1. Teaching Writing
Tying it all together !?

2. workshop outline Time Session 10 :00 am – 10:15 am
Welcome - orientation – icebreaker
10:15 am – 12:00am
Introduction
How do you teach writing
Writing as a process and the six traits of writing
Scaffolding writing instructions (part1)
12:00 pm – 12:30 pm
Prayer and coffee break
12:30 pm– 01:00 pm
practical examples on scaffolding
More examples on scaffolding (1,2,3,4 )
01:00 pm – 2:00 pm
The 4-square writing method
scaffolding in the resources-
Tips for teaching writing
Workshop evaluation
Closure

3. 1- Reflecting on own techniques for teaching writing
1- Reflecting on own techniques for teaching writing . 2-Listing some of the best practices for teaching writing . 3-Revising knowledge on the writing process and traits of writing. 4- Finding out about how the technique of “teaching writing as a process” and “traits of writing “are implemented in the resources . 5- Developing awareness of the interrelation between the process of writing and the six traits . 6- Using different techniques to teach and scaffold writing .

4. Ice Breaker The Snowball Activity
1-Individually , spend 2-3 minutes writing about yourself on a piece of paper.
2- Crumble up the paper to resemble a snowball. Have a snowball fight for about one minute.
3-Everyone grabs one of the snowballs and has to try and find the person who wrote it.
4- Once you find your partner, bring him up and say how you found out about him .

5. Prompt Individual activity
Please grab a piece of paper from the middle of the table and a pen or pencil.
You can see that you have a writing prompt scaffolded just like the STAAR prompts.
Please take a few moments to write to this prompt. Be sure to put your name and district info on your paper so we can mail you feedback.
PAUSE for a few seconds

6. Read this opening from the novel “Bleak House” …
Individual activity
Read this opening from the novel “Bleak House” …
h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h
Now write your own opening of a novel.

7. Are you serious ? We are just kidding!
But take a moment to reflect on how you felt when posed with the task.
Some of you were excited to have the opportunity to write, some of you thought “really…writing…UG?” , some of you thought “I have to write to THAT?”.
That is how many of our students feel when posed with a prompt.

8. Actually , no ; we are just kidding !!!! 
But take a moment to reflect on how you felt when posed with the task.
Some of you were excited to have the opportunity to write, some of you thought “really…writing…UG?” , some of you thought “I have to write to THAT?”.
That is how many of our students feel when posed with a prompt.

9. Assign vs. Instruct?
In this instance we “assigned” the prompt. It was clear we planned on providing feedback, but didn’t teach you what we were looking for or what the qualities of good writing were.
Many teachers feel overwhelmed when it comes to teaching writing.
In this instance we “assigned” the prompt. It was clear we planned on providing feedback, but didn’t teach you what we were looking for or what the qualities of good writing were.
Many teachers feel overwhelmed when it comes to teaching writing.

10. So they look for a formula.

11. When we know that formulaic writing doesn’t produce authentic pieces of writing.

12. As a side note-we know that starting with a rigid GO can help our struggling writers, but it is not the sole panacea for good writing .
As a side note-we know that starting with a rigid GO can help our struggling writers, but it is not considered best practices. That is a conversation for another day and another time.

13. Searching for “the answer”
Susan “I felt frustrated teaching High School English, and thought…surely there is ‘an answer’. So I went to grad school, majored in rhetoric looking for the answers.”
Susan
“I felt frustrated teaching High School English, and thought…surely there is ‘an answer’. So I went to grad school, majored in rhetoric looking for the answers.

14. The Answer……… And I found out that there is no answer… writing is messy! .

15. Writing Standards "6 + 1 Traits" "Writers Workshop" Curriculum
Units of Study for
Teaching Writing
"Writers Workshop"
Curriculum
" The Writing Process"
Assessment !

16. Reaction?
“We waste valuable time and energy fussing about the “trait” camp versus the “writing process” camp versus the “writing workshop” camp. We're all trying to do the same thing: help students learn
to write well. When these three powerful ideas coexist in writing classrooms, both students and teachers win.” -Culham

17. Why teach writing?
The main reason for teaching writing is to help students EXPRESS THEIR THOUGHTS IN WORDS.

18. It is important to tell your students that....
"Good writing does not just happen. The best writers spend a great deal of time and effort thinking, planning, rewriting, and editing."

19. Individual activity (5min.)
What about you ?
How do you teach writing ?
Take a couple of minutes reflecting on your teaching writing techniques , then share with the workshop group.

20. Best Practices Writing Process Strategy Four square writing technique
Peer writing response
The six traits
Scaffolding writing instructions
Increase Writing Frequency and Duration
Setting Goals and Using Rubrics
Collaborative Writing
Writing workshop
One of “the answers” was research-based best practices that should be used K-12. You can find these in the middle section of your brochure.

21. Writing as a process
&
Writing traits

22. Think-pair-share activity (3 min.)
1-What is the writing process? What are the steps in the writing process? 2-What is a “trait”? What are the six (+1) traits of good writing ?
Think-pair-share activity (3 min.)
Teachers work in partners to answer the two questions. Ask to tell what happens at each step of the writing process. Share answers.

23. Definitions
The writing process is ( A way of looking at writing instruction that shifts the emphasis from the finished product to what writers think and do as they write .
The 6-trait writing model is (a way to assess and teach writing. This model focuses on 6 qualities seen in outstanding written works).

24. Group activity (10min.)
You will be given a sheet with names of “processes” and “traits” on . Your task is to “cut and glue” them under the correct category (processes ) or ( traits ) , putting the steps in the (processes) category in the correct order .

26. The +1 trait is (presentation)

27. How do ”process” and “trait” interrelate ?
Group activity (5min.)
On the sheet you are given , decide what the trait(s)tackled in each process is(are) .

28. The Traits and the Writing Process
Prewriting Ideas, Organization, Voice
Drafting Ideas, Organization, Voice, word Choice, Sentence Fluency
Revising All traits except conventions
Editing Conventions
Publishing Presentation

29. Detecting Process and traits in the resource book
Group activity (10min.)
Use your resource book to locate example(s) and explain how writing process and traits are implemented to teach writing .

30. An example from G11 Foundation (p.50,51)
Prewriting (ideas , voice )
Prewriting (organization)

31. Prewriting (organization) Drafting ( ideas )
Drafting (ideas , voice -organization)

32. Prewriting (planning )

33. Drafting (organization) Drafting (ideas , voice )
Revising / editing
Drafting (ideas , voice )

34. Evaluation rubrics / publishing

35. Scaffolding writing instructions

36. What is scaffolding instructions?
According to Harris and Hodges in their The Literacy Dictionary (1996), scaffolding in learning is:
(The gradual withdrawal of adult (e.g. teacher) support, as through instruction, modelling, questioning, feedback etc., for a child's performance across successive engagements, thus transferring more autonomy to the child).

38. Group activity (2min.)
Match teacher’s role with descriptions in the “Teacher’s role” sheet you have .

40. Some Practical Examples
Please take five minutes to read the hand out on the definition and some practical examples on scaffolding writing instructions , then feedback to the workshop group using the “PMI” graphic organizer that you have .
Individual activity (10 min.)

41. More Examples on scaffolding writing instructions

42. 1- Narrowing the Idea in writing : prompts (R.A.F.T.)
R.A.F.T. stands for . . .
Role of the writer
Audience for the piece of writing
Format of the material
Topic or subject of the piece of writing
Example: (writing prompt )
write a persuasive essay to persuade your principal to
resume the field trips at your school .
How would you scaffold this prompt using the RAFT model ?

43. it could be scaffolded as follows:
You are Sami Ahmed , a student in grade 12 at AL-Amjad Secondary School .
Write a three-paragraph essay that would help
you and your class to persuade your school
principal to resume the field trips at your school .

44. 2- Using models

45. 3-Sentence Stretching
Ask each student to write a simple sentence of 4-5 words at the top of a sheet of paper.
(Example: Sally ate a pizza.)
Students pass the paper to the next student who must add or change one element to make the sentence more specific and interesting.
After the paper has been passed to people, it is returned to the original owner.
Students write their revised sentences on the board for all to see.

46. 4-Ending with a different part of speech
1-Experiment with one of your sentences.
2-Try ending it with different parts of speech.
3-Decide which is the most effective.
A rolling stone gathers no moss. (noun)
If a stone rolls, hardly any moss with be gathered. (verb)
If you are concerned about moss gathering on a stone, roll it. (pronoun)
When trying to rid yourself of moss, roll the stone quickly. (adverb)
If you roll the stone, the moss will become smooth.
(adjective)

47. 5- using graphic organizers to scaffold writing instructions ( e. g
5- using graphic organizers to scaffold writing instructions ( e.g. 4 squares):
Example : Writing Prompt
Writing Situation: 
Everyone has a fond memory of a special day.
Think about a day that stood out
among all the others.
Directions for Writing: 
Write a paragraph/ essay telling about your
special day

48. Prepare the graphic organizer.
Now fold your paper into 4 squares.

49. another way

50. I will never forget my sixth birthday.
Topic Sentence
Fold the paper into four squares. Begin with one well written topic sentence placed in a box in the center. This will become the topic sentence.

51. My grandmother threw me a surprise party.
My parents gave me a wonderful gift.
I will never forget my sixth birthday.
It was the best birthday ever.
My friends and I went to the zoo.
Add three supporting sentences (one in each box). The fourth box should be a feeling sentence that sums up the other three. All sentences should support the main topic in the center.

52. 4 SQUARE + 1

53. Add a detail in each box to tell more about the supporting sentence.
My grandmother threw me a surprise party.
My parents gave me a wonderful gift.
They surprised me with a golden retriever puppy.
She baked my favorite chocolate fudge cake.
I will never forget my sixth birthday.
My friends and I went to the zoo.
It was the best birthday ever.
We rode the elephants.
Add a detail in each box to tell more about the supporting sentence.

54. From the graphic organizer to the lined paper………..
I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. My parents gave me a wonderful gift. They surprised me with a golden retriever puppy. My friends and I went to the zoo. We rode the elephants. It was the best birthday ever.

55. 4 SQUARE + 3

56. My grandmother threw me a surprise party.
My parents gave me a wonderful gift.
golden retriever
named Goldie
best friend
favorite cake
tons of presents
exciting games
I will never forget my sixth birthday.
My friends and I went to the zoo.
It was the best birthday ever.
elephant ride
walked for miles
rode train
Now add three details in each box to tell more about the supporting sentence.

57. Again from the graphic organizer to the lined paper………..
I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games. My parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today. My friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train. It was the best birthday ever.

58. 4 SQUARE T

59. My grandmother threw me a surprise party.
Early in the day,
My parents gave me a wonderful gift.
After lunch,
favorite cake
tons of presents
exciting games
golden retriever
named Goldie
best friend
I will never forget my sixth birthday.
Indeed,
Later,
My friends and I went to the zoo.
It was the best birthday ever.
elephant ride
walked for miles
rode train
Adding a transition word to each box will help the text to flow.

60. 4 Square + 3 +T = 5 Paragraphs
I will never forget my sixth birthday. Early in the day, my grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games.
After lunch, my parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today.
Later, my friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train.
Indeed, it was the best birthday ever.
4 Square + 3 +T = 5 Paragraphs

61. To make this strategy successful for all of your students you need to :
Keep it simple!
Teach the 4 Square on its own
Provide multiple opportunities for practice .
new step of the 4 Square – repetition for automaticity
Don’t move on to another step of the 4 Square until
your students have mastered the current step.
Remember, the goal is for students to internalize
the template’s structure and be able to use it quickly and efficiently as a planning tool for any writing task!

62. Detecting Scaffolding instructions in the resource book
Use your resource book to find example(s) and explain how writing is scaffolded in the writing tasks .
If you can’t find an example of scaffolded writing , just pick one writing task and say how it can be scaffolded using one (or more) of the techniques presented .
Group activity (10 min.)

63. To the Top G8 , P.73
genre scaffolding
outlining and writing frame

64. outlining and writing frame

65. genre scaffolding

66. In this example Writing is scaffolded through :
1- outlining and writing frames .
2-genre scaffolding

67. Upstream G11 Adv. P
In these writing activities , writing is scaffolded through : 1-Outlining and writing frames 2-using models 3-Narrowing the idea (RAFT ) model 4- cloze procedure 5-rewriting 6- genre scaffolding 7-rhetorical model

68. Group activity(10 min.) prep.&(10 min.)pres.
Practice time !
Group activity(10 min.) prep.&(10 min.)pres.
1-Use your resource books , choose one of the
writing activities
2- Plan , present and scaffold it using suitable
technique(s) form the ones presented today
(or any other technique you find suitable .
3-Present the activity to the workshop group .
4-Use your table group members as your
students .
5- You can make up the writing activity if you’d like to.

69. Tips to get students into writing
Dedicate time to writing, with writing occurring across the curriculum, and involve students in various forms of writing over time
Teach basic writing skills to mastery .
Increase students’ knowledge about writing .
Begin with discussing with them the objectives of writing.
Let them know that their writing can speak for them when they are not there.
Tell them that writing is an organized process.

70. Tips to get students into writing
Take advantage of technological writing tools .
Select interesting prompts for students to write about.
Give them a sample written work to base their
expectations on.
Agree with them on an assessment criteria that they will
be graded on.
Use assessment to gauge students’ progress and needs.
Provide opportunities for self and peer checking

71. Pease fill in the workshop evaluation form

72. Resources Hamburger Organization: http://guest.portaportal.com/propel
Venn Diagram:
Writing Sample:
6+1 Writing Traits:
Praise:
Writing Homework:
BookBuilder Coaches:
Question Mark Man:
6+1 Writing Traits PowerPoint:
Marzano’s Instructional Strategies PowerPoint Provided By Cheryl Wissick in Weekly Activities
Teaching writing , Al-Sayegh , Asmaa.
Integrating Best Practice into Effective Writing Instruction, Troy Hicks and Rita Maddox.
The best intervention is good instruction , writing like a staat , curriculum council
Teaching writing , Barton , Geoff , 2001