writers. She is currently an independent consultant focusing on literacy.
SPOTLIGHT ON RESEARCH What does research tell us about effective writing instruction and student outcomes?
SPOTLIGHT ON RESEARCH • Evaluates research for effective writing instruction • Identifies 11 strategies that improve writing of students in grades 4–12 https://webcache.googleusercontent.com/search?q=cache:xrvmb5wJ4l0J:https://www.carnegie.org/media/filer_p ublic/3c/f5/3cf58727-34f4-4140-a014-723a00ac56f7/ccny_report_2007_writing.pdf+&cd=1&hl=en&ct=clnk&gl=us
ELEVEN RESEARCH-DRIVEN STRATEGIES 1. Writing Strategies 2. Summarization 3. Collaborative Writing 4. Specific Product Goals 5. Word Processing 6. Sentence Combining 7. Prewriting 8. Inquiry Activities 9. Process Writing Approach (teach the writing process) 10. Study of Models 11. Writing for Content Learning
SPOTLIGHT ON RESEARCH • Evaluates research about effective writing instruction • Identifies four research- driven instructional recommendations to improve elementary school students’ writing
FOUR INSTRUCTIONAL RECOMMENDATIONS 1. Provide daily time for students to write * 2. Teach students to use the writing process for a variety of purposes *** 3. Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing ** 4. Create an engaged community of writers *
SPOTLIGHT ON RESEARCH Writing Practices That Enhance Students’ Reading Skills • Have students write about texts they read • Teach students the writing skills and processes for creating text • Increase how much students write.
WHEN STUDENTS WRITE ABOUT WHAT THEY READ: • Knowledge deepens • Reading comprehension improves
TO WRITE ABOUT THE TEXTS BEING READ: • Respond to a text in writing • Personal reactions • Analyze and interpret text • Write summaries of text • Write notes about a text • Create and answer questions in writing
RESPONDING TO TEXT • What are you thinking? • Do you agree or disagree? • Does this remind you of something that happened to you? • Do you think this is important? • What do you already know about this subject or topic? • Does this remind you of something else you have read? • Would you have done the same thing as the character in this situation? • Why is the author giving us this detail?
RESPONDING TO TEXT • Sticky notes • One word or phrase vs. complete sentences • Draw or sketch response • Turn and talk • Wipe off boards • Summary sentences in reading journal
WRITING SUMMARIES: Summary Sentences I V F Identify the item Select a verb Finish the thought Chapter Five, “Computers,” in my explains how a computer makes pictures on science book the screen Chapter Five, “Computers,” in my science book explains how a computer makes pictures on the screen. Emily Dickinson’s poem, “I’m compares life in the public eye with life as an Nobody! Who Are You? ordinary person Emily Dickinson's poem, “I’m Nobody! Who Are You?,” compares life in the public eye to life as an ordinary person.
WRITING SUMMARIES: Summary Sentences I V F Identify the item Select a verb Finish the thought Chapter Five, “Computers,” in my explains how a computer makes pictures on science book the screen Chapter Five, “Computers,” in my science book explains how a computer makes pictures on the screen. Emily Dickinson’s poem, “I’m compares life in the public eye with life as an Nobody! Who Are You? ordinary person Emily Dickinson's poem, “I’m Nobody! Who Are You?,” compares life in the public eye to life as an ordinary person. Writing summaries enhances student learning
WHEN STUDENTS LEARN SKILLS AND PROCESSES TO CREATE TEXT: • Reading comprehension improves • Reading fluency improves • Word reading skills improve
TO LEARN THE SKILLS AND PROCESSES TO CREATE TEXTS: • Employ the writing process • Analyze text structures for writing • Practice sentence and paragraph construction skills • Focus on spelling skills
THE WRITING PROCESS Brainstorm, discuss, or research the topic Organize your thoughts and ideas–outline or set of sketches Write one draft Add, delete, or rearrange text to improve wording, organization and flow, interest, or level of detail Polish by fixing CUPS errors: Capitalization, Usage, Punctuation, and Spelling Create clean final copy–type or best handwriting Correct minor errors, like typos Make corrections as needed Celebrate and share!
PROMPT Write a paragraph about two important documents in American history. Explain what each document accomplished or established.
RESPONDING TO A PROMPT Questions for Analyzing the Prompt • What am I writing? • What is the topic? • What am I to do (verb)? • How am I to develop my ideas?
RESPONDING TO A PROMPT Write a paragraph about two important documents in American history. Explain what made each document important. Analyze the Prompt • Underline words that show • What they are writing • What the topic is • What they are to do • Circle how to develop the composition
THE WRITING PROCESS: PREWRITING Declaration of Bill of Rights Independence Important Documents in American History Constitution Emancipation Proclamation Mayflower Compact
THE WRITING PROCESS: PLAN Title = Topic = C=
Title= Documents that Shaped America T = Important Documents in American History PLAN Ensured individual freedoms (One) • Bill of Rights Guarded against an • overreaching government (Another) Abolished slavery • Emancipation Ensured the rights in the • Proclamation Constitution for everyone C = important documents that protect freedoms
SENTENCE STRUCTURES Topic Sentence Variety • Action Verb • Power (Number) Sentence • When/Where + What’s Happening • And, But, Or, and So Statements
Action Verb Topic Sentence Power(Number) Statements The Bill of Rights and the Important historical documents Emancipation Proclamation are two cement the freedoms cherished in important documents in American this country. history. When/Where + What’s Happening And, But, Or, and So Statements The need to be free of tyrannical Throughout the history of this governments fostered the creation of country, some documents have America’s democracy and important spoken more loudly than others documents have been used to ensure about citizens’ rights and and maintain this freedom. freedoms.
SENTENCE STRUCTURES • Use questions to expand sentences and vary syntax • Who/What? • Action? • How? • When? • Where?
where who action when when what action how where Where Who Action How What When
WHEN STUDENTS INCREASE HOW MUCH THEY WRITE: • Reading comprehension improves How can you put this research to work in your classroom?
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