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Lydia Stack lstack@mac.com
Writing and Writing Strategies
2
Make a T chart
3
What do you write
everyday?
What do you ask
your students to write?
What is Writing?
Make a T chart
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Writing and Writing Strategies Lydia Stack lstack@mac.com 1 What - - PDF document
Writing and Writing Strategies Lydia Stack lstack@mac.com 1 What - - PDF document
Writing and Writing Strategies Lydia Stack lstack@mac.com 1 What is Writing? Make a T chart What do you write every day? Occasionally? What do you ask your students to write? 2 What is Writing? Make a T chart What do you
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- 4. Teacher/leader calls out number of
person who gives group’s answer.
- 3. Group members
put their heads together to find the answers.
- 2. Teacher or leader asks a question
- 1. Students in groups number off.
Numbered Heads Together
6
Numbered Heads Together
- 1. Compile a list of all the things
people at your table write
- 2. Compile a list of the types of
writing everyone assigns students
- 3. What is writing?
- 4. Write three facts about
writing
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Writing gives good evidence of
students’ progress in learning a language and shows that students can use the language correctly (Vale /
Feunteun, 1995)
Writing tasks and activities aim to
help students put the language they know to a purposeful use (Emslie &
Dallas, 1999; Raimes, 1987)
Many students learn English by
writing (Samway, 1992)
Why Write With ELs?
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1)Writing is to
communicate with others
Can be…but the first reader
- f writing is the writer
herself
Misconceptions about writing
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2) Writing involves transferring
thoughts from the mind to paper
Can be… but when someone writes they often generate and create new ideas as they write
We do not take dictation from
- urselves; it is more like a
conversation other person.
Misconceptions about writing
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3) Learning to write
precedes writing
Both reading and writing can
- nly be learned in the course of
reading and writing Misconceptions about writing
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4) Writing is learned from
instruction
Not even skills such as spelling, punctuation or
capitalization can be learned from lectures or reading about how to do it
The easiest way to learn to write is to see
something you want to say in print or watch as it is being written (Language Experience, modeled writing, shared writing).
Misconceptions about writing
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5) You must have something
to say in order to write
You often have to write in order to
have something to say.
Thought comes with writing
Misconceptions about writing
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6) Writing should be right the
first time
Something all experienced writers know, that
legislators don’t know, is that writing generally requires many drafts and revisions to get ideas into a form that satisfies the writer
Separate editing is required to make the text
appropriate for a reader
Misconceptions about writing
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7) Writing is a solitary activity
Writing generally requires other people
to stimulate ideas, to listen to choice phrases, to help with word selection and spelling etc.
Writing is often a noisy activity, not
- nly to exchange ideas but to express
exhilaration or frustration
Misconceptions about writing
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Writing
The Writing Process
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Steps in the Writing Process
Prewriting Drafting Discussion about the topic Rewrite Editing Final Paper
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Writing
Prewriting
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Prewriting activities give students
ideas for writing (Oluwadiya, 1992)
Prewriting motivates students to
write by providing students with vocabulary, syntax and language structures as well as ideas to write
(McCloskey & Davidson)
Prewriting Activities
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Prewriting Activities
Brainstorm and Cluster Map
Think-Quickwrite-Pair- Share Reading to Students Sociogram Silent Dialogue Interview
Prewriting Activities
Mary Lou McCloskey
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Cluster Map
How animals help us
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Draw a sociogram
and put characters in each circle
Draw a line
between two characters
Ask the first
character a question
Have the second
character answer
- r reply
Mouse
Hunter
Sociogram
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Sociogram
Lion
Mouse
Net Bird Hunter
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Provides models of good writing Provides vocabulary and concepts Provides writing frames from
predictable books or poetry for beginners, for instance:
– Brown Bear, Brown Bear, What do you see? – I see a red bird looking at me.
Reading to Students
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Two students share one piece of paper
between them
Ask students to write back and forth
about a topic (e.g. Should girls play football?)
No talking allowed One student writes and then gives the
paper to the other student. That student writes and hands the paper back.
Students read their dialogue to the class
Silent Dialogue
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25 25
Student 1: I think girls should play
football because it is good exercise.
Student 2: Football is a boy’s sport.
Besides, there are other ways for girls to get exercise.
Student 1: Like what? Student 2: They can dance, ride a bike,
and take walks.
Student 1: Yes girls can do those things
but they can also play football.
Sample Silent Dialogue
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In groups students write interview
questions about an assigned topic using a Sunshine Interview Star (e.g. Your favorite book)
Provides vocabulary and sentence
structures if necessary
Students interview someone from another
group using the questions
Each students writes a paragraph using the
answers
Interview
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WHO? (Who wrote the story?) HOW? WHY? WHERE? WHEN? WHAT?
Sunshine Interview
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Prewriting
What prewriting
activities did DeFazio do with his class?
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Writing
Drafting
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Modeled Writing
- Read students many models of
the type of writing they will do
- Demonstrate the act of writing
by thinking aloud while composing a text on the board
- Model conventions of writing
- Support use of letter sound
relationships when spelling
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Shared Writing
- Teacher and students
compose jointly
- Students provide ideas
while Teacher writes
- Teacher helps with
vocabulary / graphic
- rganizers
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Interactive Writing
Student share the
responsibility of writing
Students scribe with
different color pens
Teachers supports with
vocabulary/letters
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Guided Writing
Students write as teachers
coach
Students write and revise
in small groups
Teachers teach needed
skills in mini-lessons
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Independent Writing
Students:
– Choose their own topics – Record their ideas on paper – Practice all parts of the writing process and types of writing – Students are held accountable for mastering skills that were taught
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Drafting
What drafting
activities did DeFazio do with his class?
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Writing
Discussion about the topic
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Student Content Conferences
Students read each other’s writing
and respond by writing 3 questions to clarify things that are not clear
Small groups of students can read a
paper, discuss, and give oral feedback
Students use open-ended questions,
follow-up questions, and paraphrasing
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Draft and Share
- 1. Ask for volunteers to begin
writing their text on Chart paper 2.After drafting the introduction ask students to share what they wrote. 3.Other students in the class can comment on what was written.
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Discussion
What kind of discussion
did DeFazio’s class do after sharing their writing?
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You must be the change you wish to see in the world.
- Ghandi
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Writers’ Workshop
The Writing Process for Independent Writers
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What is Writers’ Workshop?
Writers’ Workshop is a
process approach to writing that allows students to write in class every day, choose their own topics, evaluate their writing, and grow as writers.
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Why Use Writers’ Workshop?
Students learn to write by
writing
Students who choose their own
topics will write and edit multiple drafts
With topic choice comes voice Students learn from each
- ther. The teacher is not the
- nly source of information
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How Does Writers’ Workshop Work?
Students write every day Students pick their own topics Students write multiple drafts and
edit their work
Students keep track of their own
work
Students publish some of their
writing
Students are graded against
themselves not others in the class
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What is the Teacher’s Role Writers’ Workshop?
Teachers model topic selection Teachers write with students Teachers edit writing with
students
Teachers present mini-lessons Teachers provide models of good
writing for students to emulate
Teachers conference with students
about their writing
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Steps in the Writing Process
Prewriting activities First draft of the story/composition Content conference Second draft of the
story/composition
Edit Final version of the story/composition
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Mini-Lessons
Short lessons - only 5 to 10
minutes
Focus on single point Introduction of a new concept,
skill, or procedure
Review of previous concepts,
skills or procedures
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Types of Mini-Lessons
Procedural mini-lessons focus on how
the workshop functions and how writers function in the workshop
Craft mini-lessons deal with
technique, style and genre with teacher modeling
Skill mini-lessons introduce
conventions writers need to communicate effectively with readers
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Topic Conferences
Teacher models topic selection Teacher asks questions to get
the students talking and thinking
Teacher discovers individual
student interests through
- pen-ended questions, follow-
up questions, and paraphrasing
Patience, persistence, and wait
time
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Student Content Conferences
Students read each other’s writing
and respond by writing 3 questions to clarify things that are not clear
Small groups of students can read a
paper, discuss, and give oral feedback
Students use open-ended questions,
follow-up questions, and paraphrasing
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51 51
Teacher/Adult Editing Conferences
Student reads the paper to the
teacher and the teacher corrects with the student the errors the student self-corrected while reading
Teacher listens, retells what was
heard, asks questions when something is unclear
Highlight what the writer does well
and suggest areas that need work
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How Do Teachers Assess Student Work?
Teachers use rubrics to help
students understand where they are in the writing process
Teachers conference with students
- n each piece of writing
Teachers hold students accountable
for skills taught in mini-lessons
Teachers constantly encourage
students to improve
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References - Articles
Coultas J. & Swalm, J. Strategies for Success in Reading.
Steck-Vaughn Berrent.1998.
Enright, D. S. & McCloskey, M. L. Integrating English:
Developing English Language and Literacy in the Multilingual Classroom. Reading, MA: Addison-Wesley, 1988.
Gibbons, Pauline. Learning to Learn in a Second
- Language. Portsmouth, NH: Heinemann, 1993.
Graves, Donald H Writing: Teachers and Children at
- Work. Portsmouth, NH: Heinemann, 1983
Hamayan, E. Language development of low-literacy
- students. In Genesee, F. Educating Second Language
- Children. New York: Cambridge, 1994.
Kemper,D, Sebranek, P & Meyer V. All Write.
Wilmington MA: Writing Source, Houghton Mifflin Co. 1998.
54 54
References - Articles
McCarrier, A, Pinnell, G.S. & Fountas, I. C. Interactive Writing: How Language and Literacy come together, K-2. Portsmouth, NH: Heinemann, 2000.
Moore, David W. Struggling Adolescent Readers: A collection of Teaching
- Strategies. IRA, 2000.
Panman,S & Panman R. Writing Guides. New Paltz, NY. Active Learning Corporation, 2000
Peregoy, S.F. & Owen, F. B. Reading, Writing, and Learning in ESL. New York: Longman, 1993.
Pottle, J. Writing Frames. Portland Maine. J Weston Walch Publisher. 1998.
Sadler, Charlotte Rose. Comprehension Strategies for Middle Grade Learners. IRA, 2001
Samway, Katharine Davis. “Writers’ Workshop and Children Acquiring English as a Non-Native Language”. National Clearinghouse for Bilingual Education, 1992.
Tompkins, Gail E. 50 Literacy Strategies. Merrill/Prentice Hall. 1998.