Day 1: Introductions ELLs and Academic Literacy Writing to Learn Quick Writes Going Deeper with Writing to Learn Connections to Practice Thoughts about Scoring

Introductions Quick write: What is your current work situation? What are your expectations for this weekend’s sessions? In other words, what do you hope to learn? 1. 3 minute write, share with a neighbor 2. Listener should come up with one or two additional questions 3. Discuss, switch 4. Listener will summarize and share with the group

Promoting ELLs’ Academic Literacy Identify the language demands of the content course Plan language objectives for all lessons and make them explicit to students Emphasize academic vocabulary development Promote oral interaction and extended academic talk Review vocabulary and content concepts Give students feedback on language use in class (Short & Echevarria, 2004)

Promoting ELLs’ Academic Literacy: Sheltered Instruction Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment (Echavarria, Vogt, & Short, 2008)

Promoting ELLs’ Academic Literacy Preparation: Content and language objectives Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Promoting ELLs’ Academic Literacy Preparation Building Background Comprehensible Input Strategies: Scaffolding using think-alouds Interaction Practice/Application Lesson Delivery Review/Assessment

Promoting ELLs’ Academic Literacy Preparation Building Background Comprehensible Input Strategies Interaction: Grouping to promote discussion Practice/Application Lesson Delivery Review/Assessment

Promoting ELLs’ Academic Literacy Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application: Activities to apply knowledge and skills through reading, writing, listening, speaking Lesson Delivery Review/Assessment

Promoting ELLs’ Academic Literacy Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment: Scoring writing quickly and efficiently

Gradual Release of Responsibility Focus Lessons “I do it” Teacher Responsibility Demonstrates new strategies and skills: model, scaffold, coach Observes Questions Participates Guided Instruction “We do it” Clarifies questions and explains Group and task are carefully matched Applies new learning with guidance Collaborative Learning “You do it together" Plans purposeful learning activities, facilitates group interactions Consolidates understanding through interactions with peers Independent Learning “You do it alone” Creates engaging assignments, assists if needed Extends learning through synthesis and evaluation to create new understandings Student Responsibility Frey & Fisher (2006)

Content Area Writing A way of thinking more deeply about texts and ideas and synthesizing information to deepen understanding A catalyst for further learning and meaning making An opportunity for students to recall, clarify, and question what they know and what they still wonder about A way to develop the the skill of expressing one’s thinking in writing A tool in helping students become active learners A way to help students improve achievement because it uses language to facilitate understanding A way to help students reflect and think critically about content A way to promote metacognitive skills such as self questioning, prior knowledge activation, and making inferences—all of which lead to original thoughts and insights (Gammill, 2006; Knipper & Dugan, 2006)

High stakes vs. low stakes writing: “Writing feels like an inherently high- stakes activity” (Elbow, 1997)

Advantages of Low-Stakes Writing Involvement Clearer prose Quality Understanding Reading (Elbow, 1997)

Writing Tasks (Daniels, 2007) Writing to learn (low stakes) short spontaneous exploratory informal personal one draft unedited ungraded Public writing (high stakes) substantial planned authoritative conventional audience centered drafted edited assessable

Writing Break Prompt: What are you thinking about right now, in terms of teaching, students, content area, writing? Write for 2 minutes, trade, read Continue the conversation out loud

Quick Writes (Ch. 3) 1. Writing break 2. Exit slip 3. Admit slip 4. Brainstorming 5. Drawing and illustrating 6. Clustering 7. Mapping

Quick Writes (Ch. 3) 1. Writing break 2. Exit slip 3. Admit slip 4. Brainstorming 5. Drawing and illustrating 6. Clustering 7. Mapping

Quick Writes (Ch. 3) 1. Writing break 2. Exit slip 3. Admit slip 4. Brainstorming 5. Drawing and illustrating 6. Clustering 7. Mapping

Brainstorming Longitude and Latitude 1. 1-minute individual brainstorm: List anything that comes to mind 2. Extend list with partner 3. Pairs share ideas and I compile them What’s one important item you would add to the list now that was completely overlooked earlier? Of all the items listed, which three are the most important based on what you know now?

Quick Writes (Ch. 3) 1. Writing break 2. Exit slip 3. Admit slip 4. Brainstorming 5. Drawing and illustrating 6. Clustering 7. Mapping

Additional Quick Writes Review the Latitude and Longitude handout Choose one of these additional quick write strategies to use with this text: Drawing and Illustrating (p ) Clustering (p ) Mapping (p ) 1. Outline how you would use this strategy 2. Discuss instructional implications 3. Be prepared to share with another pair (groups of 4)

Going Deeper With Writing to Learn (Ch. 4) Written conversation Write-around Carousel brainstorming Double-entry journal Nonstop write Reflective write KWL Teacher-student correspondence

Going Deeper With Writing to Learn (Ch. 4) Written conversation Write-around Carousel brainstorming Double-entry journal Nonstop write Reflective write KWL Teacher-student correspondence

Carousel Brainstorm (p ) Read the question Discuss Scribe responses (be conscious of space) Pass the chart when directed, but keep your pen Repeat until your original chart is returned Read, discuss, identify main points Be prepared to share (spokesperson?)

Write-Around Strategy (p ) Read the text Put your initials at the top of a blank page Respond to the prompt: What are your thoughts about this text? What surprised you or brought up connections or questions? “We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain inalienable rights, and that among these are Life, Liberty, and the pursuit of Happiness” No state shall deprive any person of life, liberty, or property, without due process of law, or to any person within its jurisdiction of the equal protection of the laws” Pass your paper to your right when directed Repeat until your original paper is returned Read, discuss: The content of the responses and the writing experiences

Connections to Practice Choose a lesson, chapter, or unit from your curriculum materials 1. What quick write strategies are a good fit? 2. Which going-deeper strategies would you select to help students explore ideas further? 3. Sketch a sequence (lesson or lessons) that integrates these strategies with content and activities Be prepared to share in small groups

Feedback on Writing Minimal Grading Three level scale Two level scale One level scale Zero level scale (Elbow, 1997)

Feedback on Writing Response Continuum Zero Minimal, nonverbal, noncritical Supportive, noncritical Descriptive, observational Minimal, nonverbal, critical Critical, diagnostic, advisory (Elbow, 1997)

Conclusion: Exit Slip What is something interesting you learned today? What connections are you making to classroom practice? What questions do you have?