Highlights from Chapter 12
Secrets of Good Writers
*They think about their writing all the time
*Reread as they go
*Read the piece aloud to hear how it really sounds
*Read a lot - note what authors do
*Write every day
*Write in a quiet, organized setting
*Don't give up
*Don't always love to write but love having written
*Get feedback from other writers
*Write with their reader(s) in mind
*Be relentless about accuracy
*Revise as they go along
*Know a lot about their topic, or find out what they need to know
*Write to figure out what they want to say
Reduce the paper load - put more responsibility on the student
Be choosy about what you read (professional reading)
Eliminate (or reduce) daily worksheet and isolated excercises
Monday, April 14, 2008
Chapter 11 - Build on Best Practice and Research
Highlights from Chapter 11
*Write every day.
*Understand social context (share writing)
*Provide caring teachers (students will write more if they feel safe and valued)
*Professional Development
*Encourage both teacher and parent support
*Create predictable writing routines
*Provide support through conferences
*Keep test prep embedded in curriculum
*Emphasize writing as a process
*Provide choice, purpose, and audience
*Recognize writing's role beyond the classroom
Take responisbility for beoming an effective writing teacher
Adopt practices of highly effective teachers
You achieve what you believe
Develop a schoolwide vision
*Write every day.
*Understand social context (share writing)
*Provide caring teachers (students will write more if they feel safe and valued)
*Professional Development
*Encourage both teacher and parent support
*Create predictable writing routines
*Provide support through conferences
*Keep test prep embedded in curriculum
*Emphasize writing as a process
*Provide choice, purpose, and audience
*Recognize writing's role beyond the classroom
Take responisbility for beoming an effective writing teacher
Adopt practices of highly effective teachers
You achieve what you believe
Develop a schoolwide vision
Chapter 10 - Make Assessment Count
Highlights from Chapter 10
Rubrics are a lot like checklists or guidelines (an evaluation tool)
Use 6 plus 1 trait writing
Do not use rubrics on every piece of writing
Make sure that writing is woven throughout the curriculum all year long so that when it comes time to do district or state writing it will be well written.
Self-evaluation is the missing piece in writing instruction.
Rubrics are a lot like checklists or guidelines (an evaluation tool)
Use 6 plus 1 trait writing
Do not use rubrics on every piece of writing
Make sure that writing is woven throughout the curriculum all year long so that when it comes time to do district or state writing it will be well written.
Self-evaluation is the missing piece in writing instruction.
Chapter 9 - Conference with Students
Conferencing with students can be to celebrate, validate, encourage, nudge, teach, assess, set goals, etc.
*Listening
*Affirming
*Reinforcing
*Assessing
*Teaching
*Scaffolding
*Setting Goals
Wholeshare - formal conference done publicly
Quickshare - miniconference
Roving conference - on the run
One-on-One conferences
*Listening
*Affirming
*Reinforcing
*Assessing
*Teaching
*Scaffolding
*Setting Goals
Wholeshare - formal conference done publicly
Quickshare - miniconference
Roving conference - on the run
One-on-One conferences
Chapter 8 - Organize for Daily Writing
Those who write every day in a regular planned writing session produce about twice the volume and twice the number of ideas as writers who write when they feel like it.
Provide more choice within meaning ful structure.
Pre-writing - generate, plan and organize ideas with the purpose of producing effective writing.
Do more freewrites.
Limit the use of graphic organizers. (Don't spend too much time before writing on this)
Have more conversations about writing.
Establish daily routines and model expected behavior.
Provide more choice within meaning ful structure.
Pre-writing - generate, plan and organize ideas with the purpose of producing effective writing.
Do more freewrites.
Limit the use of graphic organizers. (Don't spend too much time before writing on this)
Have more conversations about writing.
Establish daily routines and model expected behavior.
Chapter 7 - The Essential Writing Day
Highlights from Chapter 7
Start writing with the whole picture and then go back in and teach the skills
Reduce isolated skills work
Make sure that students have a meaningful purpose and/or an audience to write to to get the best quality writing.
Save exemplary writing (with the students' permission) to use as models
Teach useful mini lessons as needs or situations arise in class
Keep min lessons short
Don't overemphasize correctness during writing - writing quality will decline. Focus on corrections after quality writing is produced
Raise you expectations for spelling - use everyday situations to talk about the importance of good spelling
Limit dictionary and thesaurus use - put them away until the editing stage
Start writing with the whole picture and then go back in and teach the skills
Reduce isolated skills work
Make sure that students have a meaningful purpose and/or an audience to write to to get the best quality writing.
Save exemplary writing (with the students' permission) to use as models
Teach useful mini lessons as needs or situations arise in class
Keep min lessons short
Don't overemphasize correctness during writing - writing quality will decline. Focus on corrections after quality writing is produced
Raise you expectations for spelling - use everyday situations to talk about the importance of good spelling
Limit dictionary and thesaurus use - put them away until the editing stage
Chapter 6 - Capitalize on the Reading-Writing
Highlights from Chapter 6
Link writing with reading - integrate them when teaching
Begin teaching the reading/writing connection in kindergarten
Ensure students read quality materials
Students can revise better is they wait a day before rereading their writing
Written responses to reading that are beneficial to students:
book review
book blurbs
author profile
interview with an author
literature response
letter to an author
readers theatre script
Combine writing with science and social studies to "find time" for daily writing
Teach summary writing ( purpose of text, sequence of events, connecting new information with what one already know, put information into one's own words.
Link writing with reading - integrate them when teaching
Begin teaching the reading/writing connection in kindergarten
Ensure students read quality materials
Students can revise better is they wait a day before rereading their writing
Written responses to reading that are beneficial to students:
book review
book blurbs
author profile
interview with an author
literature response
letter to an author
readers theatre script
Combine writing with science and social studies to "find time" for daily writing
Teach summary writing ( purpose of text, sequence of events, connecting new information with what one already know, put information into one's own words.
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