1. Writing In The Classroom
CCEAS Webinar
Chelsea Kirk
Maya Angelou Academy
April 22, 2014

2. Agenda Increasing Knowledge About Writing Writing Strategies
Exemplary student models
Scaffolding and differentiation
Writing Strategies
Planning, Drafting, Editing, Revising, and Publishing

3. Increasing Knowledge About Writing
What types of writing can happen in the classroom?
Free writes
Structured writing
Analytical writing
Argumentative writing
Figurative and imaginary writing
Timed writing
“Quick writing”
Speeches, poetry, memoirs, plays, short stories, novels…

4. Student Exemplars: Memoirs

5. Memoirs Continued

6. Student Exemplars: BCRs

7. Student Exemplars: BCRs

8. Writing: How do we get there?
Utilizing the Writing Process
Teacher planning
Knowing where your students are in their writing skills
Scaffolding and differentiation

9. The Writing Process (Strategies)
Step 1: Planning
TEACHER PLANNING:
What type of writing are students doing?
What is the topic?
How will students be graded? (How will they show mastery?)
What is the timeline of the assignment?
STUDENT PLANNING:
What materials do “I” need?
What is the assignment and when is it “due”?

10. Step 1: Planning
Notice: Explicit instructions with options for essay topics

11. Step 1: Planning TEACHER GOALS:
What should students do next? LET THEM KNOW!!
TEACHER GOALS:
Foster independence, especially during the writing process
Make a clear outline of what scholars need to do
Tracking system if needed
Timeline with due dates

12. Step 1: Planning (RUBRICS)
How will students be graded?
Review each section of the rubric with students
Use it as an editing tool later

13. Step 1: Planning Outlining Differentiation
What tools do scholars need to achieve the writing goal?
What supports do scholars need?
Examples:
Differentiated outlines
Text supports (selected quotes, evidence, sources…)
Paragraph starters and helping prompts

14. Planning (Outlines)

15. Growing Independence in Outlining

16. Step 2: Drafting Provide enough time for this phase
Emphasize the importance of writing (structure + content) and editing will follow
Drafting checklists can be helpful (to ensure students understand all of the pieces they need in their final writing product)

17. Step 3: Editing Explicitly teach editing & revising
Explain the importance of editing
Connect editing to GED and SAT (test-taking skills)
Editing as a 3-step process: self, peer, teacher
Warm ups: “Quick edits” or “Paragraph edits”

18. Step 3: Editing (Checklists)

19. Step 4: Revising Explicitly teach the revising skills
What is revising?
Revising vs. Editing?
Peer-revising

20. Step 5: Publishing “Final draft” Handwritten or typed
“Author’s circle” (whole-group share out)
Awards
Publishing certificates
Blogs

21. Final Student Essays

22. Final Student Essays

23. Final “Take-Aways” Writing is a process
Writing must be explicitly taught
Any type of writing assignments must be pre-planned
The writing process applies both to the teacher and the student
Allow for enough instructional time to teach writing and to have pure writing days

24. Basic “Building Blocks” of writing
Brief Constructed Response (BCR)
Paragraph writing
The key building block of all writing
Analysis Writing
Multi-paragraph writing
Editing & Revising (usually an IEP goal for many students)

25. Final: “Food for thought”
Writing doesn’t always have to “look” like “writing”!

26. Questions?
Please ask any questions you may have or any areas in need of clarification.
Thank you so much for your time!
Materials and resources will be sent out.