1. LET’S WRITE: ADDING TO YOUR WRITING TOOLBOX PRESENTED BY: TAMMY REDECKER AND JAMIE MILLER

2. GIVE ONE TO GET ONE ON A STICKY NOTE, WRITE A CREATIVE WAY YOU ENGAGE STUDENTS IN WRITING. WHEN SIGNALED: STAND AND LOCATE A PARTNER YOU DON’T KNOW BOTH OF YOU SHARE YOUR CREATIVE WRITING IDEA SWAP STICKY NOTES FIND A NEW PARTNER SHARE YOUR “NEW” CREATIVE WRITING IDEAS

3. OUTCOMES TEACHERS WILL BE ABLE TO IMPLEMENT THE USE OF SCAFFOLDED VISUAL FRAMEWORKS IN THE CLASSROOM TEACHERS WILL HAVE STRATEGIES TO USE IN THE CLASSROOM FOR EACH TYPE OF WRITING; ARGUMENTATIVE/OPINION, INFORMATIVE/EXPLANATORY, NARRATIVE/DESCRIPTIVE TEACHERS WILL HAVE STRATEGIES FOR REFLECTION THAT INVOLVE WRITING TEACHERS WILL HAVE STRATEGIES FOR GROUPING

4. AGENDA EXPLICIT AND SCAFFOLDED INSTRUCTION OPINION/ARGUMENTATIVE WRITING INFORMATIVE/EXPLANATORY WRITING NARATIVE WRITING WRAP UP/REFLECTION

6. TEACHING WRITING

7. EXPLICIT INSTRUCTION A SEQUENCE OF SUPPORTS SETTING THE STAGE FOR LEARNING CLEAR EXPLANATION OF WHAT TO DO MODELING THE PROCESS GUIDED PRACTICE INDEPENDENT PRACTICE ASSESSMENT/CLOSURE

8. EXPLICIT INSTRUCTION YOU HAVE TO TEACH STUDENTS TO FOLLOW A SET OF PROCEDURES OR STEPS THE STEPS/STRATEGIES NEED TO BE CLEAR AND SPECIFIC STEPS/STRATEGIES NEED TO BE MODELED USING A THINK-ALOUD TECHNIQUE

9. SCAFFOLDED INSTRUCTION SYSTEMATIC SEQUENCING OF PROMPTED CONTENT, MATERIAL, OR TASKS PROMPTS, CUES, VISUALS, TEACHER AND PEER SUPPORT PROVIDED TO OPTIMIZE LEARNING. GRADUAL DECREASE IN SUPPORTS AND A GRADUAL INCREASE IN STUDENT RESPONSIBILITY ACCORDING TO DATA

10. SCAFFOLDED INSTRUCTION USED WHEN ACQUIRING NEW KNOWLEDGE OR SKILLS ALLOWS STUDENT TO COMPLETE A TASK THAT THEY WOULD NOT BE ABLE TO COMPLETE INDEPENDENTLY TEMPORARY

11. OPINION/ARGUMENTATIVE WRITING: HERE’S MY TAKE

12. EXAMPLES OF VISUAL FRAMEWORKS FOR OPINION/ARGUMENTATIVE WRITING OPINION CHART ARGUMENT ANALYSIS CHART SCAFFOLDED VERSION TAKE A STAND

13. OPINION CHART 1. What do you think?Opinion 2. Why do you think so?Reasons 3.How do you know it?Evidence

14. ARGUMENT ANALYSIS CHART 1.Identify the major claim in the text: (What is the main point?) 2.Find a quote that supports the claim: (Where is the proof or evidence?) 3.Explain the quote: (What does it mean? What is implied?)

15. ARGUMENT ANALYSIS MOVE TO THE APPROPRIATE NUMBER TABLE BASED ON YOUR CARD NUMBER COMPLETE YOUR ASSIGNED READING ACCORDING TO THE NUMBER OF YOUR CARD YOU WILL READ AND USE A FOCUSED READING STRATEGY TO CAPTURE YOUR THOUGHTS AFFIRMS PRIOR KNOWLEDGE SURPRISES YOU I WISH TO UNDERSTAND DISCUSS YOUR READING WITH YOUR TABLE GROUP AND COMPLETE AN ARGUMENT ANALYSIS OR OPINION CHART.

16. TAKE A STAND ON A STICKY NOTE RESPOND TO THE FOLLOWING PROMPT BASED ON YOUR READING AND PEER DISCUSSION: EXPLICIT INSTRUCTION IS THE MOST EFFECTIVE INSTRUCTIONAL METHOD TO USE IN TODAY’S DIVERSE CLASSROOM. I (STRONGLY) (DIS) AGREE WITH THIS STATEMENT BECAUSE__________________ MOVE TO THE CORNER OF THE ROOM THAT REPRESENTS YOUR POSITION ON THE STATEMENT SHARE YOUR REASONING WITH A PARTNER OR TRIO AT YOUR CORNER BE PREPARED TO SHARE RETURN TO YOUR TABLE AND REFINE OR ADD TO YOUR WRITTEN POSITION

17. AROUND THE ROOM AND BACK AGAIN WRITE A SHORT RESPONSE TO A GIVEN PROMPT WITHOUT TAKING NOTES, MOVE ABOUT THE ROOM AND SHARE YOUR RESPONSE, MENTALLY CATALOGUING THE RESPONSES OF OTHERS WHEN YOUR HEAD IS FULL OR THE SIGNAL IS GIVEN, RETURN TO YOUR SEAT AND LIST THE RESPONSES YOU HEARD FROM OTHERS DISCUSS THE RESPONSES WITH YOUR TABLE GROUP

18. AROUND THE ROOM AND BACK AGAIN WRITING PROMPT BASED ON WHAT YOU HAVE LEARNED AROUND EXPLICIT INSTRUCTION, SCAFFOLDED INSTRUCTION, AND THE VARIOUS STRATEGIES, HOW MIGHT YOU INCORPORATE THESE TEACHING PRACTICES INTO YOUR CLASSROOM?

19. INFORMATIVE/ EXPLANATORY WRITING: LET ME EXPLAIN….

20. EXAMPLES OF VISUAL FRAMEWORKS FOR INFORMATIVE/EXPLANATORY WRITING TIMELINES SUMMARY CHART/MATRIX FACT CARDS

21. TIMELINES BASIC HISTORY OF NEW YORK 16 TH CENTURY * 17 TH CENTURY * 18 TH CENTURY SIMPLE SCAFFOLD HISTORY OF NEW YORK 16TH CENTURY *1524- 17 TH CENTURY *1609 *1624 *1625 *1664 18 TH CENTURY SCAFFOLD WITH SENTENCE STARTER HISTORY OF NEW YORK 16TH CENTURY *1524—GIOVANNI DA VERRAZANO SAILED FROM___________________ 17 TH CENTURY *1609—HENRY HUDSON WAS THE FIRST EUROPEAN TO _______________ *1624—THE DUTCH SETTLED ___________ AND RULED OVER THE COLONY OF _____________ FOR 40 YEARS *1625—THE DUTCH PURCHASED MANHATTAN ISLAND FROM _______________ *1664—THE COLONY OF NEW NETHERLAND WAS CONQUERED BY THE ENGLISH AND WAS RENAMED “NEW YORK” IN HONOR OF ___________________- 18 TH CENTURY

22. SUMMARY CHART/MATRIX HinduismShared characteristics Buddhism No one founder Developed over 3,500 years To live a moral life Budda was the founder Late 500s BC ColoniesSettlementsCharacteristic features Reasons founded New England Massachusetts New Hampshire Rhode Island Connecticut Fishing and ship building Middle Colonies Southern Colonies

23. FACT CARDS DISTRIBUTE 2-3 INDEX CARDS TO EACH PERSON AT YOUR TABLE INDIVIDUALLY RECORD CAREFULLY SELECTED FACTS ABOUT EXPLICIT TEACHING ON INDEX CARDS SHARE YOUR CARDS WITH YOUR PICTURE PUZZLE GROUP SELECT THE 5 MOST IMPORTANT FACTS THAT YOU CAN ALL AGREE ON ABOUT EXPLICIT INSTRUCTION ARRANGE THE CARDS SO THAT YOU CAN USE THEM AS A SCAFFOLD TO WRITE A BRIEF SUMMARY OF EXPLICIT INSTRUCTION AS A GROUP.

24. THINK, WRITE, PAIR, SHARE AS YOU PROCESS THROUGH WHAT YOU HAVE JUST DONE WITH FACT CARDS AND THE POSSIBILITIES AROUND TIMELINES AND SUMMARY CHARTS, WHAT ARE YOUR HUNCHES ABOUT HOW YOU COULD INCORPORATE THIS STRATEGY INTO YOUR CLASSROOM PRACTICE? GROUPING STRATEGY: WORD CARDS

25. NARRATIVE WRITING (USING DESCRIPTIVE WRITING): LET ME TELL YOU A STORY

26. EXAMPLES OF VISUAL FRAMEWORKS FOR NARRATIVE WRITING FLOW CHARTS SENSORY CHARTS

27. FLOW CHARTS HELPS WITH ORDERING/SEQUENCING OF EVENTS ALLOWS STUDENTS TO MOVE EVENTS AROUND VERTICAL/HORIZONTAL/ON NOTE CARDS THAT MOVE Opening First Next Last Closing

29. SENSORY CHART CAN USE WITH A READING ASSIGNMENT TO HELP MODEL THE DESCRIPTIVENESS THAT CAN BE INCLUDED IN WRITING AS PART OF THE INSTRUCTION CAN USE TO HELP TEACH PARTS OF SPEECH LESSONS TO HELP WITH ENHANCING WRITING See Hear Smell Taste Feel

30. WRITING A SENSORY POEM COLLABORATIVELY TOPIC: SUMMER I see_______________ and ________________ I hear_______________ and ________________ I feel_______________ and ________________ I smell_______________ and ________________ I taste_______________ and ________________ I know summer is here!

31. I see_____________ _______________ and _____________ ______________ I hear_____________ _______________ and _____________ ______________ I feel_____________ _______________ and _____________ ______________ I smell_____________ _______________ and _____________ ______________ I taste_____________ _______________ and _____________ ______________ I know summer is here! Summer

32. I see_____________ _____________ ____________ and ___________ ____________ __________ I hear_____________ _____________ ____________ and ___________ ____________ __________ I feel_____________ _____________ ____________ and ___________ ____________ __________ I smell_____________ _____________ ____________ and ___________ ____________ __________ I taste_____________ _____________ ____________ and ___________ ____________ __________ I know summer is here! Summer

33. _____________ _____________ ____________ and ___________ ____________ __________ Summer is here! Summer

34. SCRAMBLED SENTENCES EACH PERSON IN YOUR GROUP WRITES ONE WORD ON A CARD OR STICKY NOTE ILLUSTRATIVE OF THEIR LEARNING TODAY. AS A GROUP, CONSTRUCT A SENTENCE THAT USES ALL THE WORDS, WHILE ADDING AS FEW NEW WORDS AS POSSIBLE. GROUP SPOKESPERSON READS THE SENTENCE TO THE WHOLE GROUP

36. THANKS FOR COMING!