Transcript Slide 1

School Development Institute, Summer 2008
Mary Hogan Elementary School Team
Deb DeVaney, 5/6 teacher
Vickie Greenhouse, 3/4 teacher
Laura King, Literacy Lead Teacher
Phyllis Laliberte, 5/6 teacher
Elizabeth Moeykens, 1/2 teacher
Sarah Niebuhr, 5/6 Learning Specialist
Kathy Purcell, 3/4 Learning Specialist
*Form a collaborative
vertical writing team.
*Agree on core beliefs
and essential questions
about writing.
WE WILL…
•
Implement key components of
John Collins Writing Method.
•
Create seven element lesson plans
for students, grades 1-6.
•
Accommodate/differentiate to
meet needs of diverse learners.
•
Collect samples of student work.
•
Develop materials that support the
management of writing instruction.
•
Manage group website.
•
Design a presentation for
colleagues.
*Explore new instructional
strategies.
*Collaboratively design a
project that embodies our
beliefs and investigates
our essential questions.
*Implement the project in
our classrooms.
*Examine and discuss
resulting student work.
*Reflect on our
discoveries about writing
and writing instruction.
*Share our work with
others.
Our Core Beliefs
E
Everyone has things to say and deserves to be heard.
Writing is a critical life skill used in a variety of contexts,
supports learning and understanding, and should
occur daily.
Writing is a social form of communication.
Everyone is capable of writing, can become a better
writer, and feel pride in their writing effort.
High Engagement and motivation positively
impact writing.
Our Essential Questions
Why is it important to be a strong
writer?
What does strong writing look like?
What skills do students need to be strong writers?
How do we teach all students to be strong writers?
How do we motivate students to write and view
themselves as writers?
Resources from
Collins
Education
Associates
were primary
resources for
this project.
We accessed
additional
resources that
supported
both our core
beliefs and
project
development.
SCHOOL, SU, &
STATE RESOURCES
STANDARDSBASED WRITING
Key Elements of the
John Collins Writing Method
FIVE TYPES OF WRITING—reasons we write/ways we revise
FOCUS CORRECTION AREAS--Skills to assess; limit to three
READING WRITING OUT LOUD--Essential revision tool
SEVEN ELEMENT ASSIGNMENTS--Structured, intentional
ESSENTIAL ASSIGNMENTS—Purposeful, best value lessons
DIFFERENTIATION—Meet the needs of all learners
STUDENT WRITING COLLECTION--Evidence over time
Summarized from Collins education Associate Materials
FIVE TYPES OF WRITING
1
2
3
TYPE ONE—limited by time/ quantity;
brainstorming, listing; writing as thinking.
Graded for completion. Happens daily!
TYPE TWO—short answer/“shows what
you know.” Graded for completion and
content accuracy. Happens often.
TYPE THREE—focuses on both content &
writing craft; three specific skills are
assessed. Read out loud by student (1
foot voice), and reviewed by teacher.
First draft--happens frequently.
TYPE FOUR—revised piece; peers
give feedback; 2nd draft.
4
5
TYPE FIVE—requires many drafts &
motivation; ends with a published piece.
Description Adapted from John Collins Writing Program
materials

I know they have compound eyes and four wings.
They swim under water when they are babies.
They can beat their wings 100 times.
Type One Writing
builds fluency. It is
thinking on paper.
Given five minutes,
this first grader
wrote three things
she knew about
dragonflies.
With Type Two Writing, students
show what they know about
content in a given amount of time.
Students’ work is graded based on
content. (Grade Five)
5/6 Learning Specialist incorporates Type
1, 2, and 3 writing assignments into
reading comprehension lessons.
“They are learning to use writing to help
them organize their thinking. I am using
Type 1 and 2 daily.”
Materials provided by Jerry Morris of Collins
Education Associates
Type Three
Writing looks at
content and
writing craft.
This first grader
knew that his
dragonfly piece
needed three
picture details
with one label,
a sentence with
a capital &
period, and
spaces
between words.
The campers had
a scavenger hunt.
The scouts build a
fire.
The kids roast
marshallows.
Framing Your Thoughts is a
writing mechanics program
published by Learning Circle.
This unit test includes a Type
Three task that asks student to
write (1) three barebones
sentences (simple subject/
Predicate with capitals/
periods), (2) sequence
a camping trip description,
and (3) vary the subjects.
This third grade
Type Three
writing piece
fulfilled FCA
assessment
requirements:
Topic sentence
showing position
on bear hunting,
three or more
reasons for their
position, and
correct
capitalization.
“I think hunting bears with
dogs is not fair.”
“I think bear hunting should be allowed
but they should lower the number of
permits.”
“Bears could come to
bird feeders if there are
too many bears and they
would run out of food.”
Sixth graders completed a Type 3 summary of Time for Kids article
entitled “All Aboard.” This article described a fall expedition of teens
to the poles led by explorer Mike Horn. There were 3 focus correction areas: (1)
Five sentence summary, (2) Correct sentence punctuation/capitalization, and (3)
Correct spelling of content words from the article.
This student–made Bear Fact Game is an
example of a Type Four Writing Piece.
Student teams composed questions and
answers for their game, then exchanged
games and tested out each others’
questions.
Chris Van Allsburg’s classic book of intriguing
leads motivates 5th graders to craft mysterious
stories. These Type Three pieces will become
Type Four after peer conferences and revision.
This grade one
sample shows
differentiation at
work. Since this
student is more
advanced, she
wrote more than
one sentence about
her topic. The
FCAs were
adjusted for her.
This grade one student
was successful with two
of the three focus
correction areas: (1)
Three picture details and
(2) writing a sentence
with capital and period.
The student needs to
work on the third FCA—
spaces between words.
Limiting an assignment
to three FCAs makes it
easier to assess
student’s progress and
areas where growth is
needed.
“Butterflies are tiny.”
We must create a
writing environment
where students
know the purpose
for writing and get
support with
authentic writing
forms. Students also
need frequent
opportunities to
share their voice
with an attentive
and responsive
audience. These
conditions enhance
student motivation.
Motivated writers value writing and
are more focused on both learning
tasks and skill expectations.
1. Summary and Rationale
2. Writer's Purpose(s): Give a
reason for writing
3. Writer's Role: Writer’s
stance or point of view
4. Audience: Who will be
reading the writing
5. Form: Letter, report, poster,
essay, poem, etc.
6. Three Focus Correction Areas
7. Procedure—sequence of
lesson
8. Optional FCAs: to
When you finish…
* Read your report out loud
in a one-foot voice. Check
for any confusing parts.
* Edit your FCAs following
your teacher's directions.
* Option if going on to Type
Four: Have a partner read
your paper out loud to you.
Get feedback on your
FCAs. Write a second draft
with all your improvements.
accommodate or challenge
From Improving Student Performance Through
Writing and Thinking Across the Curriculum,
John Collins, 2008, p. 59.
Second Grade
1.
2.
3.
4.
5.
6.
7.
Assignment Summary:
Write a letter explaining
why your teacher would
be a good president.
Purpose: to persuade.
Writer’s role: Candidate
supporter
Audience: peers/
community
Form: Letter
FCAs: Include… (1) 1 Detail
from book (2) 3 Sentences
(3) Picture of teacher
Procedure: After listening
to the Kay Winters’ story,
think of your own teacher
and write a letter in support
of his/her presidency!
“”She is really good at
signing important papers.
She cares about me and
my classmates. She
makes you work.”
The Collins Program
describes essential
and highly
recommended
assignments that
should be done
regularly by
students—
1.
2.
3.
4.
5.
The 10% Summary
Vocabulary Cards
Comparison/Contrast
Persuasive Essay
Autobiographical
sketch (of a classmate)
6. Class log
7. Create a test
8. Study Guide
9. End of Unit Reflection
10. It’s a Must! (Evaluate
best activities in a unit)
11.Letter to Next Year’s
Teacher
FCAs: Capitals, end punctuation, 3 paragraphs
Note—This is written in first person like an autobiography, but it
was written by another classmate who first conducted an
interview.
Writing assignments
are numbered and
recorded in a
student folder.
Pieces can be used
as models or revised
further. The
collection also
shows student
growth over time.
Collins’ framework
Interfaces well with
other instructional
tools, GLEs, and
a curricula.
Reading writing out
loud is a critical
step in revision.
Vertical teaming
encourages more
consistent
instructional
design, K-6.
All students need
writing assignments
that encourage
thinking, fluency, and
focused skill practice.
Celebrating student
learning creates a
positive
teaching/learning
environment.
Purposeful writing
assignments that
encourage student
“voice” enhance
motivation and
support skill
development.
While finding time is
the challenge, the
voluntary nature of
this initiative creates
positive energy.
Complete Team meeting
presentations and follow
up on teacher interest.
Attend John Collins
conference with
colleagues (Dec 1).
Create Seven element
assignments and type 1, 2,
3 templates for binder.
Suggest using Collins-like
essential assignments for
writing evidence (ACSU).
Continue monthly
meetings with SDI team.
Look at student writing/
scores…does this work
make a positive impact?
Plan summer work on
writing, using a vertical
team model.
Continue updating SDI
website for MH teachers.
mhteachers.pbwiki.com
One writes
to make a home
for oneself,
on paper,
in time,
in others’ minds.
-- Alfred Kazin