1. WELCOME! After you’ve set your belongings down go around the room and read the 7 Characteristics of Teachers and Writing When you have finished reading all 7 stand in front of the description that most applies to you.

2. The Writing Process Social Studies Science English

3. Learning Targets Teachers can apply the writing process to their disciplines. Teachers will create a writing process resource bank to help facilitate the incorporation of writing in the classroom.

4. Common Core Standards English Writing Standard 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Editing for conventions should demonstrate command for language standards 1-3.

5. Common Core Standards Writing Standards for Literacy in History/SS/Science/ Technical Subjects Writing Standard 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. The Writing Process 1.Prewriting 2.Drafting 3.Revising 4.Editing 5.Publishing

7. One: Prewriting choose a topic gather and organize ideas identify the audience to whom they will write identify the purpose of writing activity choose appropriate form based on audience and purpose

8. Choosing topics… When appropriate, students should take responsibility for choosing their own writing topics! Teachers can and should (at times) specify the writing forms—journals, stories, poems, plays, letters, biographies etc.) Teachers can also specify the purpose and/or audience for writing (narrative, argument, informational, letter to author being studied in class, class newsletter to parents, etc.)

9. Prewriting TopicFormPurpose/Audience

10. Prewriting Quick Write For 3 minutes: Write down three specific ways that you can use pre-writing in your classroom right now.

11. Idea Share

12. Grading Prewriting? Read it and use it as formative assessment Use a rubric Don’t grade it ▫ Have students reflect on their prewriting:  What is good about it?  What is bad about it?

13. 9-12 Prewriting Rubric 2 Clearly Evident 1 Somewhat Evident 0 Not Evident Purpose Is the topic addressed? Is the audience considered? Evidence At least 1 main idea with supporting ideas Do ideas link together Phase Movement of random (chaotic) to specific Organization in logical order Use of some sort of graphic organizer or outline Some sort of self-reflection

14. Rubric: Prewriting/Brainstorming BeginningIn-progressComplete OrganizationInformation is not logically organized and/or not structured by categories. Information is logically organized but the structure is in complete and/or the categories are not well structured. The information is completed and the information is structured in distinct categories logically. Stance/ Theme/ Topic There is no clear focus to this prewriting. Stance/thesis/topics unclear. There is a focus to this prewriting, though it may be unclear. Stance/theme/topic is fairly well defined. Prewriting is clearly focused. Stance/theme/topic is clearly defined. SupportIdeas present in prewriting are not supported. Some of the ideas in the prewriting are supported adequately. Adequate support has been included for all ideas. PurposeThe purpose has not been identified or addressed. The purpose has been considered and has begun to be addressed. The purpose has been identified and addressed throughout prewriting. AudienceThe audience has not been identified or addressed. The audience has been considered and has begun to be addressed. The audience has been identified and addressed throughout prewriting.

16. Considering the purpose of the writing task Why is this being written? to make thinking visible to enter an academic conversation to entertain (narrative) to persuade (argumentative) to inform (informative)

17. Importance of Prewriting Some researchers say 70 % of writing time should be spent on Prewriting (Murray, 2005) Allows for students to reflect on main ideas Allows for scaffolding Allows for assessment

18. Two: Drafting Stage Turn your mess into a message Time for ideas generated from prewriting to hit the paper! Ideas beginning to take shape and develop a system of organization Data gathering during experimentation Organizing ideas into charts Not a time to edit or correct mistakes

19. Rubric: Drafting BeginningIn-progressComplete Organization Information is poorly or not at all organized into paragraphs. There are no paragraphs or paragraphs may be unrelated in content. Information is organized, but may be illogical or incomplete. Paragraphs lack coherency. The information is logically organized into focused paragraphs. Voice No clear tone/voice was developed in this draft. Voice/tone of draft may be less clearly developed in parts. There is a clear and developed tone throughout this draft. Ideas Ideas present are not connected to the focus of the draft. Ideas seem illogical. Some ideas are illogically presented and off topic. All ideas present are logical and focused on the major theme of the draft. Word Choice Language is not appropriately selected for purpose and audience of this draft. Language is somewhat appropriately selected for purpose and audience of this draft. Language is appropriately selected for purpose and audience of this draft. Purpose The purpose has not been identified or addressed. The purpose has been considered and has begun to be addressed. The purpose has been identified and addressed throughout the draft. Audience The audience has not been identified or addressed. The audience has been considered and has begun to be addressed. The audience has been identified and addressed throughout the draft.

21. Part II of previous slide

22. Peer Editing Peer Editing Checklist--Research Peer Editing Peer Editing Editor Peer Editing Shout Outs

23. Three and Four: Revising and Editing “You revise with your ears and edit with your eyes.”

24. Strategies for Improving Writing Read out loud ▫ Hear what the words say and how they sound Get feedback from another reader ▫ Do the words convey the ideas you wanted to express? ▫ Are there places of confusion in the writing? ▫ Does the writing follow the “rules” for this content area?

25. Five: Publishing Final Stage! Students should have a finished product that they are proud of and are able to share with peers and/or adults. ▫ Common Core calls for presentation in a variety of formats/media

26. Publication Ideas Digital portfolio: Capstone = GP project Brainstorm FINAL product ideas

27. Final Product Ideas

28. The writing process is always continuous

29. Ticket Out the Door 3 things that you learned today 2 things that you are still wondering about 1 thing you will to try with your students tomorrow and/or share with your colleagues