Session I The Writing Revolution. . //vimeo.com/38247060.

The Writing Revolution

THE WRITING REVOLUTIONAdvancing Thinking Through Writing

Session I

SENTENCES

By Judith C. Hochman, Ed. D.


. http://vimeo.com/38247060

http://vimeo.com/38247060


BENEFITS OF TEACHING BASIC WRITING SKILLS…

1. Better study skills2. Greater clarity of written and oral

language3. Enhanced complexity and coherence4. Improved reading comprehension


Writing Standards

Writing argumentsWriting informative/explanatory textsWriting narrativesEngaging in researchDeveloping and strengthening writing using

technologyStrong and growing across-the-curriculum emphasis

on writing arguments and informative /explanatory texts

Aligned with NAEP Writing framework

http://nces.ed.gov/nationsreportcard/writing/

http://nces.ed.gov/nationsreportcard/writing/


Students’ Weak Areas

Organizational skills Seeing another’s point of view (empathy) Discerning essential from less important

information Fund of world knowledge Sustaining effort and attention Syntax and grammar


Typical Assignments

Narrative – students generally write with less complexity

ReportResearch paperReviewAnalysisPosition Paper


Expository Writing Instruction

SentencesParagraphsCompositionsComputer skillsStudy skillsResearch

most emphasis


5 Types of Writing

1. Expository: explains or informs – constructed logically, focused on an idea

2. Narrative: focus is on temporal sequencing of related events

3. Descriptive: deals with perceptions – mainly visual, often employs spatial constructs (e.g. above, below, etc.)

4. Persuasive: seeks to alter how one thinks or feels5. Argumentative: presents both sides without taking

a position

…must be grounded in content!


SENTENCES

The Hochman Method…

For examples refer to Teaching Basic Writing Skills – (TBWS) – purple booklet

To create interactive templates embedded in the content or text students are using, refer to the CD


Sentence Fragment

A group of words that is not a grammatically complete sentence. Usually a fragment lacks a subject, verb or both or is a dependent clause that is not attached to an independent clause.

Ask students to repair fragmentsAsk students to distinguish sentences from

fragments


Fragments:Subjects & Predicates

the chirping birdsshut the lida box of shellswalkedsat on the matbox of berries

Should reflect a story that students read.


Fragments:Subjects & Predicates

faced many hardshipsthe PuritansWilliam PennMassachusetts Bay Colonyfounded Providencewanted New Netherland to be an English colony

Should be embedded in content Can be used to check comprehension - assessment


Fragments:Prepositional Phrases

into the boaton the shipin a jugduring the 1600sfrom the Mannahatabetween the Quakers and the Indians

Prepositional phrases need both a subject and predicate.


Fragments? or Sentences?

ate a great mealan important holidaythe family gathers togetherthankful for many thingswe learn about Pilgrims and Native Americans

Do not use capitals or punctuation marks for this activity.


Fragments in Paragraphs

The girl saw an injured bird. Lying on the sidewalk. She didn’t think anything more about it. Later she felt sorry for the bird so she took it home to care for it. Fed it water and seeds. Soon the bird grew stronger. In the morning, the girl could hear the bird sing so she knew it was time to set him free.

Activity: Students look for (underline) and repair the fragments.

This fosters close reading of the text!


Sentence Types

Statement / Declarative

Question / Interrogative

Exclamation / Exclamatory

Command / Imperative – subject must be inferred


Pizza

1. Pizza tastes great when it’s hot.2. Do you like pepperoni pizza?3. You better eat that pizza!4. Call the pizza store and cancel the order.


Identify the type of sentence…

Thanksgiving is celebrated by all Americans.Thanksgiving is the best holiday!Do you know how the tradition of Thanksgiving began?Come and celebrate Thanksgiving with my family.


Change a statement to a question and visa-versa…

The boy danced all night.Did the boy____________________?

Is it a map for Sam?________________a map for Sam.

Is that the bat?_________________________.


Develop a question for the answers…

Q: _______________________________A: ice cream with sprinklesQ:_________________________________A: the principalQ: ____________________________________A: after I do my homework


Develop a question for the answers…

Q: _______________________________A: direction and magnitude Q:_________________________________A: parallelismQ: ____________________________________A: The Industrial Revolution


NYSESLAT WRITING

• How can we use Hochman Strategies and Activities to improve student writing on the NYSESLAT?

• The NYSESLAT requires Descriptive Writing • The NYSESLAT requires Fact-Based Writing• The NYSESLAT requires Picture Based Story • The NYSESLAT requires Sentence Writing


NYSESLAT WRITING

Let’s take a closer look- Writing Questions 2 types• Mechanics & Structure 1 (Grades 1-12)This type of multiple-choice question assesses students’ knowledge of English writing conventions. It requires the student to identify the sentence that is correct in terms of punctuation, capitalization, grammar, or usage.


NYSESLAT WRITING

Mechanics & Structure 2 (Grades 3-12)This type of multiple-choice question also assesses students’ knowledge of English writing conventions. It requires the student to identify the correct edit to a sentence if and when the sentence contains an error in punctuation, capitalization, grammar, or usage.


NYSESLAT WRITING

Sentence Writing (K-2)This type of constructed-response

question requires the student to write a short dictated sentence in the writing space provided.


NYSESLAT WRITING

Picture-Based Story (Grades 1-2)This type of constructed-response question requires the student to write a story about an illustrated scene. The directions in the test booklet say: “Look at the picture. Write a story about the picture. Write as much as you can. Check your work.” The student is provided with two full pages of writing lines.


NYSESLAT WRITING

Descriptive Writing Paragraph (Grades 3-12)This type of constructed-response question requires the student to write a descriptive paragraph based on an illustrated scene. The directions in the test booklet say: “Write a paragraph that describes what is happening in the picture. Include as many details as you can. Someone who reads your paragraph should be able to imagine the entire scene.” The student is prompted to look at the picture and think about the people in the picture, where they are, what they are doing, and what they might be thinking or feeling. A writing checklist is provided along with two-thirds of a page of writing lines.


NYSESLAT WRITING

Fact-Based Essay (Grades 3-12)This type of constructed-response question requires the student to write an essay based on a text prompt as well as on relevant facts presented in one or more graphs, tables, or charts. The prompt includes a reminder to students to include key elements of an essay, use information from the graphics, support their ideas with details and examples, and use their own words. A writing checklist is provided along with two full pages of writing lines.


Teacher Practice

• I am distributing NYSESLAT Writing Test Samplers for each grade. Select the grade band that corresponds to the students you serve.

• Create a list of Hochman strategies that would apply to the task.

• Where, when and how would you incorporate this method in your teaching?


NYSESLAT SPEAKING

Social and Academic Interaction (K-12)This type of constructed-response question requires the student to orally answer a conversational or academic question asked by the examiner. Some questions are more social or conversational in nature while others are more academic in nature.


NYSESLAT SPEAKING

Sentence Completion (K-12)This type of constructed-response question requires the student to orally complete a sentence based on a picture prompt. The beginning of the sentence is read by the examiner and is also reproduced in the test booklet.


NYSESLAT SPEAKING

Picture Description (K-12)This type of constructed-response question

requires the student to orally answer a two-part question about a picture (photo) prompt.


NYSESLAT SPEAKING

Response to Graphic Information (1-12)This type of constructed-response question

requires the student to orally answer two questions about a graph, table, chart, or map.


NYSESLAT SPEAKING

Storytelling (K-12)This type of constructed-response question

requires the student to make up and tell a storybased on a three-picture prompt

Thank You!!!

© AMNH / Denis Finnin

The mermaid Lasirèn is a powerful water spirit popular in the Caribbean Islands and parts of the Americas.

http://www.amnh.org/exhibitions/mythiccreatures/water/gallery.php?image=20&p=&a=

Session I The Writing Revolution. . //vimeo.com/38247060.

Documents

writing revolution slide

writing arguments

writing standards

types of writing

com38247060 slide

naep writing framework

text students

subjects predicates