We're All Writers - Inquiry Team #1
- 1. We’re All Writers: Inquiry Team Burnaby Dec. 11, 2014 Faye Brownlie Slideshare.net/fayebrownlie/burnabywri>ng
- 2. Beliefs about Writing • Wri>ng is thinking • Write daily • Precede wri>ng with talk, reflec>on, >me • Focus on meaning • Explicitly teach wri>ng and provide >me for prac>ce and feedback • Feedback and co-‐developed criteria support the development of wri>ng • Wri>ng is cross-‐curricular
- 3. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 4. Stages of the Writing Process • Pre-‐wri>ng • DraQing • Edi>ng • Proofreading • Publishing and presen>ng
- 5. Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School (gr.4-12) -‐Steve Graham and Dolores Perin Alliance for Excellent Educa>on www.all4ed.org/publica1ons/Wri1ngNext •
- 6. Elements necessary to learn to write well and to use wri>ng as a tool for learning • All supported by rigorous research • Do not cons>tute a full wri>ng curriculum
- 7. 1. Wri>ng strategies 2. Summariza>on 3. Collabora>ve Wri>ng 4. Specific Product Goals 5. Word Processing 6. Sentence Combining
- 8. 7. Prewri>ng 8. Inquiry Ac>vi>es 9. Process Wri>ng Approach 10. Study of Models 11. Wri>ng for Content Learning
- 9. Sentence Combining -‐ basic prac>ce • It is a dull day. • It is raining. • I don’t want to go outside. • I don’t want to get groceries.
- 10. Sentence Combining -‐ with student wri>ng • The Arc>c pup starts to hunt at 14-‐15 weeks. They eat field mice. When they hunt they listen under the snow. (21-‐16) • The Arc>c fox are born in May or June. They are born brown. Some>mes the mother has 11 pups. (19-‐10) Naomi, gr.3
- 11. Sentence Combining -‐ with content • Mary Gray was selling. • Her merchandise was microwaves. • High unit price was of crucial importance to her. • She made a decision. • The decision was to soften her position. • The position concerned delivery and warranty.
- 12. Quick Writes • Give a word • 15 seconds to think • 2-‐3 minutes to write • Word count • Find a phrase, short piece you’d like to share • As the students stand and share, listen for nuggets you might be able to use in some way in your wri>ng • Paint, train – the words we used today
- 13. Picture Prompts • Talk to your partner about what you are seeing, wondering, thinking about in this picture…think about how it connects to ‘paint’ and ‘train’ • Share 2-‐3 pictures. • Walk and talk with a partner: what is the story behind the pictures? What is the story/text that is sparked in your thinking by the words, the wri>ng, the conversa>on, the pictures. • Quick write of 10 minutes or so.
- 19. Critical Literacy, Gr. 12 with Amy Stevenson The Glass Castle-Jeannette Walls • Analyzing habits of thinking, reading, wri>ng, speaking • Understanding social contexts and consequences • Deep meaning • Applying deep meaning to self
- 20. Goal: begin an exploration with critical analysis/critical literacy • Set a scene • Personalize this scene and sketch • Write 2 minutes in response to your sketch – feeling, ac>on • Pass your paper. 2nd student reads and responds/ adds on – 2 minutes • Repeat 2 more >mes • Read your own paper, others responses, and discuss – 5-‐10 minutes