Post on 18-Jan-2016
LET’S WRITE: ADDING
TO YOUR WRITING TOOLBOX
PRESENTED BY: TAMMY REDECKER AND JAMIE
MILLER
GIVE ONE TO GET ONE•ON A STICKY NOTE, WRITE A CREATIVE WAY YOU ENGAGE
STUDENTS IN WRITING.
•WHEN SIGNALED:
•STAND AND LOCATE A PARTNER YOU DON’T KNOW
•BOTH OF YOU SHARE YOUR CREATIVE WRITING IDEA
•SWAP STICKY NOTES
• FIND A NEW PARTNER
•SHARE YOUR “NEW” CREATIVE WRITING IDEAS
OUTCOMES• TEACHERS WILL BE ABLE TO IMPLEMENT THE USE OF
SCAFFOLDED VISUAL FRAMEWORKS IN THE CLASSROOM
• TEACHERS WILL HAVE STRATEGIES TO USE IN THE CLASSROOM FOR EACH TYPE OF WRITING; ARGUMENTATIVE/OPINION, INFORMATIVE/EXPLANATORY, NARRATIVE/DESCRIPTIVE
• TEACHERS WILL HAVE STRATEGIES FOR REFLECTION THAT INVOLVE WRITING
• TEACHERS WILL HAVE STRATEGIES FOR GROUPING
AGENDA
• EXPLICIT AND SCAFFOLDED INSTRUCTION
•OPINION/ARGUMENTATIVE WRITING
• INFORMATIVE/EXPLANATORY WRITING
•NARATIVE WRITING
•WRAP UP/REFLECTION
TEACHING
WRITING
EXPLICIT INSTRUCTION•A SEQUENCE OF SUPPORTS
•SETTING THE STAGE FOR LEARNING
•CLEAR EXPLANATION OF WHAT TO DO
•MODELING THE PROCESS
•GUIDED PRACTICE
• INDEPENDENT PRACTICE
•ASSESSMENT/CLOSURE
EXPLICIT INSTRUCTION
• YOU HAVE TO TEACH STUDENTS TO FOLLOW A SET OF PROCEDURES OR STEPS
• THE STEPS/STRATEGIES NEED TO BE CLEAR AND SPECIFIC
•STEPS/STRATEGIES NEED TO BE MODELED USING A THINK-ALOUD TECHNIQUE
SCAFFOLDED INSTRUCTION•SYSTEMATIC SEQUENCING OF PROMPTED CONTENT, MATERIAL,
OR TASKS
• PROMPTS, CUES, VISUALS, TEACHER AND PEER SUPPORT PROVIDED TO OPTIMIZE LEARNING.
• GRADUAL DECREASE IN SUPPORTS AND A GRADUAL INCREASE IN STUDENT RESPONSIBILITY ACCORDING TO DATA
SCAFFOLDED INSTRUCTION
•USED WHEN ACQUIRING NEW KNOWLEDGE OR SKILLS
•ALLOWS STUDENT TO COMPLETE A TASK THAT THEY WOULD NOT BE ABLE TO COMPLETE INDEPENDENTLY
• TEMPORARY
OPINION/ARGUMENTATIVE
WRITING: HERE’S MY TAKE
EXAMPLES OF VISUAL FRAMEWORKS FOR OPINION/ARGUMENTATIVE WRITING
•OPINION CHART
•ARGUMENT ANALYSIS CHART
•SCAFFOLDED VERSION
•TAKE A STAND
OPINION CHART1. What do you think? Opinion
2. Why do you think so?
Reasons
3. How do you know it? Evidence
ARGUMENT ANALYSIS CHART1. Identify the major claim in the text: (What is the main point?)
2. Find a quote that supports the claim: (Where is the proof or evidence?)
3. Explain the quote: (What does it mean? What is implied?)
ARGUMENT ANALYSIS•MOVE TO THE APPROPRIATE NUMBER TABLE BASED ON YOUR CARD
NUMBER
•COMPLETE YOUR ASSIGNED READING ACCORDING TO THE NUMBER OF YOUR CARD
• YOU WILL READ AND USE A FOCUSED READING STRATEGY TO CAPTURE YOUR THOUGHTS
AFFIRMS PRIOR KNOWLEDGE SURPRISES YOU I WISH TO UNDERSTAND
•DISCUSS YOUR READING WITH YOUR TABLE GROUP AND COMPLETE AN ARGUMENT ANALYSIS OR OPINION CHART.
TAKE A STAND•ON A STICKY NOTE RESPOND TO THE FOLLOWING PROMPT BASED ON YOUR READING AND PEER DISCUSSION:
EXPLICIT INSTRUCTION IS THE MOST EFFECTIVE INSTRUCTIONAL METHOD TO USE IN TODAY’S DIVERSE CLASSROOM.
I (STRONGLY) (DIS) AGREE WITH THIS STATEMENT BECAUSE__________________
•MOVE TO THE CORNER OF THE ROOM THAT REPRESENTS YOUR POSITION ON THE STATEMENT
•SHARE YOUR REASONING WITH A PARTNER OR TRIO AT YOUR CORNER
•BE PREPARED TO SHARE
•RETURN TO YOUR TABLE AND REFINE OR ADD TO YOUR WRITTEN POSITION
AROUND THE ROOM AND BACK AGAIN•WRITE A SHORT RESPONSE TO A GIVEN PROMPT
•WITHOUT TAKING NOTES, MOVE ABOUT THE ROOM AND SHARE YOUR RESPONSE, MENTALLY CATALOGUING THE RESPONSES OF OTHERS
•WHEN YOUR HEAD IS FULL OR THE SIGNAL IS GIVEN, RETURN TO YOUR SEAT AND LIST THE RESPONSES YOU HEARD FROM OTHERS
•DISCUSS THE RESPONSES WITH YOUR TABLE GROUP
AROUND THE ROOM AND BACK AGAINWRITING PROMPT
BASED ON WHAT YOU HAVE LEARNED AROUND EXPLICIT INSTRUCTION, SCAFFOLDED
INSTRUCTION, AND THE VARIOUS STRATEGIES, HOW MIGHT YOU INCORPORATE THESE TEACHING
PRACTICES INTO YOUR CLASSROOM?
INFORMATIVE/
EXPLANATORY WRITING:
LET ME EXPLAIN….
EXAMPLES OF VISUAL FRAMEWORKS FOR INFORMATIVE/EXPLANATORY WRITING
• TIMELINES
•SUMMARY CHART/MATRIX
• FACT CARDS
TIMELINESBASIC
HISTORY OF NEW YORK
16TH CENTURY
*
17TH CENTURY
*
*
*
*
18TH CENTURY
SIMPLE SCAFFOLDHISTORY OF NEW YORK
16TH CENTURY
*1524-
17TH CENTURY
*1609
*1624
*1625
*1664
18TH CENTURY
SCAFFOLD WITH SENTENCE STARTER
HISTORY OF NEW YORK
16TH CENTURY
*1524—GIOVANNI DA VERRAZANO SAILED FROM___________________
17TH CENTURY
*1609—HENRY HUDSON WAS THE FIRST EUROPEAN TO _______________
*1624—THE DUTCH SETTLED ___________ AND RULED OVER THE COLONY OF _____________ FOR 40 YEARS
*1625—THE DUTCH PURCHASED MANHATTAN ISLAND FROM _______________
*1664—THE COLONY OF NEW NETHERLAND WAS CONQUERED BY THE ENGLISH AND WAS RENAMED “NEW YORK” IN HONOR OF ___________________-
18TH CENTURY
SUMMARY CHART/MATRIXHinduism Shared
characteristics
Buddhism
• No one founder
• Developed over 3,500 years
• To live a moral life
• Budda was the founder
• Late 500s BC
Colonies Settlements
Characteristic features
Reasons founded
New England
Massachusetts New HampshireRhode IslandConnecticut
Fishing and ship building
Middle Colonies
Southern Colonies
FACT CARDS•DISTRIBUTE 2-3 INDEX CARDS TO EACH PERSON AT YOUR TABLE
• INDIVIDUALLY RECORD CAREFULLY SELECTED FACTS ABOUT EXPLICIT TEACHING ON INDEX CARDS
•SHARE YOUR CARDS WITH YOUR PICTURE PUZZLE GROUP
•SELECT THE 5 MOST IMPORTANT FACTS THAT YOU CAN ALL AGREE ON ABOUT EXPLICIT INSTRUCTION
•ARRANGE THE CARDS SO THAT YOU CAN USE THEM AS A SCAFFOLD TO WRITE A BRIEF SUMMARY OF EXPLICIT INSTRUCTION AS A GROUP.
THINK, WRITE, PAIR, SHARE
AS YOU PROCESS THROUGH WHAT YOU HAVE JUST DONE WITH FACT CARDS AND THE POSSIBILITIES AROUND TIMELINES AND SUMMARY
CHARTS, WHAT ARE YOUR HUNCHES ABOUT HOW YOU COULD INCORPORATE THIS STRATEGY INTO YOUR CLASSROOM PRACTICE?
GROUPING STRATEGY: WORD CARDS
NARRATIVE WRITING (USING
DESCRIPTIVE WRITING): LET
ME TELL YOU A STORY
EXAMPLES OF VISUAL FRAMEWORKS FOR NARRATIVE WRITING
• FLOW CHARTS
•SENSORY CHARTS
FLOW CHARTS
•HELPS WITH ORDERING/SEQUENCING OF EVENTS
•ALLOWS STUDENTS TO MOVE EVENTS AROUND
•VERTICAL/HORIZONTAL/ON NOTE CARDS THAT MOVE
Opening
First
Next
Last
Closing
SENSORY CHART•CAN USE WITH A READING
ASSIGNMENT TO HELP MODEL THE DESCRIPTIVENESS THAT CAN BE INCLUDED IN WRITING AS PART OF THE INSTRUCTION
•CAN USE TO HELP TEACH PARTS OF SPEECH LESSONS TO HELP WITH ENHANCING WRITING
See
Hear
Smell
Taste
Feel
WRITING A SENSORY POEM COLLABORATIVELY
TOPIC: SUMMERI see _______________ and ________________
I hear _______________ and ________________
I feel _______________ and ________________
I smell _______________ and ________________
I taste _______________ and ________________
I know summer is here!
I see _____________ _______________ and _____________ ______________
I hear _____________ _______________ and _____________ ______________
I feel _____________ _______________ and _____________ ______________
I smell _____________ _______________ and _____________ ______________
I taste _____________ _______________ and _____________ ______________
I know summer is here!
Summer
I see _____________ _____________ ____________ and ___________ ____________ __________
I hear _____________ _____________ ____________ and ___________ ____________ __________
I feel _____________ _____________ ____________ and ___________ ____________ __________
I smell _____________ _____________ ____________ and ___________ ____________ __________
I taste _____________ _____________ ____________ and ___________ ____________ __________
I know summer is here!
Summer
_____________ _____________ ____________ and ___________ ____________ __________
_____________ _____________ ____________ and ___________ ____________ __________
_____________ _____________ ____________ and ___________ ____________ __________
_____________ _____________ ____________ and ___________ ____________ __________
_____________ _____________ ____________ and ___________ ____________ __________
Summer is here!
Summer
SCRAMBLED SENTENCES
• EACH PERSON IN YOUR GROUP WRITES ONE WORD ON A CARD OR STICKY NOTE ILLUSTRATIVE OF THEIR LEARNING TODAY.
•AS A GROUP, CONSTRUCT A SENTENCE THAT USES ALL THE WORDS, WHILE ADDING AS FEW NEW WORDS AS POSSIBLE.
•GROUP SPOKESPERSON READS THE SENTENCE TO THE WHOLE GROUP
THANKS FOR COMING!