Writing for College and Career Readiness

Agenda

1.Review previous district writing presentation2.Review stages of a research-based writing process3.Engage in and design prewriting activities

Intended Outcomes

1.Understand the phases of a research-based writing process.

2.Understand the importance of prewriting.

3.Design prewriting

activities.

Review Previous District Training

It is through constant interaction with family and friends -- through using language and hearing others use it in everyday situations -- that children learn to talk. Our research has indicated that the same is true of learning to read and write. It is through constant interaction with family and friends. teachers and classmates -- through using reading and writing and observing others reading and writing in everyday situations -- that children can learn to read and write.

Source: NCTE (National Council of Teachers of English)

Type Purpose

Opinion/Argument To Persuade

Informational/Explanatory

To Explain

Narrative To Convey Experience

Text Type and PurposesThe Common Core will Focus on

Research-based Writing Process

A holistic process emphasizes the actual process of writing. It concentrates on writing as a recursive process in which writers have the opportunity to plan,

draft, edit, and revise their work (Hillocks, 1987; Murray, 1982).

Pre-writing Drafting Revising Editing Publishing

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Pre-writing is essential to producing quality writing. Research indicates that skilled writers spend significantly more time organizing and planning what they are going to write.

Key Research Finding

Brainstorming Authentic ExperiencesShared ExperienceGathering InformationGraphic Organizers

Pre-writing

70%

Write and refineFocus on communication of meaning

Drafting

Revise contentClarify text organization

Introduction, body, conclusionMain ideas and details

Check for specific skillsAdding detailsUse of figurative languagePrecise nouns

Revising

Proofread for writing conventionsCapital lettersSpaces between wordsCorrect spellingParagraph indentation Punctuation

Editing

Present your work in a meaningful way

Publishing

Digital Student Work Posted In The Classroom

Classroom Presentation Participate in Writing Fairs

1. What is the focus of the writing?2. What genre or style of writing will

the students produce? 3. What is the prompt? 4. When will the students publish? 5. How will the final product be

assessed? 6. How will students participate in

prewriting activities?

Writing Process Preparation

7. How will the teacher model the writing process?

8. How will students reflect on their drafts to revise their work?

9. How will students edit their work? 10.How will students publish their

work? 11.How will students receive teacher

feedback on the final product?

Writing Process Preparation

Prewriting ELA K/1 ExampleColor Coding for Informational Writing

Directions1.Have students pick a topic or choose

one for them. The topic will be represented by the color green.

2.Next, ask students what ideas they want to discuss about the topic. The teacher will record or highlight these ideas in yellow.

3.Create a chart and have each of these ideas become the title for different sections.

4.Finally, have students find details about each key idea and record them in the appropriate category. This will be written in red.

Prewriting ELA K/1 ExampleColor Coding for Informational Writing

Topic

Key idea about the topic

Elaboration on the key idea

Students can use:• Crayons• Colored Stickers• Hi-Liters• Computers

Prewriting ELA K/1 ExampleColor Coding for Informational Writing

Topic: Martin Luther King Jr.

Birth and childhood

1.Born January 15, 1929

2.Born in Atlanta, Georgia

3.Lived in the Williams House

4.He had a brother and a sister

Prewriting ELA 2/3 ExampleThe Thinking Game Directions

1. Teachers start by giving students a prompt. (Describe a friend.)

2. Teachers will then give students a sentence like this one. “My friends are ___________________.” (Provide 3 names)

3. Students will brainstorm for a minute and write down the names of the people they consider friends.

4. Teachers now show a new sentence. “We like to__________ “ (Name 4 things you like to do with friends.)

5. Students brainstorm again until they meet the teacher’s goal. The teacher can provide as many sentence frames as s/he wants to help guide the prewriting.

6. Students are given points if they meet the requirements.

Prewriting ELA 2/3 ExampleThe Thinking Game Sample

SentencesPrompt: What are your favorite games to play? Describe them.

My favorite indoor games are ___________ (Name three)

My favorite outdoor games are ___________ (Name three)I like to play games with ___________ (Name two people)

I like to play games at ___________ (Name two places)

Prewriting ELA 4/5 ExampleCharacteristic Chart Directions

1. Choose text with multiple persons and have students read.

2. List 3 or 4 people from the text in a multi-columned T-chart.

3. Call out a characteristic, such as “depressed” and the students will put that description under the person that best represents the word.

4. The teacher will call on a few students to explain why they made that choice. The teacher will use this time to praise the students for their logic or be given the chance to do correctives.

5. The teacher will continue on like this until each person has a few adjectives in their column.

Prewriting ELA 4/5 ExampleCharacteristic Chart Sample

JamesLovell

John Swigert

FredHaise

What are the expectations for the classroom?

1. Have students become familiar with the writing process.

2. Use pre-writing activities before any writing assignment.