Writers in Action

Writers in Action

• Focus on writing-developing the basics of good writing in your

classroom

• Awareness workshop was held one year ago at our Inservice Day at Hebbville

Supporting the Young Writer with

Meaningful Instruction

Supporting the Young Writer with

Meaningful Instruction

The Student As A Writer

The Student As A Writer

• Know your students

• Assessment should inform your instruction for students

Supporting the Young Writer with

Meaningful Instruction

The Student As A Writer

The Stages of Writing

Development

The Stages of Writing Development

• Emergent writers• Purposeful marks and scribbles• Need author to understand

•Early Writers•Write one or more sentences, single idea, some conventionally spelled words•Shows awareness

• Transitional Writers• Simple sentence structure• Write longer texts, several ideas• Mostly conventional spelling and punctuation• Inconsistent control of writing

Stages Continued

•Fluent Writers•Conventional spelling•Variety of formats and complex sentences•Write a variety of genre, vary length of texts

Supporting the Young Writer with

Meaningful Instruction

The Student As A Writer

The Stages of Writing

Development

Genre of Writing

Genre of Writing

• Focus on a variety of genre

• Expose students to a variety of writing forms

Resources

• English Language Arts Guide• Writers in Action Student Handbook• Guiding Readers and Writers 3-6 by

Fountas and Pinnell• Writers in Action Teacher Resource• Grade 5- Write Traits• Lessons That Change Writers by Nancie

Atwell

“What is written without effort is in general read without pleasure.”

--Samuel Johnson

Write Traits

• Kits designed to support student writing.

• Kits all have similarities in layout and design.

• Looking at the Grade Five Kit

• All grade 5 classrooms to receive a kit on Friday afternoon.

TraitRefers to a characteristic or quality that defines writing

1) Ideas

2) Organization

3) Voice

4) Word choice

5) Sentence fluency

6) Conventions

“Six trait writing is based on the premise that students who become strong self- assessors become better writers and revisers.” (Write Traits)

Ideas

• Narrow the topic• Strong main idea• Stay focused• Interesting details

Organization

• Strong lead• Details in order• Strong ending

Voice

• Sound like you, no one else.

• Don’t be boring.• Connect with your

audience.

Word Choice

• Avoid tired words like: nice, good, fun, stuff, you know, really, very.

• Use strong verbs.

• Use synonyms and antonyms to enhance meaning.

• Use sensory words.

• Eliminate wordiness.

Sentence Fluency

• Vary the length of sentences

• Vary sentence beginnings

• Check for smoothness-words left out, words repeated too many times?

Conventions

• Check spelling.• Check punctuation-

read out loud, slowly with expression.

• Use a handbook to look up information you’re not sure of.

• Always check it out!

Rubric-6 pt. scale

• 1,2,3 needs serious revision

• 4,5,6 generally strong

• 3- indicates midrange performance with a few more weaknesses than strengths

• 4- indicates midrange performance with a few more strengths than weaknesses

Using Traits

• Teach your students to be observant.• Use rubrics to assess writing and guide in

revision.• Students should practice talking and

thinking like writers.• Students need to understand writing is a

process involving multiple steps and time.• Insist on quality not quantity writing.

The Writing Process

• Prewriting: find topic, narrow it and plan

• Drafting: ideas, leads, details, shaping

• Revising: focus, clarity, strengthen

• Editing: fine-tune

• Publishing: sharing finished work

“Either write something worth reading or do something worth writing.”

--Benjamin Franklin