Writing to Achieve The Early Years By Debbie Jura August 13, 2009.

Writing to AchieveWriting to AchieveThe Early YearsThe Early Years

Writing to AchieveWriting to AchieveThe Early YearsThe Early Years

ByByDebbie JuraDebbie Jura

August 13, 2009August 13, 2009

Steps in the Process1. Knowing where you are as a

writing teacher.2. Understanding Genres by grade

level. (Where we need to go.)3. Understanding how we get there.

(What we need to teach and when we need to teach it.)

Step 1Step 1: Where are you on the

highway?

Directions• Decide where you currently are in

your understanding and instruction of writing.

• Go to that chart.

Directions• Draw a line dividing the chart into

2 columns. • On the left side, brainstorm why

you have all gathered at this chart.

Directions

• On the right hand side, brainstorm what you need to move to the next level.

Step 2Where we need to go.

• Genres by Grade level• Genres in the grade above and

below you.• Benchmark assessments• Rubrics

Step 3How do we get there?

• Decide what we need to teach

• When we need to teach it

Writing Tree• Let’s look at the process of

becoming a writer as steps in climbing this tree….

• How would we fill in each level. • Talk it over at your table.• Then we will share our ideas.

Sentence/s

words lettersSounds/Spelling

Patterns

Foundations of Writing Activity

• Move to a chart• Brainstorm things you need to teach or

ways to teach the foundational piece your chart represents.

• When the signal is given, move to the next chart .

• Continue until you have visited all charts.

WritingWritingFoundationsFoundations

So What Is Writing? It is the highest level of literacy

put into practice. It is an independent demonstration of the knowledge and use of comprehension, word study, vocabulary, and language conventions. The more students practice the better they become.

WOW!• So writing is complex.• Writing involves thinking, putting the

thoughts into words and then writing those words down for others to read.

• It’s purpose is to convey meaning. • The skills that the student writer needs

to master are drawn from a variety of strands.

What drives the system?

When Young People Thrive…It’s relationships, not programs, that change children. A

great program simply creates the environment for healthy relationships to form between adults and children. Young people thrive when adults care about them on a one-to-one level, and when they also have a sense of belonging to a caring community.    

 Bill Milliken(Founder and vice-chairman of Communities in SchoolsAuthor of Tough Love and The Last Dropout)

Social Context of Learning

• Vygotsky told us years ago that literacy learning takes place within a social context. The writer is trying to convey a message to the reader.

• All literacy learning develops through an apprenticeship model between a student and a more experienced language user (usually the teacher).

• Writing is naturally engaging for kids. They are naturally curious and want to express themselves.

Where do we start?• Define our philosophy.• Develop writing friendly classrooms where

reluctant and proficient writers thrive.– Write daily– Provide prompt feedback to individual students– Provide opportunities to celebrate writing

• Use assessment to drive our instruction.

Define our PhilosophyYoung children can write.Young children want to write.Young children possess the

knowledge, interest and experiences to write about.

Keys• Build on what is known.• Students are most engaged when

they have authentic reasons to write.

• A child’s name is his first most powerful word.

How?Read aloudThink aloud: Make your thinking visibleLet students help when they canDo the hard part for themTeach with mini lessonsPracticeCreate a supportive environment

Let’s summarize

• What’s one thing you are taking away from today’s work?