Writing StrategiesSummarizationCollaborative WritingSpecific Product GoalsWord ProcessingSentence Combining

PrewritingInquiry ActivitiesProcess Writing ApproachStudy of ModelsWriting for Content Learning

Writing StrategiesSummarizationCollaborative WritingSpecific Product GoalsWord ProcessingSentence Combining

PrewritingInquiry ActivitiesProcess Writing ApproachStudy of ModelsWriting for Content Learning

.82• Explicitly and systematically teaching steps

necessary for – Planning– Revising– And/or editing text

• Goal: teach students to use independently

I hear and I forget. I see and I remember. I do and I understand.

• Can be reordered, combined, modified, and repeated, based on students need.

1.Develop background knowledge2.Discuss it3.Model it4.Memorize it5.Support it6.Independent performance

Purpose:– Students will successfully understand, learn, and

apply the strategy. •Teachers must identify the prerequisite skills needed •Assess whether students possess these skills.

– If skill deficits are identified, can be address either by reteaching, accommodations, or modifications.

Purpose:– Ensure that students are motivated and willing to

learn new strategy•How:

– Examine and discuss their current writing performance & perceptions of writing process.

– Foundational to discuss purpose of strategy– Establish goals– At conclusion of this stage, steps for strategy

introduced

Purpose:– Show exactly how to use strategy

•Most effective when teachers use “think-aloud” & highlight the “why” and “how” of each strategy.•After strategy is modeled, students should have time to discuss benefits & challenges•Establish specific product goals

Purpose:– Students become familiar enough to the steps in

the strategy that they can use automatically.•Fastest step•Effective when memorization is fun!•For students who struggle to memorize

– Prompts (cards)

Purpose:– Students gradually assume responsibility for using the

new strategy•Effective when teachers

– scaffold instruction– Cooperative peer groups– Provide frequent constructive feedback– Offer positive reinforcement

•Most students should be independently using strategy after 2-4 collaborative scaffold experiences.

Purpose:– Ensure students consistently use strategy over time,

in multiple settings, and with variety of tasks.•Generalization and maintenance is achieved by

– Students recognize how strategy improves their writing.

– Identify where else it would be beneficial– How to modify it

In groups1.Pick the strategy TREE or DARE2.Develop a lesson plan including one or two stages

– Resource: reflect back on 5th grade story or model

3.Be prepared to share lesson with whole group.

Review HandoutsCreate a lesson (individually or pair?)Demo in your table groupsShare out best practicesIf time allows: table groups demo lesson for large group.

Rinda Analicia

Template for cubes POW, TREE, DARE, STOP handouts

CubesGlue sticks & scissorsMarkersGraphic organizers

Slide show

Rinda will model sentence combining.Analicia could present materials on Writing StrategiesRinda will look for Anita Archer—sentence combining and summarization—Analicia has materialsRinda will look for Anita Archer and Bruce Sadler YouTube presentations on these areasRinda can do handouts on the other areas:Analicia will send images and steps for: SummarizationRinda will find images and steps for: Inquiry