8P202014-15

Week 5: Writing 4

Professional Learning Conversation

• The Third Teacher• Follow-up:– Gradual Release of Responsibility– Show Me app

How did you learn to drive?

Gradual Release of Responsibility

Modelled Shared Guided IndependentREADING and WRITING

Teaching Teaching

Teaching Teaching Learning

Learning & Learning Practising Practising & & &

Learning Practising Performing Performing

4

5

Modelled Shared Guided Independent

Teacher does

Students watch

Teacher does

Students help

Students do

Teacher helps

Students do alone

Teacher assists as needed

Comprehensive Literacy

The Gradual Release of Responsibility

like an apprenticeship program

Classroom Photos

• As you view the following set of photos consider:

1. How does Mrs. Meussen’s classroom layout reflect the features recommended in your reading? Refer to the last page of your reading “In Brief…”

2. How does it support the Gradual Release of Responsibility model?

Writing Assessment cont’d

• Assessment for, as, and of learning• Writing assessment resources– Guide to Effective Instruction• Assessment• Writing

If this were a Bitstrip cartoon, what could the panel labelled 2014 include?

The more things change…..

Classroom Assessment

Large Scale Assessment

EQAO

ForDiagnostic

Formative

As Formative

Of Summative

Growing Success Policies• Seven Fundamental Principles• Learning Skills & Work Habits• Performance Standards- The Achievement Chart• Assessment for Learning and as Learning• Evaluation• Reporting Student Achievement• Students with Special Education Needs• English Language Learners• E-Learning• Credit Recovery

http://www.edugains.ca/newsite/aer2/

The Writing Process

Stages of the Writing Process: – Prewrite– Draft– Revise– Edit– Publish

– This is a recursive process. Most writers move back and forth among the stages

Writing

• 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience

• 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

• 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

• 4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

Gradual Release of Responsibility

Modelled Shared Guided IndependentREADING and WRITING

Teaching Teaching

Teaching Teaching Learning

Learning & Learning Practising Practising & & &

Learning Practising Performing Performing

23

Procedural Writing

Find a procedure described in these resources: • Infographic (try Pinterest)• Video • Blog entry (try http://goo.gl/

a4Vxup )• Ikea assembly guide (see

Sakai/Lesson 5/Writing 4 Resources/ Ikea assembly guide)

• Lesson plan (try http://readwritethink.org )

• Recipe

Discuss at your table:• Which features of these

procedural texts are most helpful to you?

• Which formats are not at all helpful?

Procedural WritingHow to…

• Tune a guitar• Spin a basketball• Post your PLC response to Sakai• Treat a pulled muscle• Make paper airplanes• Edit and post a photo to Instagram• Get a parking spot at the Hamilton

campus• Catch a bus to Brock in time for

8:00 a.m. class• Use a Keurig coffee maker• Write a cheque (It’s true – many

do not know this!)• Your choice:

Apps for Procedural Work and Description

Explain Everything Show Me