Intermediate and Secondary Classes Part 1 Teaching Writing Intermediate and Secondary Classes Part 1

Writing is not caught. It must be taught. Anita L. Archer, Ph.D. author, consultant, teacher archerteach@aol.com

Preview Big Ideas Focus on limited number of genre. Teach the critical foundation skills to mastery. Break down complex tasks. Provide explicit instruction. Provide judicious practice. Provide immediate feedback. Consider motivation. Frontload writing. Have students write short products often. Teach “Process Writing” including the what and how.

Big Idea #1 - Focus on a limited number of modes Common Core Standards Narrative Informative Argument

Big Idea #2: Teach the foundation skills to mastery. Outcome: Writing Arguments, Informational Texts, Narratives Example Foundation Skills: reading, expressive vocabulary, word usage, grammar, fluent handwriting or typing, spelling, capitalization, punctuation, sentence formation

Automaticity of foundation skills necessary for higher order thinking and tasks. When ________ is automatic... Space is available in working memory to ____________ When handwriting (or keyboarding) is automatic Space is available in working memory to plan, compose, edit, and revise product When spelling is automatic When capitalization and punctuation are automatic When sentence formation is automatic

Writing Foundations – Sentence Formation Sentence Expansion Sentence Combining Sentence Frames

Sentence Expansion Students can learn the structure of sentences and gain “sentence sense” though sentence expansion exercises. Students add words or phrases to sentences that answer questions such as when, where, why, and how.

Sentence Expansion What Works Clearinghouse – IES Practice Guide The teacher provides a short sentence. Students expand the sentence using different parts of speech. The dog napped.  The brown dog napped. The brown dog napped on the couch. The lazy, brown dog napped on the couch. The lazy, brown dog napped on the couch while I read a book. Introduce a short sentence. Model how to add to the sentence using different parts of speech, and demonstrate appropriate capitalization and punctuation as the sentence is expanded. Have students provide suggestions for different parts of speech (e.g., subjects and predicates) to add to the short sentences. Have students work independently or in pairs to expand a sentence. Encourage students to share their expanded sentences in small groups, providing feedback to their peers.

Sentence Expansion Teaching Basic Writing Skills by Judith Hochman Expand each sentence using three of the following question words: who, what, when, where, why, and/or how. Start Sentence: The children raced. When: one spring day Where: down the road Why: celebrate the last day of the school year Create Sentence: One spring day, the children ran down the road to celebrate the last day of the school year.

Sentence Expansion Expand each sentence using three of the following question words: who, what, when, where, why, and/or how. Start Sentence: I attended the writing inservice. When: __________________________________________ Where: __________________________________________ Why: ____________________________________________ Create Sentence: _________________________________________________ _________________________________________________

Sentence Expansion Example created by Science Teacher, Anya Covarrubias Based on Teaching Basic Writing Skills by Judith Hochman Expand each sentence using 3 of the following question words: when, where, and how. Sentence: Carbon dioxide is produced during Cellular Respiration. Where: during the Kreb’s Cycle When: carbon chains are broken down How: by bonding with oxygen molecules Expanded Sentence: Carbon dioxide is produced during the Kreb’s Cycle when carbon chains are broken down and bond with oxygen molecules.

Sentence Combining Sentence combining has a positive effect on students’ writing. (Evans, Venotozzi, Bundrick, & McWilliams, 1988; Howie, 1979; Kanellas, Carifio & Dagostino, 1998; Pedersen, 1977; Saddler & Graham, 2005; Stoddard, 1982) Students start with a stem sentence and combine it with one to four other sentences.

Sentence Combining What Works Clearinghouse – IES Practice Guide Students combine two or more sentences into one simple, compound, complex or compound-complex sentence. My dog is brown. My dog is big. My brown dog is big. Choose sentences for combining. Model how to combine the sentences using several examples; with older students, introduce moving, deleting, and adding words or parts. Have students rate the quality of the new sentence, provide alternatives to the new sentence, and discuss which sentences sound better and why. Encourage students to work in pairs to combine sentences, creating several new possibilities and rating the quality of their new sentences. The boy was riding his bike. The boy was careless. The boy ran into a tree. The boy was careless while riding his bike, so he ran into a tree.

Sentence Combining I do it. Start: Linda grabbed a seat. (Examples taken from REWARDS Writing – Sentence Refinement published by Sopris Learning)  I do it. Start: Linda grabbed a seat. Add: Bobby grabbed a seat. Add: The seats were adjoining. Add: The seats were on the bus. Add: The bus was crowded. Create:

Sentence Combining We do it. Start: As the cubs grow fur, they spend periods of time outside the den. Add: The fur is thicker. Add: The periods of time are short. Add: The den is warm. Add: The den is protective. Create: _________________________________________________ _______________________________________________________

Sentence Combining You do it. Start: Jared will finish shopping for school supplies. Add: He will shop this afternoon. Add: He will shop at the mall. Create: ____________________________________ _______________________________________________

Sentence Combining Start: Everyone ate birthday cake. You do it. Start: Everyone ate birthday cake. Add: The birthday cake was chocolate. Add: Everyone ate vanilla ice cream. Add: Everyone ate candy. Create: ____________________________________

Sentence Frames Sentence frames: - Give students a framework to support thinking and writing - Encourage use of content vocabulary - Provide scaffolding for academic language - Increase oral language proficiency

Sentence Frames What Works Clearinghouse - IES Practice Guide Activity Description Examples How the Teacher Can Implement the Activity Sentence Framing Teachers provide sentence frames to guide students’ sentence writing. I like _____________________. I like to _______ and ________. My __________ is __________. When I __________,I like to _____. She didn’t go to _____________ because __________________. Develop a sentence frame for students to use. Model the use of the of the sentence frame. Have students use the sentences frame to construct their own sentences. Have students share their sentence with peers and discuss their word choices. Slowly fade the use of sentence frames during instruction until students can write sentences independently.

Compare and Contrast Sentence Frames Compare = same Contrast = different   1. _________and ________ are similar because they both ______________. 2. There are several major differences between ____ and ____. The most notable is _________.

Big Idea #3 - Break down complex tasks Complex skills and strategies should be broken down into smaller, easy to obtain instruction units. This will promote success and reduce cognitive overload.

Break down complex skills Body of Argument Transcription 1. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason. 2. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases. 3. When given three reasons and related facts and details, can write three paragraphs each containing a topic sentence stating the reason followed by sentences containing supporting facts and details, connected with transition words and phrases.

Break down complex skills Body of Argument Planning and Transcribing 4. When given a topic, can generate a claim and reasons to support the claim. 5. When given a topic, can generate a claim and reasons to support the claim and details to logically support each reason. 6. When given a topic, can generate a plan for the body of an essay (the claim, the reasons, details to support each reason) and transcribe the plan into three coherent paragraphs When given a claim on a topic, can generate reasons to support that claim.

Break down complex skills. Introduction 7. For previously formulated argument papers, writes an introduction that: a) grabs the attention of the reader, b) states the writer’s opinion, and c) introduces reasons to support the writer’s opinion. Conclusion 8. For previously formulated argument papers, writes a short conclusion “wraps it up” the essay by: a) summarizing the opinion and reasons, b) calling for some action to be taken, or c) explaining the outcomes of not following the writer’s suggestions. Arguments (Desired Outcome) 9.. When given a topic, can plan, write, and edit an argument paper that includes: a) an effective introduction, b) a well structured body with logically organized reasons and related facts and details, linked with appropriate transition words and phrases, and c) a short conclusion that “wraps it up”.

Big Idea #4 - Provide explicit instruction Remember - Writing is not caught. Writing must be taught. Model - I do it Guided Practice - We do it We do it Gradual release of responsibility We do it Unguided Practice - You do it

Provide Explicit Instruction Scaffold Instruction, gradually fading out teacher assistance M T W T F I do it. We do it. We do it. We do it. We do it. You do it. ….. You do it. …… You do it.

Narrative Writing (Story Writing) Goal: You will be able to write a narrative with appropriate paragraph breaks that will assist the reader. (This lesson was originally taught in an 8th grade Language Arts class. The students’ narrative products had few or no paragraphs.)

Review When do we add paragraph breaks in informative text?

Informative Text (Review) Paragraph breaks Topic Supporting details

Narrative (Introduce strategy.) Start a new paragraph when: speaker changes setting changes situation changes time changes

A Trip to Grandma’s Janetta dragged her suitcase down the stairs, across the porch, and helped her dad lift it into the trunk. “You’ve got enough in there for a month,” Dad said, laughing out loud. “You’re going to Grandma’s for only two days.” “I know, “ answered Janetta, “Grandma is taking me out during the day and at night.” Dad parked the car next to the train station. Crowded with people, the train station looked as if everyone in Cross Junction was traveling someplace. The ticket line looked like a snake slowly slithering across the yard, thought Janetta. Finally, dad purchased a ticket for Janetta, and they walked to the waiting room. “I’ll wait with you until it’s time to board,” said Dad. “I’ll call tonight,” said Janetta.

Soon the conductor announced that Janetta’s train was leaving in five minutes. She kissed and hugged her dad and followed the crowd down the steep stairs to the train track. Janetta lugged her suitcase into the train and quickly found a seat. I’m glad, she thought, Momma packed me a good lunch. Slowly the train chugged out of the station. Faster and Faster turned the wheels. Janetta watched Cross Junction disappear. In two hours, she’d be sitting with grandmother in the farmhouse kitchen. Janetta couldn’t wait!

Big Idea # 5 - Provide judicious practice Engage students in writing for short and long time segments Have students write many products of focus genre to promote mastery After initial instruction, products can be composed in a variety of classes

Big Idea #6 - Provide Immediate Feedback Teacher feedback to individual: Provide feedback to individuals in real time as you circulate and monitor. Praise, Encourage, Correct Teacher feedback to group: Provide feedback to the entire class on your observations.

Big Idea #6 - Provide Immediate Feedback Feedback to self: Have students carefully check their products against the rubric. Feedback to partner: Have students give focused feedback to their partners after you model the feedback procedure.

Big Idea #6 - Provide Immediate Feedback Teacher Feedback: Provide feedback to students on a portion of the rubric. Teacher Feedback: Provide feedback on final drafts using the rubric. To promote final drafts include a signature page: ________________________(Author) I have carefully revised and edited this paper. ________________________(Peer) I have read this paper and have indicated errors to the author. ________________________(Adult Mentor) I have read this paper and have indicated errors to the author. Teacher Feedback: Record your feedback using italk or other platform and email the file to the student.

Big Idea #7 - Consider motivation Success (perceived probability of success) Interest (interest in the topic) Choice (narrow choice when possible)

Big Idea # 8 - Frontload Writing If students have no ideas, their written products will be low in quantity and quality. Frontload IDEAS Brainstorm ideas (Think, Pair, Share) Read related materials Relate to concepts that have been taught Frontload VOCABULARY Provide a list of academic vocabulary related to the topic Provide a list of transition words and phrases

Big Idea # 9 – Have students write short products often. Short writing often Not just long writing seldom Examples: Text-dependent Questions Summaries Compare and Contrast Explanations Arguments Exit Tickets

Why? Learning Students learn more due to Rehearsal Retrieval Promotes critical thinking Helps clarify thinking

Why? Engagement Active thinking Active reflection Active participation When writing precedes discussion, More thoughtful participation Increased diversity of student voices

Why? Writing Develops writing skills Keeps writing skills sharp Increases ability to communicate in domain

Why? Embedded Formative Assessment Students can appraise their grasp of critical content and concepts Teachers can appraise grasp of critical content and concepts

HOW – Scaffolding Scaffolding Students’ writing can be supported using: Writing Strategies Writing Frames Think Sheets (Graphic Organizers)

short answer Response to text-dependent questions Students respond to text-dependent questions on what has been read, viewed, or heard. Answers can be spoken or written.

Text-dependent questions – What? Can only be answered with evidence from the text Do not depend on students having other experiences or knowledge YOU HAVE TO READ THE TEXT!

Text-Dependent Questions - WHY Keeps reader IN the text - NOT OUT of the text Departing the text removes students’ cognition from the text message, reducing concentration and comprehension

Text-Dependent Questions WHY Questions are asked to make learning visible. Oral Responses (to partner, team, class) Answers to questions Discussions Debates Written Responses Summaries, Explanations, Arguments, Compare/Contrast Response to prompts

Short Answer – Text-Dependent Questions Read the question. Change the question into part of the answer and write it down. Locate evidence in the text that can be used in answering the question. Underline or list the evidence. Complete the answer. a. Incorporate evidence into your answer. b. Indicate the source of the evidence. Reread and fix up your answer. a. Revise – Does your answer answer the question? Does it make sense? b. Edit – Check spelling, punctuation, and capitalization

Summaries Students summarize chapter, segment of chapter, article, lecture, or unit focusing on the most critical content.

Sum it up Step 1. LIST (Make a list of important ideas.) Step 2. CROSS-OUT (Cross out any unnecessary or weak ideas.) Step 3. CONNECT (Connect ideas that could go in one sentence.) Step 4. NUMBER (Number the ideas in the order that they will appear in the paragraph.) Step 5. WRITE (Write the paragraph.) Step 6. EDIT (Revise and proofread your answer.) REWARDS PLUS (Sopris Learning)

Make a List - Make a list of important details. Emperor penquin’s birth Male takes care of egg Female lays a single egg Female leaves Female spends winter at sea fishing The water is very cold Male balances egg on his feet under belly Male stays on egg for two months Male doesn’t eat Egg hatches Female returns with regurgitated food for chick Male and female alternate fishing and caring for chick

Cross-out - Cross out any unnecessary or weak ideas Cross-out - Cross out any unnecessary or weak ideas. Connect - Connect ideas that could go in one sentence. Penguin’s birth Male takes care of egg Female lays egg Female leaves Female spends winter at sea The water is very cold Male puts egg on his feet under belly Male stays on egg for two months Male does not eat Egg hatches Male must care for baby

Number - Number the ideas in the order that they will appear in the paragraph. Penguin’s birth 3 Male takes care of egg 1 Female lays egg 2 Female leaves Female spends winter at sea The water is very cold 4 Male puts egg on his feet under belly Male stays on egg for two months 5 Male does not eat Egg hatches 6 Male must care for baby

Write a summary. The birth process of penguins is different from that of other animals. The female penguin lays an egg. Soon after laying the egg, the female penguin leaves and spends the winter in the sea. Meanwhile the male must take care of the egg. For two months, he places the egg on his feet under his belly. During this time, the male penguin does not eat. Even after the baby penguin hatches, the male penguin continues to take care of the infant penguin.

Ben Franklin, a well-known American living from 1706 to 1790, gained fame as an inventor, scientist, author, printer, and politician. As an inventor, he developed a range of items including the Franklin stove, bifocals, and swim fins. His experiments verified that lightning was simply a form of electricity. As an author, he was best known for his annual Poor Richard’s Almanack that supplied advice to readers on numerous subjects. As a politician, Franklin helped write the Declaration of Independence, signed the Constitution, and served as an ambassador to France. While Franklin’s accomplishments spanned many domains, his life spanned three countries: the US, Great Britain, and France.  

Summary - Informational Text Chapter: __________ Topic: _______________ In this section of the chapter, a number of critical points were made about … First, the authors pointed out that… This was important because… Next, the authors mentioned that… Furthermore, they indicated… This was critical because… Finally, the authors suggested that…

Summary - Informational Text – Example Chapter: Drifting Continents Topic: Wegener's Theory   In this section of the chapter, a number of critical points were made about Alfred Wegener's theory of continental drift. First, the authors pointed out that Wegener believed that all the continents were once joined together in a single landmass that drifted apart forming the continents of today. This was important because it explained why the outline of the continents as they are today fit together. Next, the authors mentioned that Wegener argued that there were many pieces of evidence supporting his theory of continental drift. Furthermore, they indicated that Wegener used evidence of similar landforms and fossils on different continents to prove his theory. This was critical because other scientists could validate this evidence. Finally, the authors suggested that despite this evidence, other scientists did not accept Wegener's theory because he could not explain the force that pushes and pulls the continent.

Summary - Video Although I already knew that ... I learned some new facts from the video titled ... I learned ... I also discovered that... Another fact I learned was ... However, the most important/interesting thing I became aware of was...

Summary - Video Although I already knew that migrating Vaux Swifts gather in NW Portland, Oregon in the fall, I learned some new facts from the video titled Vaux Swifts. I learned that the Vaux Swifts can not perch like other song birds due to the structure of their claws. These birds either cling to the walls of a hollow tree or a chimney or fly. I also discovered that their natural habitat is declining, forcing them to sleep in chimneys. Another fact I learned was that up to 30,000 swifts gather at Chapman Elementary School where they dive down into the chimney at sunset. However, the most interesting thing I became aware of was that the children at the school are very supportive of the migrating Vaux Swifts. To protect the swifts in the school chimney, the heat is turned off until the swifts migrate, resulting in the students wearing sweaters and coats in class.

Why? On a separate piece of paper, complete the following writing frame. Copy and complete each sentence. Format as a continuous paragraph. When done, reread, revise, and edit.

Why There are a number of reasons why writing frames are beneficial to students. The most important reason is… Another reason is … A further reason is … So you can see why…  

Application - Summary Which of these scaffolding procedures could be applied to your classroom?

Compare and Contrast

Compare and Contrast ... and ... are similar in a number of ways. First, they both…… Another critical similarity is ... An equally important similarity is ... Finally, they ... The differences between ... and ... are also obvious. The most important difference is ... In addition, they are ... In the final analysis, ... differs from ... in two major ways: …

Compare and Contrast - Example Narrative and informative written products are similar in a number of ways. First, they both have an author intent on sharing his/her ideas. Another critical similarity is the goal of informative and narrative writing: to communicate to a reader or group of readers. An equally important similarity is that both genre’ utilize the words, mechanics, and grammar of the author’s language. Finally, they both are read on a daily basis across the world. The differences between narrative and informative written products are also obvious. Narratives convey a story, real or imagined, while informative products transmit information that the reader needs or is interested in learning. The most important difference is their purpose. In addition, they are structured differently. The structure of a narrative is based on the elements of a story: settings, characters, the character’s problems, attempts at resolving the problem, and finally its resolution. In contrast, when writing an informative product, authors organize the information into paragraphs each containing a topic and critical details. In the final analysis, narratives differ from informative text in two major ways: content and structure.

Compare The Senate and the House of Representatives are similar in a number of ways. First, they are both part of the legislative branch of government referred to as Congress. Furthermore, citizens in each state must elect the senators and representatives that serve in Congress. In addition, the two bodies of Congress have a number of joint powers including the power to make laws, declare war, and collect taxes.

Contrast While the Senate and House are similar in a number of ways, their membership composition differs. There are 100 elected senators with two senators from each state regardless of the state’s population. In contrast, the House has a total of 435 representatives with the number from each state dependent on the state’s population. The qualifications also differ between senators and representatives. Representative must be at least 25 years old, a US citizen for 7 or more years, and a legal resident of the state that they represent. On the other hand, a senator must be at least 30 years old, a US citizen for 9 years or more, and a legal resident of their state. The Senate and House of Representatives, while given joint powers, are also accorded separate powers. The Senate is given the responsibility for ratifying treaties, confirming presidential nominations, and trying impeached officials. In contrast, the House of Representatives’ specific powers include initiating spending and tax bills, impeaching high officials, and determining who will be president if the Electoral College ends in a tie.

Compare – Contrast Graphic Organizer

Compare – Contrast Graphic Organizer

Compare – Contrast Graphic Organizer

Application Make a list of potential compare/contrast writing topics. eg., Senate VS House of Representatives

Explanations How (Does mass affect how quickly an object falls? How does a computer work? How are mountains formed? How does a spider spin a web?) Why (Why do some things float or sink? Why is the ozone layer getting thinner? Why does iron go rusty? Why do living things need food?)

Explanation - Why There are a number of reasons why .... The most important reason is… Another reason is … A further reason is … So you can see why…

Explanation - Why There are a number of reasons why non-native plants and animals damage the Great Lakes. The most important reason is that many invasive species take food from native species. Another reason is that some of the invasive, non-native species attach to docks and to boats, causing great damage. A further reason is that some non-native species clog water pipes, restricting the movement of water to industries and residences. So you can see why actions need to be taken to protect the Great Lakes from invasive, non-native plants and animals.

Explanation There are differing explanations as to why… One explanation for this is… The evidence for this is … An alternative explanation is … The explanation is based on… Of the alternative explanations, I think the most likely is…

Analysis of Graphic The title of this graphic is... The type of graphic is .... Its purpose is to ... One critical observation that I made was... This is important because ... I reached a number of conclusions through my analysis of this graphic. First, .... Second, .... Finally, ...

Example Graphic – Social Studies Western World - Holt Social Studies

Analysis of Graphic The title of this graphic is Mexico’s Trading Partners. The type of graphic is a pie graph. Its purpose is to convey information about Mexico’s imports and exports in 2005. One critical observation that I made was that Mexico’s major trade partner is the United States. This is important because it emphases the economic relationship between the United States and Mexico, its southern neighbor. I reached a number of conclusions through my analysis of this graphic. First, Mexico has a higher percentage (89%) of their exports going to the US than the percentage of imports (63%) coming into Mexico from the US. Second, 10% of Mexico’s imports come from Asian countries, China and Japan. Finally, it is obvious that Mexico’s economy is very dependent on Mexico’s relationship with the United States.

Process To ..., you need to follow these basic steps. First, you need to … Next … Then… When you finish, you should have ….

Problem-Solution In this problem, we were asked to figure out…. Some information was already given including ... and ... When creating a plan to solve this problem, I decided to follow a number of steps. First, I…. Next, I… Then, I … Finally, I … After following these steps, I determined that the answer was … To check this answer, I … Based on my verification of the answer, I am quite certain that it is accurate.

Scientific Explanations Question: Claim a statement that answers the question Evidence scientific data that supports the claim Reasoning a justification for why the evidence supports the claim using scientific principles

Scientific Explanations Question: How was the Grand Canyon formed? Claim a statement that answers the question The Grand Canyon was mainly formed by water cutting into and eroding the soil. Evidence scientific data that supports the claim The soil in the Grand canyon is hard, cannot absorb water, and has few plants to hold it in place. When it rains in the Grand Canyon it can rain very hard and cause flash floods. The flash floods come down the side of the Grand Canyon and into the Colorado River. Reasoning a justification for why the evidence supports the claim using scientific principles Water moving can cause erosion. Erosion is the movement of materials on the earth’s surface. In terms of the Grand Canyon, The water moved the soil and rock from the sides of the Grand Canyon into the Colorado River where it was then washed away. McNeill, 2013

Application Which of these scaffolding procedures could be utilized in your classes?

Arguments

Argument Though not everybody would agree, I want to argue that... I have several reasons for arguing this point of view. My first reason is … A further reason is… Furthermore… Therefore, although some people might argue that … I have shown that …

Argument Though not everybody would agree, I want to argue that Andrew Jackson was not the president for the common man though he was the first US president not born into a rich family. I have several reasons for arguing this point of view. My first reason is that Jackson’s policies called for the removal of Native Americans from their homelands in order to allow white settlers to take over native territories. A further reason is that while Jackson expanded suffrage to white men who did not have property, voting rights were not extended to women. Furthermore, Jackson was a plantation owner with at least 150 slaves. Therefore, although some people might argue that President Jackson, our 7th President, was the president for the common man because of his impoverished roots, I have shown that Jackson was NOT the president for Native Americans, women, or African Americans.

Argument There is a lot of discussion about whether… The people who agree with this idea claim that… A further point they make is … However, there are also strong arguments against this point of view. People with the opposing view believe that… They say that… Furthermore, they claim that… After examining the different points of view and the evidence for them, I think… because…

Opinion I think that ... I feel this way because ... Another reason I feel this way is... Most importantly, I think ... For these reasons, I believe that ...

Application List a number of prompts for an opinion or argument to be used in your classes.

Exit Ticket 1. Today I learned… 2. I was surprised by… Name: Directions: Complete _____________ of these statements.   1. Today I learned… 2. I was surprised by… 3. The most useful thing I will take from this lesson is... 4. One thing I am not sure about is…. 5. The main thing I want to find out more about is…. 6. After this session, I feel… 7. I might have gotten more from this lesson if….

Big Idea # 10 - Teach Process Writing including the “What” and “How” WHAT What is the writing product? Critical attributes Rubric Example HOW How to write the writing product? Writing Process

Review Big Ideas Focus on limited number of genre. Teach the critical foundation skills to mastery. Break down complex tasks. Provide explicit instruction. Provide judicious practice. Provide immediate feedback. Consider motivation. Frontload writing. Have students write short products often. Teach “Process Writing” including the what and how.