Post on 02-Jan-2016
transcript
Picture a “Unit of Study”
• Immersion in mentor texts• Rehearsing / planning– Multiple ideas, select one at a time
• Drafting– Multiple drafts across a month
• Revising– Some drafts are revised
• Editing– 1-2 revised drafts are formally edited
• Publishing– 1 edited draft is published
A Process not THE Process
• When we teach process we are offering suggestions and possible alternatives.
Revising with A.R.M.S
• Add - Details, descriptions, senses, actions
• Delete – Words and sentences that don’t make sense or aren’t needed
• Move – Words and sentences to another spot
• Substitute – Boring words with interesting words, vague language with vivid language
Defined Stages But not a Linear Process
• Authentic writing process is messy, non-linear, and does not occur in neat stages.
Process NOT Perfection!!
• It’s hard work to revise.• Students need to OWN their revision
decisions. . . • We need to remain focused on teaching the
CHILD not the PRODUCT!
CCSS
• Writing Process Standards– Writing Anchor 4 – Clarity and Coherence– Writing Anchor 5 – Writing Process
• Language (Conventions) Standards– Language Anchors 1 and 2 - Conventions – Language Anchor 3 – Use of language
Planning / Rehearsal
• Gathering ideas– Genre specific strategies– Ongoing notebook entries– Living with the perspective of being a writer– Seeing potential ideas everywhere7
• Selection of quality ideas• Rehearsal– Sketching – Outlining
Drafting
• Tentative• Done with a spirit of exploration• Drawing what matters most from inside to
outside• Pouring a bit of one’s self onto the page
Powerful writing does not come from thinking about penmanship, word choice, complex sentences, or “showing not-telling” as one writes. Powerful writing comes from being full of one’s subject and keeping one’s eye on that subject.
Lucy Calkins
Drafting
• Write, write, write• Less strategic• Volume• Getting your ideas down• Pushing the pencil across the page • Drafts build on each other
Revising vs. EditingRevise MESSAGE• Making writing clearer,
more meaningful, and/or more interesting.
• Craft– Details– Word choice– Sequence– Structure
Edit CONVENTIONS• Making writing easier for
others to read.
• Conventions– Spelling– Capitalization– Grammar– Paragraphing
Practice Seeing StrengthsIdentify strengths related to the content “craft” of the piece.
– Structure– Sequence – Word Choice– Story Voice– Transitions– Details
Identify conventions that the child has “control over”.
– Capitalization– Spelling– Punctuation– Paragraphing
Setting the Stage for Revision
• Writers think about their readers.– “What will the reader make of this?”
• Writers choose GOOD work to turn into GREAT work through revision.
• The best writers are search for ways to improve their writing. • Writers view their work through different lenses.
Rereading
Rereading is the GLUE of the writing process. *Teach it as a habit! *Model it regularly.
Reread . . .At the start every day.At the end of a paragraph.At the end of a page.After a tricky part. When you think you are done. Before choosing a piece for revision.
Staying on Topic
• Did I stay on the road of my main topic or did I take a side trip somewhere else?
Including Everything Important
• Did I include what the reader needs, or is something missing?– Flaps– Sticky notes– Dot and arrow– Paper surgery– Circled number new page
Weeding Out the Unimportant
• Is there stuff here that’s blocking the light from shining on my real message?– Locate– Highlight– Reread– Erase
Attending to Sentence Order
• Is this the best way to organize my sentences?– Use every other line so sentences can be cut
apart. Play around with order.– Number the sentences using a number and circle
at the beginning.
Attending to Sentence Content
• Using Varied Sentence Lengths– Mentor texts
• Sentence Dividing for TOO Long Sentences– Look for thought units– Look for commas– Look for and, then, but, so, which, etc.
• Sentence Combining– Listen for choppiness– Listen for rhythm and flow
Paragraphing
• Open a piece• Introduce a character• Change of setting• New speaker • Close a piece• Start a new topic• Give a new example• Give a new reason
R.A.F.T (Adler 1989)
• Role – Who am I as I write this piece?• Audience – Who am I writing for?• Format- What format (genre) am I using?• Topic – What am I writing about?
Paper to Support the Genre
• Half sheets folded• Sticky notes • Every other line• Write on one side only• New sheet for each– Stage of timeline – Paragraph of an essay– Step in a process
Try It Out
• Think about the writing piece you brought with you today.
• Talk with a partner about– What type of revision lesson might strengthen this
piece?– Which of the “physical aspects” of revision might
work well with your students(paper surgery, highlighting, sticky notes, use dot and arrow, etc.)?
Conferring with the Teacher
Open the conversationIdentify strengthsIndentify one teaching pointSend the student away with something
manageable to develop.
What Does a Writing Partner Do?
• Listens to you read your writing out loud.• Asks supportive questions.• Identifies things you’ve done well.• Helps you if think if it makes sense. • Helps you check for focus.• Helps you check for weeds.• Helps you check for sentence length.
Setting the Stage for Editing
• Sometimes readers struggle to figure out what we’ve written.
• There are many things we can do to make it easier for the reader.
Develop an Editing Checklist
• Student friendly language• Icons or visuals if possible• Build one item at a time • Ideally 4-5 Conventions that have been taught
explicitly• Blank space for an individualized item• Model how to use the checklist, checking for
one item at a time across the whole piece
Colored Pencils
• Use a different colored pen or pencil• Make sure students understand that you are
looking for a well marked up text, not fewer errors
Editing Conference
Open the conversationIdentify strengthsIndentify one teaching pointSend the student away with something
manageable to develop.