1. “WRITE, WRITE AND WRITE SOME MORE. THINK OF WRITING AS A MUSCLE THAT NEEDS LOTS OF EXERCISE.” -JANE YOLEN Building Writing Fluency

2. Outcomes Deepen understanding of the purpose of writing fluency and using the strategy to build student stamina in writing Deepen understanding of the purpose of writing fluency and using the strategy to build student stamina in writing Obtain activities to build fluency and stamina daily in your classroom Obtain activities to build fluency and stamina daily in your classroom

3. Building Stamina

4. Jeff Anderson “10 Things Every Writer Needs to Know” “When my alarm rang this morning, I wanted to hit the snooze button and skip working out. You know the drill; stay in bed a few minutes longer so you’ll finally feel rested. But, I’ve learned over time, if I get up and exercise, I’m always glad I did. I feel better. Guaranteed. I know this is true because I have experienced it, time and again. Still, almost every day, resistance pulls the sheets back over my head. But because I have been rewarded with the good feelings that result from exercise—stamina, endorphins, strength, stress reduction—I act. I get up.”

5. Jeff Anderson “10 Things Every Writer Needs to Know” Although the cliché ‘going through the motions’ means doing something half-heartedly, sometimes that’s what it takes to get moving. Once I start writing, I write more. Once I scribble that first word, more come. I am in the flow.” “Although the cliché ‘going through the motions’ means doing something half-heartedly, sometimes that’s what it takes to get moving. Once I start writing, I write more. Once I scribble that first word, more come. I am in the flow.”

6. Power Writing 1. Describe what you would be doing if you were in your classroom this morning. 2. Tell about the funniest thing a child has said or done in your classroom. 3. Free Write

7. A Fluent Writer is…

8. What is Fluency “ Fluency is the ability to generate text– a lot of it– in a short period of time.” Aimee Buckner “To get past “page fright,” writers need to experience the power of motion. Before we start a piece of writing, the page is blank. To get the ballpoint rolling, we must simply begin.” Jeff Anderson

9. Power Writing Select Writing Choice (Three Options Provided) Select Writing Choice (Three Options Provided) 1. Content-Linked Story Starter/Narrative 1. Content-Linked Story Starter/Narrative Example: “What would it be like to live on the sun?” Example: “What would it be like to live on the sun?” 2. Creative/Fictional Story Starter 2. Creative/Fictional Story Starter Example: “Make up a story about a time a zebra was Example: “Make up a story about a time a zebra was playing on the playground.” playing on the playground.” 3. Free Write 3. Free Write Set timer for 2 minutes Set timer for 2 minutes Write Write Count Words Count Words Celebrate Celebrate

10. Writing Sample - September

11. Writing Sample - January

12. More Power Writing–Toss Ins Have students continue writing for another minute, but this time, the teacher will randomly “toss in” additions to include in their next minute’s writing. Have students continue writing for another minute, but this time, the teacher will randomly “toss in” additions to include in their next minute’s writing. Adjectives Adjectives Adverbs Adverbs Vivid Verbs Vivid Verbs Similes Similes

13. Why Writing Fluency “Everything we write today prepares us for the writing task of tomorrow.” Fluency = Building Writing Stamina Standard 10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

14. Heart Map “I don’t have anything to write about!” Create independent writers by having a personalized brainstorm. Create independent writers by having a personalized brainstorm. Hand Map – Things I like to do Hand Map – Things I like to do Foot Map _ Places I have been Foot Map _ Places I have been Heart Map – Things I love Heart Map – Things I love

15. Gallery Walk Organize images around the classroom. Organize images around the classroom. Choose one picture from the first “Gallery” and write for two minutes on the topic. Choose one picture from the first “Gallery” and write for two minutes on the topic. Count words Count words Students rotate through all the “Galleries” Students rotate through all the “Galleries” Add an additional 10 seconds at each “Gallery” to give the students success in increasing their fluency with each writing. Add an additional 10 seconds at each “Gallery” to give the students success in increasing their fluency with each writing.

16. Gallery Walk

17. Writing From a List Taste Test Spicy (corn chips with medium salsa) Spicy (corn chips with medium salsa) Sweet (chocolate chip cookie) Sweet (chocolate chip cookie) Sweet & Salty (chocolate covered pretzels) Sweet & Salty (chocolate covered pretzels) Sour (sour Skittles) Sour (sour Skittles) Write a List of Adjectives Write an opinion sentence telling which snack you like best and why Write an opinion sentence telling which snack you like best and why

18. Writing From A List

19. Share Your Best Practices As a table group share activities that you do in your classroom to build writing fluency.

20. Three Things to Remember About Writing Fluency Students who write every day will become good writers. Students who write every day will become good writers. Fluency builds stamina. Fluency builds stamina. Fluency pushes students past writer’s block. Fluency pushes students past writer’s block.

21. Resources Learning Headquarters Notebook Know-How Aimee Buckner 10 Things Every Writer Needs to Know Jeff Anderson www.writingfix.com