English SOL Institute Secondary Writing Strand
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1 English SOL Institute English SOL Institute Secondary Writing Strand Secondary Writing Strand Hope Cloud, Hope Cloud, Appalachian Writing Appalachian Writing Project, Wise County Public Schools Project, Wise County Public Schools Strategies for Teaching the New Strategies for Teaching the New Standards Standards
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English SOL Institute Secondary Writing Strand. Hope Cloud, Appalachian Writing Project, Wise County Public Schools Strategies for Teaching the New Standards. Secondary Writing. Key Points in Secondary Writing Writing revolves around mode, purpose, audience, and process - PowerPoint PPT Presentation
Transcript of English SOL Institute Secondary Writing Strand
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English SOL InstituteEnglish SOL Institute
Secondary Writing StrandSecondary Writing Strand
English SOL InstituteEnglish SOL Institute
Secondary Writing StrandSecondary Writing Strand
Hope Cloud, Hope Cloud, Appalachian Writing Project, Appalachian Writing Project, Wise County Public SchoolsWise County Public Schools
Strategies for Teaching the New StandardsStrategies for Teaching the New Standards
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Secondary WritingSecondary WritingSecondary WritingSecondary Writing
Key Points in Secondary Writing• Writing revolves around mode, purpose,
audience, and process
• Provide students opportunities to practice writing on demand, for shorter time frames, and over extended periods of time
• Each grade level has a composing/revision standard and an editing/grammar standard
Key Points in Secondary Writing• Writing revolves around mode, purpose,
audience, and process
• Provide students opportunities to practice writing on demand, for shorter time frames, and over extended periods of time
• Each grade level has a composing/revision standard and an editing/grammar standard
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Secondary WritingSecondary WritingSecondary WritingSecondary Writing
Key Points in Secondary Writing• Teaching writing is an expectation of every
grade, not only “tested” grades
• Provide students with opportunities to compose using computers
• Self- and peer-editing opportunities for students are essential
Key Points in Secondary Writing• Teaching writing is an expectation of every
grade, not only “tested” grades
• Provide students with opportunities to compose using computers
• Self- and peer-editing opportunities for students are essential
Secondary WritingSecondary WritingSecondary WritingSecondary WritingKey Points in Secondary WritingKey Points in Secondary Writing• 6-8 writing emphasis is expository and
persuasive writing
• 9-12 writing emphasis is argumentative, persuasive, and analytical writing
• 9-12 writing should produce a sound argument, address counterclaims, provide sound reasoning, and come to a just conclusion
Key Points in Secondary WritingKey Points in Secondary Writing• 6-8 writing emphasis is expository and
persuasive writing
• 9-12 writing emphasis is argumentative, persuasive, and analytical writing
• 9-12 writing should produce a sound argument, address counterclaims, provide sound reasoning, and come to a just conclusion
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Strategies for Teaching WritingStrategies for Teaching WritingStrategies for Teaching WritingStrategies for Teaching Writing
Strategy 1: Scaffolded Writing Strategy 1: Scaffolded Writing InstructionInstruction
Strategy 1: Scaffolded Writing Strategy 1: Scaffolded Writing InstructionInstruction
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• Scaffolded instruction is based on the work of Vygotsky, who proposed that “with an adult’s assistance, children could accomplish tasks that they ordinarily could not perform independently.”
• “Scaffolding is a process in which students are given support until they can apply new skills and strategies independently.”
• Scaffolded instruction is based on the work of Vygotsky, who proposed that “with an adult’s assistance, children could accomplish tasks that they ordinarily could not perform independently.”
• “Scaffolding is a process in which students are given support until they can apply new skills and strategies independently.”
Larkin, Martha. "Using Scaffolded Instruction to Optimize Learning ." Council for Exceptional Children. (2002): Web. 11 Jun. 2012. <http://www.cec.sped.org/am/template.cfm?
Harry Wong on StructureHarry Wong on StructureHarry Wong on StructureHarry Wong on Structure
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• Students risk failure because of the lack of structure.
• The greater the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement rate.
• Students risk failure because of the lack of structure.
• The greater the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement rate.
Wong, Harry K. and Rosemary T. The First Days of School. Harry K Wong Publications, 2001.
1a: Sentence Pyramids1a: Sentence Pyramids1a: Sentence Pyramids1a: Sentence Pyramids
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Basic sentence
Add a prepositional phrase
Add adjectives and adverbs
Add sentence variety (compound sentence, complex sentence, etc.)
Add figurative language
*See slide 18 for explanation and example
1b: Handy1b: Handy Guide to Guide to WritingWriting
1b: Handy1b: Handy Guide to Guide to WritingWriting
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Cloud, Hope. "A Handy Guide to Writing Paragraphs." Let's Write: 30 Strategies for Teaching Writing. Appalachian Writing Project.
Strategy 2: Using Technology Strategy 2: Using Technology to Plan and Draft Writingto Plan and Draft Writing
Strategy 2: Using Technology Strategy 2: Using Technology to Plan and Draft Writingto Plan and Draft Writing
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Beginning with the 2013 spring administration of Beginning with the 2013 spring administration of grades 5, 8, and EOC SOL writing assessments, grades 5, 8, and EOC SOL writing assessments, Virginia students will complete all direct writing Virginia students will complete all direct writing tests online.tests online.
Teachers need to provide opportunities for Teachers need to provide opportunities for students at all grade levels to plan, compose, students at all grade levels to plan, compose, revise, edit, and publish writing using revise, edit, and publish writing using computers.computers.
Beginning with the 2013 spring administration of Beginning with the 2013 spring administration of grades 5, 8, and EOC SOL writing assessments, grades 5, 8, and EOC SOL writing assessments, Virginia students will complete all direct writing Virginia students will complete all direct writing tests online.tests online.
Teachers need to provide opportunities for Teachers need to provide opportunities for students at all grade levels to plan, compose, students at all grade levels to plan, compose, revise, edit, and publish writing using revise, edit, and publish writing using computers.computers.
Virginia Department of Education. English SOL Resources. <http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml>.
Why Use Technology?Why Use Technology?Why Use Technology?Why Use Technology?
A report from the National Writing Project and the A report from the National Writing Project and the College Board found that the use of Web 2.0 College Board found that the use of Web 2.0 tools such as blogs, podcasts, wikis, and tools such as blogs, podcasts, wikis, and comics-creating software can heighten comics-creating software can heighten students’ engagement and enhance their writing students’ engagement and enhance their writing and thinking skills in all grade levels and across and thinking skills in all grade levels and across all subjects. all subjects.
A report from the National Writing Project and the A report from the National Writing Project and the College Board found that the use of Web 2.0 College Board found that the use of Web 2.0 tools such as blogs, podcasts, wikis, and tools such as blogs, podcasts, wikis, and comics-creating software can heighten comics-creating software can heighten students’ engagement and enhance their writing students’ engagement and enhance their writing and thinking skills in all grade levels and across and thinking skills in all grade levels and across all subjects. all subjects.
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Prabhu, Maya T. "Technology a key tool in writing instruction." eSchool News. July 18. (2010). <http:// www.eschoolnews.com/2010/07/18/technology-a-key-tool-in-writing-instruction/>.
2a: SmartArt Graphic 2a: SmartArt Graphic OrganizersOrganizers
2a: SmartArt Graphic 2a: SmartArt Graphic OrganizersOrganizers
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SmartArt is a tool found in Microsoft Office documents.
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Prompt: In what ways has technology Prompt: In what ways has technology improved our lives?improved our lives?
Prompt: In what ways has technology Prompt: In what ways has technology improved our lives?improved our lives?
Click here
2b: Interactive Online Graphic 2b: Interactive Online Graphic OrganizersOrganizers
2b: Interactive Online Graphic 2b: Interactive Online Graphic OrganizersOrganizers
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• 82% of teens feel that additional in-class writing time would improve their writing abilities
• 78% of students polled feel that teachers using computer-based writing tools would improve their writing abilities
• 82% of teens feel that additional in-class writing time would improve their writing abilities
• 78% of students polled feel that teachers using computer-based writing tools would improve their writing abilities
Lenhart, Amanda. "Writing, Technology, and Teens.“ Pew Research Center, 24 Apr 2008. Web. 23 Mar 2012. <http://pewresearach.org/pubs/808/writing-technology-and-teens>.
Click here
*See slide 20 for explanation and example
2c: Drafting Online (VDOE)2c: Drafting Online (VDOE)2c: Drafting Online (VDOE)2c: Drafting Online (VDOE)
The VDOE website has an extensive list of online The VDOE website has an extensive list of online writing resources to help teachers better writing resources to help teachers better prepare students for the implementation of prepare students for the implementation of online direct writing testing.online direct writing testing.
TestNav (online writing practice tool)TestNav (online writing practice tool)
The VDOE website has an extensive list of online The VDOE website has an extensive list of online writing resources to help teachers better writing resources to help teachers better prepare students for the implementation of prepare students for the implementation of online direct writing testing.online direct writing testing.
TestNav (online writing practice tool)TestNav (online writing practice tool)
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Virginia Department of Education. English SOL Resources. <http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/ index.shtml>.
Click here
*See slide 21 for example
A Final Word…A Final Word…A Final Word…A Final Word…
The principal goal of education is The principal goal of education is to create men who are capable of to create men who are capable of doing new things, not simply of doing new things, not simply of repeating what other generations repeating what other generations have done.have done. - Jean Piaget, Swiss cognitive psychologist- Jean Piaget, Swiss cognitive psychologist
The principal goal of education is The principal goal of education is to create men who are capable of to create men who are capable of doing new things, not simply of doing new things, not simply of repeating what other generations repeating what other generations have done.have done. - Jean Piaget, Swiss cognitive psychologist- Jean Piaget, Swiss cognitive psychologist
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Works CitedWorks CitedWorks CitedWorks Cited
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Cloud, Hope. "A Handy Guide to Writing Paragraphs." Let's Write: 30 Strategies for Teaching Writing. Appalachian Writing Project.
Larkin, Martha. "Using Scaffolded Instruction to Optimize Learning ." Council for Exceptional Children. (2002): Web. 11 Jun. 2012. <http://www.cec.sped.org/am/template.cfm?
Lenhart, Amanda. "Writing, Technology, and Teens.“ Pew Research Center, 24 Apr 2008. Web. 23 Mar 2012. <http://pewresearach.org/pubs/808/writing-technology-and-teens>.
"Persuasion Map." Read, Write, Think. International Reading Association, 2010. Web. 11 Jun 2012. <http://www.readwritethink.org/files/resources/interactives/persuasion_map/ >.
Prabhu, Maya T. "Technology a key tool in writing instruction." eSchool News. July 18. (2010). Web <http://www.eschoolnews.com/2010/07/18/technology-a-key-tool-in-writing-instruction/>.
Virginia Department of Education. English SOL Resources. <http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/ index.shtml>.
Wong, Harry K. and Rosemary T. The First Days of School. Harry K. Wong Publications, 2001.
Example of Sentence PyramidExample of Sentence PyramidExample of Sentence PyramidExample of Sentence Pyramid
The teacher sat. (Basic sentence)The teacher sat. (Basic sentence)
The teacher sat The teacher sat at her deskat her desk. (Add prepositional phrase). (Add prepositional phrase)
The The tiredtired, , wearyweary teacher sat teacher sat quietlyquietly at her desk. (Add adjectives and adverb)at her desk. (Add adjectives and adverb)
The tired, weary teacher sat quietly at her deskThe tired, weary teacher sat quietly at her desk, but , but the stack of ungraded the stack of ungraded papers remained. (Add sentence variety – in this example, a compound papers remained. (Add sentence variety – in this example, a compound sentence)sentence)
The tired, weary teacher sat quietly at her desk, but the stack of ungraded The tired, weary teacher sat quietly at her desk, but the stack of ungraded papers remained and papers remained and stared her in the eyesstared her in the eyes / / like an animal seeking its like an animal seeking its preyprey. (Add figurative language – in this example, personification and . (Add figurative language – in this example, personification and simile)simile)
The teacher sat. (Basic sentence)The teacher sat. (Basic sentence)
The teacher sat The teacher sat at her deskat her desk. (Add prepositional phrase). (Add prepositional phrase)
The The tiredtired, , wearyweary teacher sat teacher sat quietlyquietly at her desk. (Add adjectives and adverb)at her desk. (Add adjectives and adverb)
The tired, weary teacher sat quietly at her deskThe tired, weary teacher sat quietly at her desk, but , but the stack of ungraded the stack of ungraded papers remained. (Add sentence variety – in this example, a compound papers remained. (Add sentence variety – in this example, a compound sentence)sentence)
The tired, weary teacher sat quietly at her desk, but the stack of ungraded The tired, weary teacher sat quietly at her desk, but the stack of ungraded papers remained and papers remained and stared her in the eyesstared her in the eyes / / like an animal seeking its like an animal seeking its preyprey. (Add figurative language – in this example, personification and . (Add figurative language – in this example, personification and simile)simile)
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Interactive Graphic OrganizerInteractive Graphic OrganizerInteractive Graphic OrganizerInteractive Graphic Organizer
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Lenhart, Amanda. "Writing, Technology, and Teens.“ Pew Research Center, 24 Apr 2008. Web. 23 Mar 2012. <http://pewresearach.org/pubs/808/writing-technology-and-teens>.
Drafting Online (VDOE)Drafting Online (VDOE)Drafting Online (VDOE)Drafting Online (VDOE)
20Virginia Department of Education. English SOL Resources. <http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/ index.shtml>.
Contact InformationContact InformationContact InformationContact Information
Hope CloudHope Cloud
[email protected] [email protected]
Hope CloudHope Cloud
[email protected] [email protected]
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Reference within this presentation to any Reference within this presentation to any specific commercial or non-commercial specific commercial or non-commercial product, process, or service by trade product, process, or service by trade name, trademark, manufacturer or name, trademark, manufacturer or otherwise does not constitute or imply an otherwise does not constitute or imply an endorsement, recommendation, or endorsement, recommendation, or favoring by the Virginia Department of favoring by the Virginia Department of Education.Education.
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