Creating Writers: all students writing and writing well

Comox  Valley  Nov.  21,  Feb.  6.,  Apr.  17,  2013  

Faye  Brownlie  www.slideshare.net  

Learning Intentions •  I will uncover ways to remember the joy of

writing •  I will add new strategies to my repertoire that

include all students in writing •  I better understand how to embed AFL in our

writing classroom •  I acknowledge the power of oral language,

modeling, building criteria, practice, engagement and sharing in building writers

Managing the Workshop •  Work with large chunks of time •  Build criteria with students •  Teach one/two specific criteria at a time, over

time •  Model, model, model •  Practice, practice, practice •  Focus on pre-writing and oral language •  Establish clear expectations for writing •  Coach students as they are writing (DF) •  Goal-set with students

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

The Traits of Writing

… a start

… coming along

… that’s it

… Wow!

Ideas • a series of loosely connected events that do

not make sense

• main idea and problem are unclear

• very few details

• a series of loosely connected events that

make sense

• basic main idea and problem are not too

original, not too clear

• a few details

• a logical sequence of events

• main idea, problem and solution are

clear and parts are original

• details and descriptions develop char-

acters and plot

• a creative and logical sequence of events

• an interesting twist that is part of the main

idea, problem or solution

• vivid details show rather than tell about

characters and plot

Word Choice • simple word choices; some words have mis-

takes

• no poetic words

• some interesting word choices; mostly risk-

free

• an attempt at poetry

• interesting word choices sprinkled

throughout

• poetry that adds interest

• precise word choices that allow the reader

to visualize

• clever use of poetry

Sentence

Fluency

• short, simple sentences with run-ons and/or

fragments

• many sentences that begin the same way

• mostly short, simple sentences and a few

longer ones

• many sentences that begin in different

ways

• a mixture of short, medium and long

sentences that create flow

• sentence beginnings that are different

and interesting

• smooth flow because sentences are of dif-

ferent lengths and types

• a variety of clever sentence beginnings that

fit perfectly

Voice • no personality

• no evidence of care for topic

• no thought for the reader

• characters are named, but not described

• dialogue (if used) is boring and/or confusing

• a glimmer of personality

• some evidence of care for topic

• thought for the reader at times

• characters are named and described a lit-

tle

• unnatural or basic dialogue

• clear personality

• evidence that show care for topic

• carefully chosen words and events to

engage the reader

• characters are well developed on the

inside and outside

• dialogue moves plot along or reveals

the personality of characters

• personality that shines

• evidence that shows passion for topic

• a clear understanding of what readers crave

• characters have individuality and are vividly

described

• dialogue reveals character personality and

moves plot along

Organization • no lead; reader wonders what this is about

• a series of loosely related events

• no ending

• basic sentence connections (e.g. and,

then, so)

• has a basic lead that hints at the story to

follow

• related events that wander in parts

• a weak ending that may not make sense

• a small variety of connections; some are

over used

• has an interesting lead that estab-

lishes the plot

• events that develop logically

• a believable ending that attempts to

tie up the story

• Smooth connecting words

• a lead that readers love and will lure them

into the plot

• events that weave together beautifully

• an ending that satisfies; it may have a sur-

prise twist

• artful connecting words

Conventions • frequent errors in spelling, grammar and

punctuation make story hard to understand

• minimal use of paragraphs

• some errors in spelling, grammar and punc-

tuation; reader can figure out meaning

• evidence that show understanding of para-

graphs

• errors in spelling, grammar and punc-

tuation, but only in the complex parts;

meaning is clear

• clear use of paragraphs

• the occasional error in spelling and punctua-

tion, but only in the complex parts; meaning

is clear

• paragraphs in all the right places

The Traits of

Writing

… a start

… coming along

… that’s it

… Wow!

Ideas • some recognizable ideas • topic not yet clear

• has a few details • topic is still to large

• several details • clear topic

• dazzling details • focused, clear topic

Word Choice • recognizable words • trying out new words • new words are effective • readers will love the words used

Sentence Fluency

• words create phrases • repeats familiar phrases

• some sentences need fixing • some sentences begin with

different words

• most simple sentences are complete

• most sentences begin with different words

• sentences are complete and some are interesting

• every sentence begins with a different word

Voice • hints of personality in words and pictures

• fuzzy audience awareness; could be anyone, anywhere

• has some personality • shows some care for your

topic and reader

• personality shows • you care about your topic

and reader

• personality plus • you love your topic and

your reader will too

Organization • hints at a beginning • needs more ideas in middle • needs transitions • needs an ending

• has a bit of a hook • has some middle ideas • has a few transitions • hints of an ending; has an

abrupt ending e.g. The end

• has hooked reader • interesting middle • nice transitions • has an ending, but could be

more creative

• has a bold beginning • mighty middle • terrific transitions • ending is clearly thought

out

Conventions

Carol Walters S.D. #71

• please correct spelling • needs periods and capitals • some grammar needs

fixing

• some spelling to fix up • some punctuation issues • most grammar is correct

• lots of correct spelling • good punctuation • good grammar

• you’re a spelling star! • perfect punctuation • great grammar

…experimenting

• uses scribbles for writing • topic is clear to writer

• writes letters in strings • imitates word patterns • uses pictures instead

• mimics letters and words • single word-like scribbles • no sentences yet

• personality not yet apparent

• not aware of reader yet

• ability to order or group ideas is not yet present

• beginning, middle and end are not yet apparent

• no connections just yet

• writes strings of letters • attempts standard letters • attempts left to write

IDEAS ORGANIZATION

Clear messages

Narrowed focus

Vivid details

Stays on Topic

A brilliant beginning

A mighty middle

An excellent ending

Transitions that create flow

VOICE WORD CHOICE

Passion for the topic

Contains writer’s personality

There’s a reader/writer

connection

Fresh and original

word combinations

Trying out new words

poetic devices

SENTENCE FLUENCY CONVENTIONS

Complete sentences

Sentences begin with different

words

Sentences are different lengths

Spelling

Grammar

Punctuation

Use of paragraphs

Key Qualities of the Traits

Descriptive Feedback -to scaffold & extend the learning

•  What’s working? – Give a specific compliment

•  What’s not? – Set a goal

•  What’s next? – Have an action plan

Quick Writes •  Give a word to students •  Give 15 seconds to think about the word, then 3

minutes to free write, using the word •  Students reread (mumble) their writing •  Students choose a phrase, sentence, powerful

word to share – if they choose •  Share the ‘treasures’ •  Describe ‘what works’ •  Repeat the process

Building Criteria •  Whip around •  What struck you? What worked? •  Categorize •  Choose a focus criteria •  Model •  Practice •  Highlight and seek advice

Its All in the Bag •  Have students fold a paper in 4 boxes. •  Pull an artifact from a bag and discuss, what is

this, how could it be used in a story? •  Students return to their desks and draw their

thinking in the first box. •  Repeat with each artifact, drawing in each box,

including all previous artifacts in each drawing. •  Discuss how the story changes as new information

(artifacts) are added. •  Start writing!

Kindergarten Writing Ishaan & Roopjit

2011-2012 Commons & Jakovac

Tait Elementary  

What’s Next for This Beginning Writer, 2nd edition (Reid, Schultz, Peterson)

K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria  

Pearson  &  Gallagher  (1983)  

Criteria •  Big

•  Bold

•  Beautiful

•  A picture that tells a story