1. Effective Writing Instruction for All Students Developed by Region IV Education Service Center in collaboration with the Texas Education Agency

2. News Flash “Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school, they marked up walls, pavements, and newspapers with crayons, chalk, pens or pencils… anything that makes a mark. The child’s marks say ‘I am’.” Graves, 1983 2

3. Research shows that about 90% of the students entering first grade believe they can write, but only about 15% believe they can read. Graves, 1983 What Happens? 3

4. Traditional Methods of Teaching Writing Frequency Grammatical Evaluative Formula 4

5. Components of Effective Writing Instruction Focus on Established Standards Teach the Writing Process Monitor Progress 5

6. TEKS-Based Instruction Vertical Alignment of the TEKS Horizontal Alignment of the TEKS TEKS Strand Connection TEKS/TAKS Connection K 1212 6

7. Vertical alignment provides continuity of instruction across grade levels. K 12 District and campus vertical teams of teachers must meet regularly and have purposeful grade-level overlap. Vertical Alignment of TEKS 7

8. Horizontal Alignment of TEKS Your grade level 8 Purposeful horizontal alignment ensures that all classroom instruction at a particular grade level is planned from a unified, connected curriculum.

9. Language Arts Strands ReceptiveExpressive ListeningSpeaking ReadingWriting ViewingRepresenting 9

10. Language Arts Strands Writing TEKS Listening/ speaking TEKS Reading TEKS 10 Viewing/ representing TEKS

11. Reading and Writing Connection “Reading and writing are two sides of the same coin. Both processes involve creating meaning through print.” Cullinan, 1993 11

12. Research on Reading/Writing Connection Reading and writing as processes involve the construction of text from prior knowledge, personal meanings, and relationships discovered through reading/writing engagements. Kucer, 1985 Proficient readers and writers actively control their actions and shift strategies as they construct and monitor meaning. Birnbaum, 1982 12

13. Research on the Reading/Writing Connection The development of thinking and learning from multiple perspectives is greatest when the interrelatedness of reading and writing is made evident to students. Reading and writing are each enhanced when they are taught and learned together. 13

14. Reading/Writing TEKS Connection WritingTEKS ReadingTEKS ReadingTEKS 14

15. TEKS/TAKS Connection Writing Grades 4 and 7 English Language Arts (ELA) Grade 10 and Grade 11 Exit Level 15

16. TAKS Grades 4 & 7 Writing Objectives 3, 4, 5, 6 Revising and Editing Objectives 1 and 2 Composition 16

17. TAKS Grades 4 & 7 Writing: Composition Objective 1 (focus and coherence, organization, development of ideas, voice) The student will, within a given context, produce an effective composition for a specific purpose. Objective 1 (focus and coherence, organization, development of ideas, voice) The student will, within a given context, produce an effective composition for a specific purpose. Objective 2 (conventions) The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Objective 2 (conventions) The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 17

18. TAKS Grades 4 & 7 Writing: Revising and Editing Objective 3 The student will recognize appropriate organization of ideas in written text. Objective 3 The student will recognize appropriate organization of ideas in written text. Objective 4 The student will recognize correct and effective sentence construction in written text. Objective 4 The student will recognize correct and effective sentence construction in written text. 18

19. TAKS Grades 4 & 7 Writing: Revising and Editing Objective 5 The student will recognize standard usage and appropriate word choice in written text. Objective 5 The student will recognize standard usage and appropriate word choice in written text. Objective 6 The student will proofread for correct punctuation, capitalization, and spelling in written text. Objective 6 The student will proofread for correct punctuation, capitalization, and spelling in written text. Revising and editing objectives are accomplished within the context of peer editing. 19

20. TAKS Grade 10 & Grade 11 Exit Level: ELA Test Objective 6 Revising & Editing Objectives 4, 5 Composition Objectives 1, 2, 3 Reading 20

21. TAKS Grade 10 & Grade 11 Exit Level: Reading Objectives Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Objective 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. Objective 2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. Objective 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. Objective 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. 21

22. TAKS Grade 10 & Grade 11 Exit Level: Composition Objective 4 (focus and coherence, organization, development of ideas, voice) The student will, within a given context, produce an effective composition for a specific purpose. Objective 4 (focus and coherence, organization, development of ideas, voice) The student will, within a given context, produce an effective composition for a specific purpose. Objective 5 (conventions) The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Objective 5 (conventions) The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. 22

23. TAKS Grade 10 & Grade 11 Exit Level: Revising and Editing Objective 6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. Objective 6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing. 23 The revising and editing objective is accomplished within the context of peer editing.

24. How Do We Teach Writing? “Teaching writing is no different than teaching any other subject. The teacher has to know the subject, the process, the children, and the means for the children to become independent learners.” Graves, 1983 24

25. The Writing Process Promote effective writing instruction in the classroom Teach writing as a process Understand the stages of the writing process 25

26. Promoting Effective Writing Instruction in the Classroom Sufficient Time Modeling Mini-lessons Writing Conferences Teacher/Student Conferences Peer Conferences 26

27. Sufficient Time Elementary students should write a minimum of four times a week, for at least 35 to 40 minutes. (Graves, 1983) Secondary students should write as much as possible each day during English class and across the curriculum. 27

28. Sufficient Time “Writing taught once or twice a week is just frequent enough to remind students that they can’t write and teachers that they can’t teach.” Graves, 1983 28

29. Support Provided Through Teacher Modeling Modeling or demonstrating is an important part of all good instruction, including mini-lesson instruction. Writing Instruction Examples of Good Writing 29

30. Mini-Lessons in Writing Are of short duration (10–20 minutes) Demonstrate important aspects of the writing process with clear, powerful examples Focus on a specific writing principle or procedure Are interactive and meet students’ needs 30

31. Mini-Lessons in Writing Procedural Matters Literary Concepts Strategy and Skill Lessons 31

32. Mini-Lessons in Writing Students should apply and be held accountable for skills and strategies taught in mini-lessons. 32

33. Teacher/Student Writing Conferences – Purposes The teacher Helps the writer, not the writing Identifies instructional needs to be used as a basis for planning mini- lessons Learns how the writer is progressing in his/her application of the writing process 33

34. The teacher discovers What students know about topic development and organization If students can revise and edit effectively If students can write using their own voice for a variety of purposes and audiences Teacher/Student Writing Conferences – Purposes 34

35. Types of Teacher/Student Conferences On-The-Spot Writing Process Stages Instructional Mini-lessons AssessmentPortfolio 35

36. Teacher/Student Writing Conferences –Listen to the student talk about the writing and find out what kind of help is needed –Teach strategies and activities that a more experienced writer uses to write well –Reinforce strategies taught in mini-lessons –Evaluate student progress Conferences should not be lengthy, drawn-out sessions. 36

37. Teacher/Student Writing Conferences –Point out specific positive aspects in the writing and reinforce strengths –Assist students in setting goals –Teach students to be reflective and evaluative about their writing Our goal is for our students to become independent writers. 37

38. Purposes of Peer Conferences Assist students in becoming self-evaluators Improve student writing Help develop effective communication skills Give students real and immediate audiences for their work 38

39. Peer Conference Activities –Talk about choices for topic, audience, purpose, and form –Ask questions so the writing is clear and understandable to the reader –Edit for spelling, punctuation, capitalization, and grammatical errors Work together through the stages of the writing process 39

40. Why Teach Writing as a Process? Shifts emphasis from a product-driven approach to a process-driven approach Provides effective writing instruction Enforces the process all writers go through as they develop their compositions Process writing is a reflective process because the writer is constantly thinking and rethinking about his/her writing. 40

41. Stages in the Writing Process Prewriting Drafting Revising Editing Publishing Reflective Recursive 41

42. Prewriting Helps create ideas and organize the writer’s thoughts Focuses a writer’s attention on a particular subject, purpose, audience, and form Motivates a person to write Helps create ideas and organize the writer’s thoughts Focuses a writer’s attention on a particular subject, purpose, audience, and form Motivates a person to write 42

43. Prewriting Goals Explore the possibilities in the writing task Stimulate and enlarge the writer’s thoughts Move writers from the stage of thinking about a writing task to the act of writing Develop a plan to help choose the topic, purpose, audience, and form or structure Prewriting Do not overlook prewriting activities! 43

44. Selecting a Topic Prewriting Teacher-assigned topics should provide choice. Students should also have opportunities for self-selected topics. If the teacher continually supplies the topic, students never experience the pleasure and challenge of choosing their own subjects for writing. Furthermore, students may not have anything to say about the topic or may not want to say anything about it. 44

45. Selecting a Topic Prewriting “ Writing is best done if it involves a subject or idea about which a child has some knowledge or possesses some feeling.” Bromley, 1998 45

46. Strategies for Topic Selection Problems Prewriting Teacher/peer discussion Teacher modeling Students hearing others’ choices 46

47. Audience Writers need to consider Who is the audience or reader? What does that reader know or want to know about the subject? Prewriting Writing for real audiences motivates the writer and gives a reason for writing. 47

48. Purpose Prewriting Purpose is a controlling factor in the way the paper will be written. Types of purposes include Narrative Persuasive Expository 48

49. Plot Characters Setting Theme Point of View Elements of Story Structure Narrative Prewriting 49

50. Expository Prewriting Description Sequencing Compare and Contrast Cause and Effect Problem and Solution Expository Text Structures 50

51. Persuasive Prewriting Writing Persuasively Make the conclusion meaningful State an opinion or position Use reasoned or logical appeals Support with evidence 51 Have a clear sense of audience

52. Form or Structure PurposeContentAudience Prewriting There are many forms of writing. Students should have a basic knowledge of all forms but may have more in-depth experiences with certain forms. Form and structure are determined by 52

53. Prewriting Activities  Brainstorm and quickwrite  Use graphic organizers  Concept maps  Venn diagrams  KWL  Interview  Research Prewriting 53

54. Prewriting Activities Prewriting Plot, diagram, or draw ideas Incorporate direct personal experience Take notes and outline information Read/listen to magazine articles, short stories, or books 54

55. Moving from Prewriting to Drafting Prewriting First Draft Prewriting 55

56. Drafting As the first version of writing, the purpose of drafting is to put the thoughts onto paper. Writing’s recursive nature means that drafting will be revisited again and again and again. Drafting 56

57. Drafting Goals Write with the following in mind –Topic –Audience –Purpose Make decisions on –Organization –Voice –Development Drafting 57

58. Organization in Writing Drafting Ideas Sentences Paragraphs Linked Text 58

59. Voice in Writing The imprint of the writer on his/her writing The driving force of the writing process Drafting “Writing with voice is writing into which someone has breathed. It has that fluency, rhythm, and liveliness that exists naturally in the speech of most people when they are enjoying a conversation.... Writing with real voice has the power to make you pay attention and understand—the words go deep.” Peter Elbow, 1973 59

60. Depth Focus and Coherence Development Ideas that are interesting and not contrived The writer must develop 60 Drafting

61. Fluency Drafting “Fluency with written English is critical at this stage.” Proett and Gill, 1986 61

62. Fluency Speed Accuracy Automaticity Drafting Flow Movement Fluidity Technical FluencyAesthetic Fluency 62

63. Drafting Students need to Focus on meaning rather than on conventions Feel free to experiment Discuss drafts with others Drafting “Drafting is not a smooth and steady process.” Bromley, 1998 63

64. When Drafting Is Difficult “Big Picture” note cards Think sheets Freewriting Focused writing Drafting 64

65. Revising Improves the composition so that the product is more interesting and understandable to the reader Clarifies meaning and expands ideas Helps writers learn the craft of writing Revising Revising means seeing again. 65

66. Revising Goals Revising Students need to think again about Purpose Audience Form Development of topic Word choice Evidence of voice 66

67. Revising Strategies Reread for meaning during and after writing the draft(s) Rethink what has been written Reread for meaning during and after writing the draft(s) Rethink what has been written Revising Revising is an ongoing process. 67

68. Revising Strategies Ask yourself questions: “Does this make sense?” “What else can I do?” “How does this sound or look to the audience?” Revising Receive feedback from the teacher and/or other students in conferences 68

69. When Revision Is Difficult Revising Know enough about the subject Know when to stop writing Be familiar with the form or structure Have enough time to write Have a clear sense of audience The student may not 69

70. Editing “Editing is making sure that the conventions of language (spelling, punctuation, and grammar) are used correctly.” Fletcher, 2001 70

71. Editing Goals Editing Make corrections to errors in the conventions of writing, including spelling, grammar, capitalization, and punctuation Understand that conventions help the writer convey meaning Make corrections to errors in the conventions of writing, including spelling, grammar, capitalization, and punctuation Understand that conventions help the writer convey meaning 71

72. Exchanging papers during peer conferencing Working with the teacher during a teacher/student conference Exchanging papers during peer conferencing Working with the teacher during a teacher/student conference Editing Activities Editing 72

73. When Editing Is Difficult Editing Focus on one aspect at a time Engage in multiple rereadings 73

74. Publishing Goals Publishing Help focus on the communication of meaning to a real audience, thus giving a purpose for writing efforts Acknowledge that writing is genuine communication Practice the highest level of revision and editing skills Making Publicly Known 74

75. Publishing Activities  Share published pieces  Publish one piece every 3-4 weeks  Share published pieces  Publish one piece every 3-4 weeks Publishing 75

76. Remember Learning any process takes time. The process will not work if the student is not comfortable with writing. The writing process is taught by example. Paying more attention to how your students write will ensure that what they write will be their best product. 76

77. Journals Informal Writing Summaries Diagrams Notes Lists Helps students understand ideas better Helps students learn from their reading 77

78. Types of Journal Writing Dialogue Personal Learning Logs Double-entry Simulated Response 78

79. Journals Promote fluency in writing and reading Encourage risk takingProvide opportunities for reflection Validate personal experiences and feelings 79

80. Journals (cont.) Provide a safe private place to write Make thinking visible Promote the development of written language conventions Provide a vehicle for evaluation Provide a personal record for students Routman, 1995 80

81. Monitoring Progress Formal Assessment Informal Assessment Process Measures Product Measures 81

82. The Teaching/Learning Cycle Assessment Evaluation Planning Teaching Learning 82

83. Assessing Student Progress What should be assessed What is used to assess –Formal instruments –Informal measurements How data should be used to drive instruction How to continually monitor progress 83

84. What Should Be Assessed? Process as well as product Drafts Organization and development of ideas Writer’s craft, voice, word choice, and language 84 Conventions

85. Formal Assessment Formal assessments Texas Assessment of Knowledge and Skills (TAKS) State Developed Alternative Assessment (SDAA) Additional norm- or criterion-referenced tests 85

86. Informal Assessment Observations Conferences Writing Samples Anecdotal records Checklists 86

87. Process Measures Assessment Conferences Self- Assessment Writing Process Checklists 87

88. Product Measuring Rubrics –Holistic –Analytic Rubric Skill/Topic+–          88

89. Sample Analytic Rubric Score Point 1 Score Point 2 Score Point 3 Score Point 4 Focus and Coherence Organization Development of Ideas Voice Conventions 89

90. Sample Holistic Rubric Focus & Coherence Organization Development of Ideas VoiceConventions 4 Composition, as a whole, is focused. Smooth, controlled progression of thought. Thorough and specific development of ideas. An original, authentic voice. Consistent command of the conventions. 3 Composition, for the most part, is focused. Generally smooth, controlled progression of thought. Some ideas thoroughly developed. An original, authentic voice for the most part. Good command of the conventions. 2 Composition somewhat focused. Not always smooth progression of thought. Superficial development of ideas. Some demonstration of voice. Limited command of the conventions. 1 Not focused. Progression of thought not logical. Little development of ideas. No sense of voice. No command of the conventions. 90

91. Grades Set the criteria Involve students as evaluators 91

92. Using Assessment to Guide Instruction Conferences Portfolio Observations Mini-lessons Student Observations 92

93. Using Assessment for Grouping Practices 93

94. Research about Motivation to Learn Clear goals Skinner & Belmont, 1993 Zone of development Csikszentimihalyi, 1990 Student control Erickson, 1995 94

95. Teachers Motivate Students to Write Model, guide, and scaffold Support written expression Provide opportunities to write Set realistic expectations that challenge Provide meaningful and functional activities 95

96. Remember, ultimately the motivation to learn to write effectively comes through… You! 96