Writing

Writing


 * Writing Purposes:**
 * //**Writing to Learn Content**//: __might__ use writing process, __will__ incorportate __some__ (or all) traits. Ex. lab report, character analysis, learning logs, steps to solve a problem
 * //**Writing to Think/Reflect**//: will __not__ use writing process, __might__ use __some__ traits. Ex. journal, quick writes, personal reflections. *metacognition*
 * //**Writing to Produce a Formal Product**//: __will use full__ writing process, __will__ incorporate some or all traits. Ex. 3 part essay, report, research paper, letter. *structure and form*

Craft Lessons 5-8


 * On-line Mini-lessons**

K-5 Mini Lessons http://ofcn.org/cyber.serv/academy/ace/lang/elem.html

Six Trait Mini Lessons http://www.cyberspaces.net/6traits/strat.html

Possible Mini Lesson Topics-Primary http://208.183.128.8/read/minilessons.htm (I find this page very hard to access - very slow)

Grammar and Style Mini Lessons-Intermediate http://dept.kent.edu/english/WritingCent/mini.htm

NW Regional Educational Laboratory-Six Trait http://www.nwrel.org/assessment/lessonplans.php?odelay=2&d=1 [|http://www.nwrel.org/assessment/lessonplans.php?odelay=2&amp;d=1>]

[|The Writing Center @KSU]

[|6 Trait Resources]

[|Craft Minilessons] Writing lessons - includes mini-lessons, writing time, and sharing

[|The Writing Site] - Writing across the curriculum. Great ideas and resources for writing different genres, research, technology in writing instruction, and managing your writing instruction.

[|NWREL - NW Regional Education Laboratory] - links to mini lessons for each trait based on picture books

[|Writing Websites - Literacy Leader]

Adapted from //"Best Practices in Teaching Writing"// by Charles Whitaker, Ph.D.
 * Practices in Teaching Writing**
 * Positive Atmosphere
 * Inviting classroom
 * Respect for students, their idea, backgrounds, interests
 * Teacher shares his/her writing
 * Expectations, procedures, and routines are established
 * Organize for Writing
 * Writing Workshop: Mini lessons, guided writing, sharing
 * Writing notebooks are used to store ideas, progress notes, writing resources, etc
 * Meaningful Writing Opportunities
 * Student choice and ownership
 * Students write for "real" reasons (i.e. pamphlets for the office)
 * Student work is published (wall, website, letters, etc.)
 * Reading and Writing Connection
 * Reading is used as a model for writing
 * Discussion about how authors utilize writing techniques
 * Teachers encourage students to apply the techniques and characteristics of materials they read in their own writing.
 * Writing Across the Content Areas/Writing-to-Learn Opportunities
 * Learning logs
 * Responsible journals
 * Quick Writes
 * Demonstrate Learning: essays, reports, responses to prompts
 * Constructive Response to Writing
 * Emphasis is on developing the writer, not "fixing" the piece of writing
 * Teachers use observation, conversation, and review of writing smamples to determine what support students need
 * Constructive response happens during different phases of the writing process (planning, drafting, revising, editing, publishing, and reflecting stage)
 * A variety of techniques are used for response: conferences, written notes, peer conferencing (pairs or small group), response forms, who,e-class response, and self-response
 * Collaboration
 * Students collaborate as writers, thinkers, and learners
 * Teacher models effective ways to collaborate
 * Occurs throughout the writing process
 * Mini Lessons
 * Short, 5-10 minute lesson focusing on skills and strategies in the curriculum
 * Teachers plan mini lessons based on student need
 * The skill and strategy is applied right away in the students' writing
 * The skill and strategy is applied right away in the students' writing

Writing Rubric download printable form