Strategic Writing Instruction for Teachers (SWIFT)

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Strategic Writing Instruction for Teachers (SWIFT)

• Writing Your Way to Wisdom

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Welcome!

• Strategic Writing Instruction for Teachers
• www.swiftpens.com

Reading proficiency is just half of the literacy
picture, we have to widen the literacy forum to
include writing. Writing Next
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Goals and Focus

• Expose teachers to the various writing
  structures by highlighting the elements of
  effective writing instruction for persuasive
  writing, constructed responses, and essays.
• Increase teacher understanding of how to create
  writing lessons which include strategy
  instruction, prior knowledge triggers, guided
  practice, monitoring and adjusting techniques,
  collaborative inquiry, and formative assessment.
• Increase teacher understanding of how to provide
  timely and explicit feedback that encourages
  student confidence and promotes their continued
  focus on the writing process.
• Provide teachers with tools to establish
  baseline data of their students writing skills
  as measured against the HSCE, GLCE, MME, and MEAP
  to use for lesson planning purposes.
• Provide teachers with a venue for examining the
  written work of their students to formatively
  assess the level of students thinking and
  expertise. Teachers will be exposed to rubrics to
  help them navigate this process.
• Effectively use technology to teach writing and
  enhance classroom instruction.

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Logistics

• Oakland Credit
• SB-CEUS
• Working Agreements
• Parking Lot
• Agenda

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Urgency 21st Century Literacy

• Literacy in the 21st century will mean the
  ability to find information, decode it,
  critically evaluate it, organize it into personal
  digital libraries and find meaningful ways to
  share it with others. Information is a raw
  material students will need to learn to build
  with it.
• From The World is Flat by Thomas Friedman

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Who ARE We?

• Name
• School
• Assignment
• Training Expectation

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Road Map for todays work

• Welcome and Introductions
• Reflection and Digital Organization
• Writing to Learn Journals and Blogging
• Break
• What the research says Writing Next
• Kelly Gallaghers Pillars of Writing Success -
  Teaching Adolescent Writers
• Lunch
• More than a Temporary Acquaintance(continued)
• Learning-to-Write (Prewriting, Draft Writing,
  Revising, and Edition)
• Assessment, Rubrics, and Graphic Organizers
• Closing

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Materials

• Notebook
• Teaching Adolescent Writers
• by Kelly Gallagher
• 30 Ideas for Teaching Writing
• by the National Writing Project
• www.swiftpens.com

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Day 1 - Toolbox

• Reflective Prompts and Rubrics
• Delicious
• More Than a Familiar Acquaintance
• One-sentence Summary
• Quickwrite
• Synectic Metaphor
• STAR
• RAFT
• Writing Websites

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Day 2 - Toolbox

• Anchor Papers
• Graphic Organizers
• Great Debate
• MME/MEAP Prep Tools
• Book Marks
• Revision Rummy
• 30 National Writing Strategies

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Day 3 - Toolbox

• Digital Storytelling
• Weebly
• Blog Website
• Graphic Organizers
• Student Portfolios
• Weebly Website

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Reflective Prompt

• Think about the way you write. How has it changed
  since you were in school? What is different? What
  has stayed the same?

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Introduction - SWIFTPENS Website

• Getting Organized Digitally
• www.swiftpens.com

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21st Century Literacy Skills

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• The C's of Change
• Competency with technology
• Collaboration 
• Critical Thinking
• Creativity
• Communication
• Self Control

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Writing to Learn Module 1

• What is Writing-to-Learn?
• Generally, writing-to-learn activities are short,
  impromptu or otherwise informal writing tasks
  that help students think through key concepts or
  ideas presented in a course.
• Often, these writing tasks are limited to less
  than five minutes of class time or are assigned
  as brief, out-of-class assignments.

Two Strategies Journaling Blogging
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Writing-to-Learn

• Writing to learn differs from other types of
  writing because it is not a process piece that
  will go through multiple refinements toward an
  intended final product.
• Instead, it is meant to be a catalyst for further
  learning---an opportunity for students to recall,
  clarify, and question what they know and what
  they still wonder about.
• In other words, writing provides students an
  opportunity to clarify their own thinking.

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Writing-to-Learn Continued

• Writing also provides teachers an opportunity to
  gauge students understanding of content.
• Writing-to-learn involves getting students to
  think about and to find the words to explain what
  they are learning, how they understand that
  learning, and what their own processes of
  learning involve (Mitchell, 1996, p. 93).

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BIG QUESTION

• Are you grading this work or are you providing
  feedback to let students know where they need to
  focus their attention or learning?
• Have a 3-minute dialogue at your tables about
  this question.

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Journal Writing as a POWERFUL Classroom Tool

• Cognitive Activities in Journal Entries
• (things to put in your journals)
• Observations describing what is visible,
  summarizing, and
  interpreting details, or recalling key ideas
  Questioning formulating and recording
  personal doubts,
  academic queries, validity of information, and
  theory. Speculation free to wonder about the
  meaning of events, issues,
• facts, readings, interpretations, problems, and
  solutions. Self-Awareness become conscious
  about what they stand for and how they are
  different from others. Digression departs
  from the subject to connect to something that
  "comes to mind." Synthesis Organize ideas
  and find relations and connections between
  topics.

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TEACHERReflective Prompt
Module 1 Page 3

• How might using tools like delicious support
  student writing?
• Support teaching learning?

Class Journal Rubric Effort
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Additional Rubrics
Module 1 Pages 4-8

• Class Journal Rubric
• Analytic Rubric for Logs and Journal Writing
• Rubrics Assessing Journals
• Holistic Rubric for Lab Write-up

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Blogging Learning to Write
Module 1 Page 10-13

• Blogging for Educators
• (handout)
• Todays students want to blog, so we as educators
  need to focus their learning in ways that use
  technology to increase student engagement.

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BLOGGING

• WEB LOG BLOG
• A blog is a website where entries are written in
  chronological order. They are commonly displayed
  in reverse chronological order. Usually they are
  narrative in fashion.

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Blogging for Educators Edugblog and Weebly

• Explore website
• http//swiftp.weebly.com/

Building a Literary Learning Community with
Technology  
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Post Your CommentOne Minute Impression

• Respond to this question

How might you use Del.icio.us in your
classroom? orHow do you use journaling and
quickwrites in the classroom?
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Blogging Rubrics for the Classroom MODULE 1 Ends
Module 1 p. 13-15

• Blogging Rubric
• Blog Evaluation
• Blogging Assessment Rubric

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Writing Next - Module 2
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11 Effective Elements Strategies that Work
Add to Bookmark
What are you currently doing?
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Synectic Metaphor

• William Gordon created the notions of Synectics
  as a process for creative thinking. It helps
  people understand a more abstract concept by
  linking it to something they already know. It
  taps into both hemispheres of the brain and
  stretches their thinking.
• Resources American Rhetoric

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Synectic Metaphor
When you think about the writing process for
students, does it feel more like Custom
Puppies OR A Plate of Hors Doeuvres?
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Module 3 -LEARNING-to-Write

• Shifting Gears
• We will focus our attention toward helping
  students become better writers.

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Kelly GallaghersTeaching Adolescent Writers

• READING MINUTE
• Running with the Literacy Stampede
• Pg. 3

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Righting Writing Wrongs The SIX Pillars of
Writing Success

• Students need a lot more writing practice.
• Students need teachers who model good writing.
• Students need the opportunity to read and study
  other writers.
• Students need choice when it comes to writing
  topics.
• Students need to write for authentic purposes and
  for authentic audiences.
• Students need meaningful feedback from both the
  teacher and their peers.

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pg. 14
The Pillars of Writing Success
Students need teachers who model good writing.
Students need the opportunity to read and study
other writers.
Students need meaningful feedback from both the
teacher and their peers.
Students need a lot more writing practice.
Students need to write for authentic purpose and
to authentic audiences.
Students need choice when it comes to writing
topics.
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SIX Pillars of Writing

• Each of these pillars plays an INTEGRAL ROLE in
  building strong writers take one pillar away and
  the structure might still stand, but it will be
  weakened.
• It is the COMBINED strength of these pillars that
  serves to build a strong writing foundation.

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Five Assumptions about Writing Instruction
Teachers
Time
Strategies
STUDENT
Technology
Assessment
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More than a Temporary AcquaintanceTeaching
Adolescent Writers

• Read, skim, and highlight the key points of your
  assigned chapter.
• Discuss key points
• Chart key ideas and strategies that help address
  your particular assumption Include page s
  (time, teacher, strategy, or assessment)
• Share Out

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Activity
pgs. 10-11

• Chapter 2 (Time) page 25
• Chapter 3 (Teacher) page 47
• Chapter 4 (Strategies) page 73
• Chapter 7 (Assessment) page 141

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Expert Jigsaw GroupsThinking Map

• Group 1 (Chapter 2) pages 25 to 35
• Group 2 (Chapter 2) pages 36 to 46
• Group 3 (Chapter 3) pages 47 to 58
• Group 4 (Chapter 3) pages 58 to 71
• Group 5 (Chapter 4) all (page 73-89)
• Group 6 (Chapter 7) pages 141- 152
• Group 7 (Chapter 7) pages 152-167

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The Role of Time - Chapter 2
Marzano defines time in classrooms as Allocated
time the time in the school day specifically
set aside for instruction, such as classes, as
opposed to non-instructional activities, such as
recess, lunch, passing time and the
like. Instructional time the in-class time that
a teacher devotes to instruction (as opposed to
management-oriented activities). Engaged time
the portion of instructional time during which
students are actually paying attention to the
content being presented. Academic learning time
the proportion of engaged time during which
students are successful at the task they are
engaged in.
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The Role of the TeacherChapter 3
Prewriting Conditions

• These conditions encourage students to fuel
  up on information. With a full tank they are
  more prepared to pour their newfound knowledge
  onto a page.
• Reading
• Dialogue
• Inquiry
• Personal Interest

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The Role StrategiesChapter 4Help Organize your
students THINKING

• Freewriting
• Loop writing and looping
• Brainstorming/listing
• Clustering/Mapping
• SDQR Chart
• Movie Writing
• Prewriting THINK Sheet

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The Role of AssessmentChapter 7

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Using Writing Assignments for Assessment

writing-to- learn
learning-to-write
SUPPORT Building Content Knowledge
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UNCOVER the Curriculum vs. COVER the Curriculum

• Teaching writers requires that we create extended
  writing time in our classes.
• If we create extended writing time to truly
  teach students how to write, doesnt that mean
  other parts of the curriculum will have to be
  sacrificed? In a word, YES.

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How Can Teachers Help?

• OFFENSE
• Classroom Culture
• Norms
• Resources
• Opportunities to Write

• DEFENSE
• Scaffolding Instruction
• Modeling Writing
• Providing Feedback
• Using Thinking Maps
• Peer Evaluating

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The Role of Technology
THINGS TO THINK ABOUT Am I using available
technology to the fullest extent possible in my
classroom? How do I know when software
applications are appropriate and have real
instructional value? How can I use technology in
my lesson planning and instruction? What changes
can I expect in my students, my classroom, and
myself when I increase my use of technology?
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Online Graphic Organizers help Students Organize
and Hold their THINKING

• http//web000.greece.k12.ny.us/instruction/ela/6-1
  2/Writing/Index.htm
• http//www.internet4classrooms.com/index.htm

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11 Minute Essay

• STEP ONE
• Develop a starting point prompt. This could be
  a statement such as We can learn lessons from
  the people around us. They often demonstrate how
  to be honorable, loyal, and brave. Pictures
  make excellent prompts, such as this picture of a
  soldier working with an aroused cobra.

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Module 4 Learning-to-Write Toolbox

• Toolbox for Learning-to-Write Prewriting Draft
  Writing Revising and EditingRubricsGraphic
  Organizers and Thinking Skills
• Check out the website Module 4

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Ten Things That BUG You
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First - and Second Draft Writingmore
Learning-to-Write

• First-Draft Writing
• Down draft (get it down)
• Done to work out what one thinks or understands
• Is tentative and exploratory in form
• Done for self or trusted reader
• Receives responses but no grade

• Second-Draft Writing
• Up draft (fix it up)
• Done to demonstrate final thinking on a topic
• Done with careful attention to content and
  mechanics
• Is handed in with previous draft
• Is often assessed/graded

• Response come from
• Self
• Peers
• Teachers
• Parents
• Friends

From the work of Bay Area Writing Project, Mary
K. Healy
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Draft Writing

• 2-Minute Free write about one of the things on
  your list that bothers you.

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Teacher Hints

• Ask students to revise their papers as it was
  just modeled.

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Second Draft Writing

• STAR Strategy

S SUBSTITUTE T TAKE THINGS OUT A A DD R
REARRANGE
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Complete the STAR Chart

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Second Draft Writing
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STAR ACTIVITY Kelly Gallagher
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Surface vs. Deep Revision
The STAR framework helps students visually see
that there are two levels of revision---the
surface revision and deep revision. Use a
metaphor with your students to help move this
point with students.
Surface-Level Improvements
Deep-Level Improvements to a students
bedroom to a students
bedroom
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WRITE YOUR 2ND DraftRevisions

• Reread your 1st Draft
• Identify the most dynamic sentence from your free
  write
• Can this sentence springboard your revision
  writing?
• Write Your 2nd Draft

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Assessment Rubrics

• The Role of Assessment Teachers who recognize the
  importance of writing as a tool for learning in
  any content area intuitively understand that
  writing helps students connect their thoughts,
  deepen their content knowledge, and communicate
  with others.
• Module 4Assessment

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Do You Know What Your Students are Thinking?

• Most educators intuitively understand the
  critical relationship between thinking and
  writing writing allows us to express what we
  think, but the very act of writing spurs a
  process of exploration that changes our thinking
  and helps us learn.
• By Vicki Urquhart

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KNOWLEDGE
Page 128
DEFINITION KEY WORDS
QUESTIONS
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COMPREHENSION
Pages 129-131
DEFINITION KEY WORDS
QUESTIONS
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APPLICATION
DEFINITION KEY WORDS
QUESTIONS
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ANALYSIS
DEFINITION KEY WORDS
QUESTIONS
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SYNTHESIS
DEFINITION KEY
WORDS QUESTIONS
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EVALUATION
DEFINITION KEY WORDS
QUESTIONS
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Remember. . .

• The potential all students hold

http//www.youtube.com/watch?vLExJ6oN4hUo