# Presentation: 359452

## Beginning to WriteArchived Information

## Workshop Outcomes

**Become familiar with the stages of writing development**
**Understand the role of letters and sounds in learning to write**
**Identify examples of purposeful writing**

## Workshop Outcomes

**Understand the role of organizational strategies and mechanics in writing and how they are taught most efficiently**
**Understand that writing is a process**

## Workshop Outcomes

**Understand that writing is not just speech written down**
**Understand conventional spelling is developed through focused instruction**
**Become familiar with the instruments of writing assessment**

## Today’s Session

**Developmental writing stages**
**Different kinds of writing/structures**
**The writing process**
**Teaching mechanics**
**Assessing writing to inform instruction **

## Writing Begins

**When students use their knowledge of letters and sounds to write: **
- Pretend words
- Real words
- Phrases
- Sentences
- Ideas
- Paragraphs

## Prealphabetic Writing

**No association of sound/letter**

## Alphabetic Writing

**Known words and sounds**

## Later Alphabetic Writing

**More matching of sounds/letters**

## Learning the Spelling System

**Students begin to associate sounds with letters and use them to approximate words.**
**This temporary spelling reinforces phoneme awareness and phonics instruction.**
**Students begin to use conventional spellings as letters, rules, and patterns are introduced.**

## Grammar and Mechanics

**Early punctuation (ending) and capitalization (names, beginning of sentence) should be introduced as students write phrases and sentences.**
**Teachers should expect early usage of CUPS to support later writing.**

## 2 kinds of Writing with Different Terminologies and Structures

**Narrative: **
**    ****tells a story**
- Beginning
- Middle
- End
- Character, setting, plot

**Expository:**
**    ****gives information**
- Topic sentence
- Introduction
- Body
- Conclusion

## 2 kinds of Writing with Different Terminologies and Structures

**Goldilocks and the three bears****	**

**The three types of bears ****found**** in the woods of North America**

- vs.

## Different Types of Writing

**Different types of organizational structures.**

**beginning**

**end**

**middle**

**introduction**

**body**

**conclusion**

## Different Types of Writing

**Narrative**
- Beginnning
- Context
- Characters
- Setting
- Problem
- Middle
- Details
- Description
- Dialogue
- End
- Solution
- Resolution

**Expository**
- Introduction (research, persuasion, description)
- Topic sentence
- Body
- Reasons/facts/
-    details
- Elaborations
- Conclusions
- Summary
- Call to action

## Writing is a Process

**Prewriting**
**Drafting**
**Revision**
**Proofreading**
**Publishing**

## Prewriting is: 

**Getting organized and mapping out the writing.**
**Deciding what will go into the beginning, middle, end.**
**Talking about the subject, making connections.**
**Modeling what the writing will look like.**

## Video

**Watch the video and determine how the teacher’s time spent in prewriting and planning make the writing assignment accessible to all students.**

## Drafting

**Getting the ideas down on paper**
**Determining where each piece of the planning will go**
**Practicing skills that support the genre (note taking, description, dialogue, fact and opinion, etc.)**

## Revision

**How can each sentence sound better and provide more information for the reader?**
**Share writing with a partner**

## Proofreading

**How did the students use CUPS (Capitalization, usage, punctuation, and spelling)?**
**These skills are best taught, practiced, and immediately applied to student writing.**

## Publishing

**Gives the writing purpose**
**Determines the audience for the writing**
**May impact how students plan and write the essay**

## Slide 23

## Holistic vs. Analytic Scoring

**In holistic scoring, all of the features of writing are viewed as elements of the whole piece of writing in general.**
** ****In analytic scoring, each element of the writing is viewed and assessed separately.**

## Preparing Student Feedback

**Student feedback should be highly focused and limited to only important new learnings.  **
**Too much feedback is overwhelming to the student.**

## Preparing Student Feedback

**Student feedback should be accompanied by specific examples from  the writing.  **
**Students should always respond to specific feedback by revising their writing.**

## Adjusting Instruction

**Identify where students fell short of proficiency.**
**Identify the standard that describes proficiency.**
**Identify how and when you taught the standard.**
**Identify how you will change your teaching to address student writing problems.**

## Practice

**Using the rubrics and samples from *****Assessing Student Achievement in Writing*****, provide constructive feedback to a student at your grade level.  What was done well? What could the student do to improve the writing?**

## In Summary

**Writing = words (sounds/letters) + ideas**
**Conventional spelling must be taught through rules and patterns.**
**Writing is a process.**

## In Summary

**Different kinds of writing require different organization.**
**Grammar and mechanics must be taught, practiced, and applied to learning.**
**Focus on new learning in providing student feedback.**