Writing Instructional Resource Guide



Writing Instructional Model Resource Guide2337435113030THIS DOCUMENT DESCRIBES THEHOWARD COUNTY PUBLIC SCHOOL SYSTEM’SINSTRUCTIONAL MODEL FOR TEACHING WRITING ACROSS ALL ELEMENTARY GRADE LEVELS.2013-2014Howard County Public School System - Elementary Language Arts OfficeTeaching writing is enjoyable and challenging. It requires passion, creativity, hard work, and talent. A successful writing experience depends on having students know what is expected of them and how they should accomplish the tasks of a writer. Writers create habits of mind as collectors, talkers, listeners and readers. Through thoughtful planning of writing, teachers and students come together to explore their worlds in new ways.This planning guide has been designed to support teacher independence, providing a structure for organizing any genre study in writing. In using this guide, teachers will need knowledge of the basic procedures of the writing process. A structure for Writing Workshop is included in this document. Writing is a recursive process. It is important that teachers understand that genre studies do not follow a sequence of steps. For example, immersion can and should occur throughout a genre study. Likewise, while formal revision may come towards the end of drafting, good writers learn to revise throughout the process. Each classroom of learners is unique - teachers must determine the appropriate pace.The HCPSS Matrix for Teaching Writing Genres is a plan that will ensure that there is continuity and sustained achievement in writing for all students. These expectations will make teaching writing far more intentional and consistent across grade levels. Teachers may enrich and expand writing experiences to include other writing opportunities throughout the school day. The Matrix for Writing Units of Study, planning grids and expanded Instructional Models for Teaching each genre are provided for teachers at each grade level (K-5). Resources are available on grade level pages on Alfresco.Excellent writing instruction is not based on a set of skills. It is based on an Optimal Learning Model (gradual release of responsibility model). This model ensures that the purpose for writing is meaningful and useful and that students understand it. To teach writing successfully, follow your writing demonstrations with lots of talk, collaboration, practice, and coaching.Optimal Learning Model for Writing InstructionDemonstration:Teacher in Charge(holds the pen)Shared Demonstration:Teacher in charge(holds the pen, may share the pen)Guided Practice:Student in charge(holds the pen)Independent PracticeStudent in charge(holds the pen)The teacher models how the genre works:reads aloud (immerses students in the genre; builds interest)explains specific audience and purpose thinks aloud while planning, writing, revisingchecks for understanding (“What did you notice?”)begins to note and chart genre features: (What makes a good _______”?)The teacher invites participation, guides and scaffolds:students select, browse and read exemplary texts in the genrechart additional characteristics of the genrewrite together as a class and/or small group in this genrecheck for understanding; determine needs and provide additional demonstrationsThe students write in the genre and begin to apply what they are learning; the teacher confers with students (first on content, then on editing):? Students write daily for a sustained period ? Students may also write and confer with peers (once this has been modeled)? Teacher checks for understanding; notices and celebrates strengths; determines future teacher/modeling needsThe students confidently and competently write in the genre:know how and when to seek and find appropriate resources and helpconfer (with adults and/or peers)self-monitor, self-direct, and self evaluate to improve writing qualitypublish (with attention to audience and purpose, content, accuracy, form, style, and presentation)Instructional Model for Teaching Writing Genres (Appendix A) Immersion, Discussion and Charting (“What makes a good name of genre here?”) Immersion is at the heart of any genre study. As Ralph Fletcher, author of What a Writer Needs, points out, the students’ writing is only as good as the literature being read. Immersion uses literature to provide effective models. As the classroom comes alive with the voices of revered authors, students will become familiar with the texts before they are used to illustrate aspects of a particular genre. It is not always necessary to use an entire text; sometimes teachers may wish to model with a portion of a text. In the immersion process, students will begin to see themselves as writers of the genre being studied. It is important to gather lots of appropriate examples of the genre and have students examine these materials with your guidance. For example, a fifth-grade teacher preparing students to write a memoir will read several memoirs to her class as a basis for generating a list of characteristics that define memoir. This list is a “road map” that guides and inspires. The list you create with your students will be referred to continually throughout the unit of study. This list will become a resource that will guide your students throughout the writing unit.Here’s how to begin immersing students in a genre: (Memoir is used as a sample, but the same steps apply to every genre):Gather students in front of you. Have a chart and several colored markers readyIntroduce the book: “Today, boys and girls, we are going to read a story. It is a memoir.” Then ask students: “What do you know about a memoir?”Chart the students’ responses. If the students do not know anything about the genre, go right into the reading.Let the students know that they are going to be listening to the story in order to determine the characteristics of a memoir because they will be writing one.Think aloud while reading to clarify words or concepts that may be unfamiliar to students.It may be necessary to read two or three books or selections before the students begin to notice similarities. It is those similarities that define the genre and are recorded on the chart.Remind students to think about the characters, how the story begins and how the story ends, the events in the story, the language the author uses, etc.Following the reading of every text, ask: What did you notice about this text (or story)? How is it the same as the others? Did you notice something different?Every time you read a text and chart new characteristics, use a different-color marker (shows growing knowledge).Post the characteristics in the room for students to see.(See Appendix B for examples of anchor charts made during the immersion phase.)Demonstrate Writing in the GenreThink aloud and write in the genre (demonstration writing) and/or write together as a class (shared demonstration). Be sure to discuss the audience and purpose for this writing. Write in front of the students as you:Tell the story first to model choosing a topic and narrowing the topic.Develop the topic and do the writing.Think aloud during writing (i.e. model and emphasize rereading, using the writing process, and qualities of good writing).Demonstration writing is an excellent time to explicitly show students how a writer makes decisions, rereading to figure out what to say next, to revisit and rethink what was just written. Refer continuously to the class chart that was created during immersion to show students how you are incorporating the characteristics of the genre in your writing.Prepare Students for Writing in the GenreAll students will be ready to write in the genre if you have prepared them. By frontloading; demonstrating, writing and thinking aloud, doing shared writing, modeling, conversing, setting realistic and clearly understood expectations, in other words, doing whatever you need to do before students write to ensure they understand the task. Frontloading provides the models, scaffolding, ideas, and practice so that students can write with competence and confidence. Set expectationsRevisit criteria and set expectations. This is the time to create a “kid friendly” rubric that will establish guidelines for your students. The criterion comes from the class chart made during immersion. Expectations may include a title that captures the reader’s attention, an ending that gives the reader a sense of closure, length of the piece, skipping lines, not writing on the back of the paper, etc. Revisit the chosen audience and purpose for this writing. It is also important that teachers reflect upon the Common Core writing standards to ensure that the students are working towards mastery of these standards. Provide time and guidanceAllow students to practice structured conversations with a partner. A critical part of teaching writing is having students talk about their writing before they write. The teachers should demonstrate planning options, such as brainstorming, listing, and telling the story out loud to a partner before writing it.Give Students Sustained Time to WriteThis is the time where students get to work on their craft. An essential part of writing time is independence. There are many opportunities for mini-lessons during this part of the study to take on a more specific focus based on the needs of the class. Mini-lessons within a genre study are short and intentional. They are lessons that teach what students need to learn so they can continue to write and polish their writing to make it better. Base your mini-lessons on what you notice your students doing while they are writing and make notes to yourself. For a sampling of some common mini-lesson topics refer to Appendix C. While students are writing, the teacher plays an important role in observing, assessing, and conferring with students. The teacher’s role is to circulate among the students to offer support, gentle nudges, and explicit suggestions for improvement. This “just-in- time” teaching helps our students grow as writers because it offers individualized instruction at the point of need.Confer with Students on Content (Revision):Revision means, literally, to see again. Revision is when we revisit, revalue, reconsider, and look again at our writing. Revision involves rereading in order to clear up confusions, reorganize text, rewrite for clarity and interest, and rethink word choices. At this point in the study, use roving, public, and individual conferences with students. The following procedure is for an individual revision conference with a writer. You may choose to do this with the whole class, by predetermining students to conference with, gathering students and holding the conference in front of everyone. A whole class revision conference is a powerful way to reach many writers. Students can then revise their work based on what has occurred during the public conference. Always ask permission of your student writer before conducting a public revision conference and be sure to celebrate what they have done before offering suggestions for improvement. What Makes a Productive Conference for Revising with a Student?Have access to established criteria for the piece of writing, usually in the form of the chart generated during the immersion phase of the Instructional Model. Look and listen for usage of the traits of anization Voice Enticing beginning Satisfying closing Sentence fluencyWord choiceDO: 1. Teacher and student sit side by side. Have author read the piece aloud. Then do a second read-aloud (usually done by the teacher so that all can hear the piece clearly).2. Listen for and focus on the writer’s strengths and message. Focus first on the overall meaning of what the writer is trying to say. Narrow the teaching focus to one or two major points that will move the writing forward.3. Avoid, whenever possible, writing directly on the writer’s paper (use sticky notes). This ensures that the student will take ownership of doing the revision work.Have the writer say back what he did, said, and will do, to make his writing better.Negotiate Editing ExpectationsOnce students have done their best job with the content of their writing, you can move on to editing. An editing conference is a conversation about the final clarity and correctness of the piece.It may also include teacher demonstration, guided practice and mini-lessons as needed. The purpose of editing is to make the writing seamless for the reader. Always establish well-defined editing expectations with the students. This can be a class made chart that everyone agrees on. (See Appendix D for samples of Editing Expectation Charts). Refer to your grade specific language standards in the Common Core when establishing your expectations. You want to be sure that you are staying within your grade level standards for language conventions. Hold your students accountable for the editing and be relentless in refusing to do for students what they can do for themselves. Only edit for the students what the students cannot do for themselves. Keep in mind, ultimately, you want students to monitor their own writing and problem solve independently so they can eventually draft, rewrite, revise and edit on their own.Publish and CelebrateDiscuss publishing options and share the finished pieces of writing with the intended audience. When students know their writing will be published for an intended audience, they will put more effort into all aspects of their writing. Allow technology to assist in the presentation of the piece, but be careful not to the let more time and effort be put on the technical end than into the meaningful, interesting content. Publish many short pieces for your classroom library. When children read books authored by their peers, it strengthens the reading/writing connection. Most importantly, enjoy the process and the students. “Do it for the pure joy. If you can do it for the joy, you can do it forever.” -Stephen KingA Structure for Writing WorkshopTIMETOTEACH10-15 minutes*Mini-lesson – Explicit InstructionWhat do I want my students to learn?Structure of a Mini-lesson:Connection: Connection to prior learningTeaching Point: Explicit instruction/ModelingActive Engagement: Brief opportunity to “have-a-go” or “try-it”Link to Independent Work: Reminder that the lesson applies directly to their workTIMETOPRACTICE20-40 minutes*Independent/Guided Practice WritingHow will students practice/apply authentically what was taught?How will I know if my students know it?Offers a daily writing time following the mini-lesson for students to return to their current writing project:Authentic writingWriting for a purpose with a deliberate audienceSelf-reflectionAllows students extended time (over a cycle) in which to progress through their personal writing process toward a publication date/deadlineProvides time for teachers to conduct one-on-one conferences with students and/orSmall group instructionTIMETOSHARE5-10 minutes*Opportunity to re-teach at close of Writing WorkshopWhat did you learn about yourself today as a writer?Mini-lesson ReinforcementWhat student learning will be shared?Students share highlighted successful learningMini-lesson Add-On or Problem SolvingWhat will I do if my students don’t get it?Other time considerations: Publication provides students with an expectation for publication at least once during each writing unit.Celebrations provide students an authors’ celebration opportunity at the conclusion of a writing unit.*THE TEACHER REGULARLY SCHEDULES at least 30 minutes (K), 45 minutes (grades 1-2), and at least 50-60 (Grades 3-5) each day for writing.FREQUENTLY ASKED QUESTIONSABOUT THE WRITING INSTRUCTIONAL MODEL1. What is the connection between the Maryland Common Core State Curriculum (MCCSC) and the Howard County Matrix for Writing?The Howard County Matrix for Writing and the Instructional Model that supports these units of study are based on the Common Core Standards. 2. What is the county’s expectation for using the HCPSS Matrix for Units of Study in Writing and its corresponding Writing Instructional Model?It is the expectation that all teachers use the matrix to guide their yearly writing instructional program. This will ensure that all students will receive instruction on the three purposes of writing through different genres and modes. The Writing Instructional Model will support the teacher with sample lessons and appropriate resources. 3. Where can I find the Matrix and Instructional Modes for teaching the units of study? All documents are located in the document library in grade specific sites on Alfresco. 4. In what ways can I demonstrate students’ growth in writing?All teachers are expected to maintain a designated writing folder for each child. This folder should contain the following:Writing Assessment Record with On Demand Writing pieces attached. (Explanatory/Informative, Opinion, Narrative) 5. Are we still using the 6+1 Traits of Writing model?Yes, the 6+1 Traits of Writing are embedded in the Instructional Model. The traits are a set of criteria to enable us to develop a shared understanding of what good writing looks like, aligns assessment with instruction, evaluates writing with consistency and accuracy, provides meaningful feedback, and enhances our teaching of writing. Trait lessons have been written to include books that relate to content areas. See the Writing Connections graphic in this document, page 6.6. How can I fit writing into my schedule?The Exemplary Program Document calls for teachers to have 90-120 minutes block of daily instructional time for Language Arts. Dedicated time should be set aside for teaching mini focus lessons as well as time for student guided practice in writing. Refer to the Structure for Writing Workshop in this document, page 7.7. How do I connect Reading and Writing in the classroom?Students use listening, speaking, and reading skills to enhance their written expression. Connecting reading and writing helps students' progress in both areas and avoids the pitfall of students who can read but do not write. Reading allows students to learn about other people, places and cultures. Writing about what they have learned helps them make personal connections and allows them to express their knowledge in a written form that they can share with others. 8. How do I integrate writing into the content areas (science, social studies health)?The content areas are a natural place to embed writing instruction. Many of the Writing Units of Study identified in the Matrix have connections to science, social studies, and health. The books listed for immersion also suggest titles that connect with your content study. By selecting books related to the content area topics, you are able to increase students’ background knowledge that enriches both their reading and writing. Each content area has a list of read-aloud and leveled books that may be used during the Language Arts block to enhance instruction in all areas. 9. How can I document student growth in writing? All students will show their understanding of the writing standards of opinion, informative and narrative writing by completing three “On Demand” writing assessments throughout the year. For each purpose, a prompt and corresponding rubric is provided. Each student will have a Writing Assessment Record Form. This document has places to record the scores for each of the writing assessments. There are pre and posttest prompts provided for teachers to document growth in writing after a unit of study has been taught.10. Where may I go for more assistance?Each grade specific Alfresco page contains links to reading/writing/content. All of the resources referenced in this document are located on your grade specific page on Alfresco.Please contact any member of the Elementary Curriculum Office for further information. Appendix A: Instructional Model for Teaching Writing GenresImmersion – Immerse Students in the GenreDiscuss and Chart – “What makes a good (genre topic here)?”Demonstrate Writing in the genre.Prepare students for Writing in the GenreSet expectations, provide guidanceGive students sustained time to write.Explicitly teach focus lessons.Confer with students on content.Use roving, public, and individual conferences.Revise with the Writing Traits.Negotiate Editing ExpectationsPublish and CelebrateAppendix B: Samples of Immersion Charts created during Units of StudyWhat Makes a Good Personal Narrative?The story really happened.The writer is telling the story.It is about the writer.It uses words like- I, me, we, us.The story is interesting and tells something special about the writer.The details are imaginative, so the reader feels like he or she is there with the writer.Characteristics of a MemoirMemory based2 people are involved (at least)special moment that changes lifeemotional writing (happy, sad, fearful, regret)writing comes from the heartreflection (writer is reflecting on his/her life)written in first person (I, me, my)begins with a memory, end with what life is like nowwriter tells about something unforgettableusually has dialogue and conversationsthe setting paints a picture for the readerAppendix C: A Sampling of Common Mini-Lesson TopicsContentWriting on a topic you care aboutNarrowing the topic (Ideas)Using interesting words (Word Choice)Rereading before you continue, checking that the writing makes sense (Sentence Fluency)Using resourcesWriting a beginning that grabs the reader (Organization)Organizing in a logical order (Organization)Backing up statements with examplesTaking out boring and repeated information Adding helpful transitions (Organization)Having the writing sound like “you” (Voice)Having illustrations, text features and pictures enrich the writing (Presentation)ConventionsStretching out sounds in wordsUsing best invented spellingSpelling frequently used words correctlySpacing words and skipping linesPunctuationSpellingWe will circle our misspelled words.We will correct them by:Writing it another way.Sounding it out.Asking another personLooking at resources in the room (WORD WALL).PunctuationWe will use periods at the end of every sentence.CapitalsWe will start each sentence with a capital letter.We will use capitals for names and important places.We will write neatly using our very best handwriting!!Appendix D: Samples of Editing Expectations Charts Grade 2: Editing Expectations (sample)Grade 4: Editing Expectations Chart (sample)SpellingWe will circle our misspelled words.We will:Look at the word carefully.Look for it in the room, word wall, dictionary, other resources.Ask a friend.PunctuationWe will:End every sentence with correct punctuation.Use quotation marks if someone is talking.Use commas when you list two or more anizationWe will:Make sure every sentence makes sense!Cross out words that don’t belong.Indent the first paragraph.LegibilityWe will:Make sure our reader can read it!Use our best handwriting.Make sure there are spaces between our words. ................
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