Developing Writing Skills from Sentence to Paragraphs · Developing Writing Skills from Sentence to ... •Sentence construction –practice in ... Developing Writing Skills from

DevelopingWritingSkillsfromSentencetoParagraphs

PowerofReadingSummitNovember20,2017

JohnWolf

IndianaAcademicStandardsforWriting

IndianaAcademicStandardsrequirestudentstobecomeproficientinmultipletexttypes

– Handwriting– Persuasive– Informative– Narrative– TheResearchProcess

WhatWorksClearinghouse

FiveRecommendationsforTeachingCommonCoreGrammartoElementaryStudents

CriticalFoundationalSkills

• Transcriptionskills– Handwriting– Spelling

•Compositionskills– Wordstosentences,paragraphs,andessays– Creating,organizing,elaboratingideas– Editing,revising,sharing

(Berninger &Winn,2006;McCloskey&Perkins,2012)

Handwriting

• Linkedtobetterletterperception,readingfluency,andwritingfluency(Berninger,2012;Graham,Harris,&Fink,2000)

• Trainstheorthographicloop,whichsupportsspellingandcomposing.

• Trainsserialorganization

• Automaticity– quickly,accurately,effortlesslyReducescognitiveloadneededforcomposition

WhyHandwritingInstruction?

1. Learningtoformlettersbyhandimprovesperceptionoflettersand contributestobetterreadingandspelling.

2. Automaticletterwritingpromotesbettercomposing—bothamountwrittenandqualityofwriting.(Berninger,2012)

WhataboutKeyboarding?

Spelling

Spellinginstruction:

– intheearlygradesislinkedtobettercompositioninthelatergrades.(Berninger &Fayol,2008)

– islinkedtogreaterphonologicalawarenessandreadingproficiency(Graham&Santangelo,2011)

OralLanguageSkills

• Vocabulary– Writersmustbeabletospontaneouslyrecallwordsandhaveaclearunderstandingofwordmeaningandusage.(Corona,Spangenberger,&Venet,1998)

• Sentenceconstruction– practiceincombiningsimple,shortsentencesintocomplexsentencesimproveswritingquality(Saddler&Graham,2005)

WritingProcess

Explicitinstructioninthewritingprocess– plan,draft,revise,edit,andpublish– issupportedbymultiple

studies.(Graham&Perin,2007)

WritingInstruction

• Strategyinstructioniseffectiveinincreasingoverallqualityofstudents’writing(Graham,2006)andhaslong-termimpact(Fidalgo,Torrance,&Garcia,2008)

• Instructionshouldinclude:– task-specificstrategies(i.e.,usinggraphicorganizers) and– metacognitivestrategies(i.e.,usingarubrictoevaluationyourdraft)

WritingInstructionRecommendations

• Provideampletimeforwriting• Usefrequentassessmenttoinforminstruction• Explicitlyteachwritingskills,processandstrategies• Teachmultipletexttypes•Writeacrossthecurriculum• Integrateappropriatetechnology• Establishapositiveenvironmentforwriting

(Graham,2013)

WritingMini-Lesson

1. Givethelessonacatchyname.2. Keepitbrief.3. Focuson1keylearningconcept.4. Letthestudentknowupfront

whattheywillbelearning.5. Startbyconnectingthelesson

withwhattheyalreadyknoworarealreadydoing.

6.Beexplicit anddirect.7.Expectstudentstobeaccountablefortheirlearning.8.Planmini-lessons basedonwhatyourstudentsneedtoknow.9.Onceisneverenough!

ModelforExplicitTeachinginWriter’sWorkshopI’llShowYou YouHelpMe I’llHelpYou NowYouDoIt

YourselfTeacherdemonstrationinmini-lessons:Teacherhasalltheresponsibilityforthewriting

Classparticipationinmini-lessons:Theteacherhasthemostresponsibilityforthewritingandthechildrencontributeastheyareable

At-the-elbowconferences:Thechildhasthemostresponsibilityforthewritingandtheteacherprovidessupportasneeded.

IndependentWriting:Thechildhasalltheresponsibilityforthewriting

TeacherResponsibility StudentResponsibility

TextStructuretoImproveReadingComprehension

Understandingtextstructure• Narrative- Tellsastory,oftenaboutpersonaleventsorotherlifeexperiences;maybefictionornonfiction

• Informational-Conveyfacts,describeprocedures,explainsomething,sharebasicinformation,relatecause-effect,compare/contrast,problem-solutionstructures

TextStructureStrategy:

– Ilike...– Iwonder...– Ithink...– Ilearned...

– Thisremindsmeof...– Iamsurprised...– Iwanttoknow...

(StepUpToWriting,GradesK-2Auman,2016

FreeResponse– askstudentstorecord(oralorwritten)aresponsetoqueriessuchas:

AskandAnswerQuestionsaboutaText

Narratives•Whoarethecharacters?Whoisthestoryabout?•Whatisthestoryabout?Whatistheproblem?Whatmighthappen?•Whendoesthestorytakeplace?•Wheredoesthestorytakeplace?Wheredothecharactersgo?•Whydoesthecharacterdothis?Whydoesthecharacterfeelthisway?• Howwouldyourretellthestory?Howwouldyoudescribethecharacter?Howdoesthecharactersolvetheproblem?

(StepUpToWriting,GradesK-2Auman,2016)

AskandAnswerQuestionsaboutaText

Informational•Whatisthetopicofthetext?Whatinformationdidyoulearn?•Whoisinvolved?•Whendidthishappen?Whenwouldyouusethisinformation?•Wheredidthishappen?Wherewouldyouseethisintheworld?•Whyisthistopicimportant?Whydidthishappen?• Howwouldyourdescribethistosomeoneelse?

(StepUpToWriting,GradesK-2Auman,2016)

WritingCompositionSkills

• Printconventions– capitalization,punctuation,grammar,spelling

• Languageusageandstyle

• Ideasandcontent

• Organization

WritingProcess

• Prewriteordraw– thinkaboutatopic• Plan– organizeideas• Draft– writeortellfirstcopy• Revise– makewritingmoreclearandinteresting• Edit– wordusage,spelling,capitals,punctuation• Finalcopyandproofread• Shareandpublish

SentenceWriting

Learningpartsofspeech

WhoorWhat Action Where, WhenorHow

FirstTry Thedog Isrunning away

BetterSentence

SentenceWriting

Morepartsofspeech

What Action How Where

CombiningSentences• Theboydranklemonade. Theboywasthirsty.

• Theweatherwasperfect.Thegirlswereplayingsoccer.

WritingParagraphs

Three-SentenceParagraph• Topictitle

GrowingPumpkins

• BeginningsentencePumpkinsgrowingardens.

• TwoimportantideasTheyarebigandorange.Youcanmakepumpkinpiefrompumpkins.

DeepenVocabularieswithDefinitions

•Word– Category– Islike– Isnotlike– Definition– Connectiontoself

Describingwiththe5Senses

See

Hear

Smell

Feel

Taste

QUESTION-tosolicitmoredetails:

•Whattypeof...• Isthatallowed...•Whendoeshe...•Whatcoloris...

Alwaysfollowwith“HOWCANYOUADDTHOSEDETAILS?”

Thefocusshouldbeon“Howcanyouaddthem?”not“Wouldyouliketoadd...”

SomePositiveThingstoDoorSay

• Yourreaderwilllikethewayyouhave...• Yourreadercanpicture...• Thispieceiseasyformetoread.• Howdidyoulearnthat?• Idothesamething...

• Tellmeagainwhathappened.Didyouputitdownthatway?•Whatelsedoyouwantthereadertoknow?• Howdidyouselectthetopic?• Iseeyouhaveincludedsomewordsfromthewordwall.• Iseeyouused…

ShadesofMeaning

Temperature

________________________________________

steamyfrigidchillytepid

InformationWriting

OneParagraphStructure• Topicsentence• Keyidea• Examples,explanations,events,experiences• Concludingsentence

(StepUpToWriting,GradesK-2Auman,2016)

InformativeWriting

LongerParagraphStructure• Topicsentence• KeyideaExamples,explanations,events,experiences• KeyideaExamples,explanations,events,experiences• KeyideaExamples,explanations,events,experiences• Concludingsentence

(StepUpToWriting,GradesK-2Auman,2016)

Title:Elephants

Topic:Twokindsofelephants

Conclusion:

(StepUpToWriting,GradesK-2Auman,2016)

PersuasiveWritingSimilarstructureasinformativewriting

TopicKeyidea• Examples,explanations,events,experiencesConclusion

(StepUpToWriting,GradesK-2Auman,2016)

Topic/Opinion:Bestsnacks

SnacksWhytheyarethebest

(StepUpToWriting,GradesK-2Auman,2016)

NarrativeWriting

Fictionandnonfiction

• Realorimaginedexperiencesandevents

• Teachstrategiestowriteabeginning,middleandending

StepstoWritingaStory

Step1Use1waytostart:Tellwho,where,when,oranaction

Step2Whathappensnext?

Step3Addmoredetails.

(StepUpToWriting,GradesK-2Auman,2016)

WaystoEndaStory

• Shareafeeling

• Rememberacharacter

• Sharewhatthecharactermayhavelearned

ResearchReports

•Modeltheresearchprocessbyleadingsharedclassroomresearchprojects.• Helpstudentscreateresearchquestions.• Helptoidentifyusefulsources(printanddigital)relatedtotheirtopics.• Providepracticeopportunities.• Havestudentspresenttheirprojects.

(StepUpToWriting,GradesK-2Auman,2016)

AssessmentStrategies

• Usestudentrubricsforrevisionbasedonthewritingprocesses– Organization– Ideas– Style

• Usestudentrubricsforeditingofwordusage,spelling,capitalizationandpunctuation.

(StepUpToWriting,GradesK-2Auman,2016)

WritingTAGT=TellIlikethewayyou...Iheardyousay...A =AskaquestionWhatdidyoumeanwhenyousaid...Whathappenedbefore...orafter...G=GiveasuggestionMaybeyoucanuseabetterwordfor...Tellmemoreabout...

Take-HomePoints

•Writingisacriticalskillforallchildren.

• Handwritingandspellingfacilitatecompositionskills.

• Explicitinstructionatalllevelsisaproven,evidence-basedapproachtoteachingwriting.

SeeSaw DigitalPortfolio

FreeSupportTools

K-6WritingTools/Supporthttps://www.tes.com/lessons/UnOAOxosDgjxZg/k-6-writing-tools-support

WritingFOCUShttps://www.tes.com/lessons/Y8U3jFjDnBCukA/writing-focus

WritingSupportToolshttps://www.tes.com/lessons/Z4EvZoRU8WQFzw/writing-support-tools