Writing for Career and College Readiness
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Transcript of Writing for Career and College Readiness
Writing for College and Career Readiness
Agenda
1.Review previous district writing presentation2.Review stages of a research-based writing process3.Engage in and design prewriting activities
Intended Outcomes
1.Understand the phases of a research-based writing process.
2.Understand the importance of prewriting.
3.Design prewriting
activities.
Review Previous District Training
It is through constant interaction with family and friends -- through using language and hearing others use it in everyday situations -- that children learn to talk. Our research has indicated that the same is true of learning to read and write. It is through constant interaction with family and friends. teachers and classmates -- through using reading and writing and observing others reading and writing in everyday situations -- that children can learn to read and write.
Source: NCTE (National Council of Teachers of English)
Type Purpose
Opinion/Argument To Persuade
Informational/Explanatory
To Explain
Narrative To Convey Experience
Text Type and PurposesThe Common Core will Focus on
Research-based Writing Process
A holistic process emphasizes the actual process of writing. It concentrates on writing as a recursive process in which writers have the opportunity to plan,
draft, edit, and revise their work (Hillocks, 1987; Murray, 1982).
Pre-writing Drafting Revising Editing Publishing
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Pre-writing is essential to producing quality writing. Research indicates that skilled writers spend significantly more time organizing and planning what they are going to write.
Key Research Finding
Brainstorming Authentic ExperiencesShared ExperienceGathering InformationGraphic Organizers
Pre-writing
70%
Write and refineFocus on communication of meaning
Drafting
Revise contentClarify text organization
Introduction, body, conclusionMain ideas and details
Check for specific skillsAdding detailsUse of figurative languagePrecise nouns
Revising
Proofread for writing conventionsCapital lettersSpaces between wordsCorrect spellingParagraph indentation Punctuation
Editing
Present your work in a meaningful way
Publishing
Digital Student Work Posted In The Classroom
Classroom Presentation Participate in Writing Fairs
1. What is the focus of the writing?2. What genre or style of writing will
the students produce? 3. What is the prompt? 4. When will the students publish? 5. How will the final product be
assessed? 6. How will students participate in
prewriting activities?
Writing Process Preparation
7. How will the teacher model the writing process?
8. How will students reflect on their drafts to revise their work?
9. How will students edit their work? 10.How will students publish their
work? 11.How will students receive teacher
feedback on the final product?
Writing Process Preparation
Prewriting ELA K/1 ExampleColor Coding for Informational Writing
Directions1.Have students pick a topic or choose
one for them. The topic will be represented by the color green.
2.Next, ask students what ideas they want to discuss about the topic. The teacher will record or highlight these ideas in yellow.
3.Create a chart and have each of these ideas become the title for different sections.
4.Finally, have students find details about each key idea and record them in the appropriate category. This will be written in red.
Prewriting ELA K/1 ExampleColor Coding for Informational Writing
Topic
Key idea about the topic
Elaboration on the key idea
Students can use:• Crayons• Colored Stickers• Hi-Liters• Computers
Prewriting ELA K/1 ExampleColor Coding for Informational Writing
Topic: Martin Luther King Jr.
Birth and childhood
1.Born January 15, 1929
2.Born in Atlanta, Georgia
3.Lived in the Williams House
4.He had a brother and a sister
Prewriting ELA 2/3 ExampleThe Thinking Game Directions
1. Teachers start by giving students a prompt. (Describe a friend.)
2. Teachers will then give students a sentence like this one. “My friends are ___________________.” (Provide 3 names)
3. Students will brainstorm for a minute and write down the names of the people they consider friends.
4. Teachers now show a new sentence. “We like to__________ “ (Name 4 things you like to do with friends.)
5. Students brainstorm again until they meet the teacher’s goal. The teacher can provide as many sentence frames as s/he wants to help guide the prewriting.
6. Students are given points if they meet the requirements.
Prewriting ELA 2/3 ExampleThe Thinking Game Sample
SentencesPrompt: What are your favorite games to play? Describe them.
My favorite indoor games are ___________ (Name three)
My favorite outdoor games are ___________ (Name three)I like to play games with ___________ (Name two people)
I like to play games at ___________ (Name two places)
Prewriting ELA 4/5 ExampleCharacteristic Chart Directions
1. Choose text with multiple persons and have students read.
2. List 3 or 4 people from the text in a multi-columned T-chart.
3. Call out a characteristic, such as “depressed” and the students will put that description under the person that best represents the word.
4. The teacher will call on a few students to explain why they made that choice. The teacher will use this time to praise the students for their logic or be given the chance to do correctives.
5. The teacher will continue on like this until each person has a few adjectives in their column.
Prewriting ELA 4/5 ExampleCharacteristic Chart Sample
JamesLovell
John Swigert
FredHaise
What are the expectations for the classroom?
1. Have students become familiar with the writing process.
2. Use pre-writing activities before any writing assignment.