Transcript Finding the Middle Ground: A Writing Program Overview for 2-3

Finding the Middle Ground:
A Writing Program
Overview for 2-3
Erin Monn
January 16, 2012 In-Service
New Bloomfield Elementary
Please Do Now!
Think about what you enjoy about teaching writing
and what frustrates you about teaching writing.
List at least three of each.
Please share with a partner.
Purposes for Today
Provide an overview of the K-5 writing
program
 Define Collins Writing and explain types
 Compare/contrast process writing and
Collins Writing
 Explore Types 1 and 2

K-5 Writing Program
Overview
K-Kid Writing
 1-Kid Writing/Process Writing
(Depending on student need)
 2-Review and Develop Process
Writing/Introduce Collins Writing
 3-Develop Collins Writing
 4-Use Collins Writing
 5-Use Collins Writing

How does Harcourt fit in
with all of this?

Both Grades
◦ Use Harcourt to know what writing skills you need
to cover
◦ You do not need to do a new piece of writing every
week
◦ Allows for:
 More creativity on your part
 Use all those great ideas from blogs, websites, etc.
 More time to spend teaching, modeling, practicing different steps in
writing process
 More time to conference with students
 Increase amount of writing students do
What is Collins Writing?

“…A model for a writing-across-thecurriculum/writing-to-learn program that explains
exactly how to “write more-grade less” by defining
five types of writing assignments and the outcomes
expected for each.”
(Collins, page vii)

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Emphasizes frequency, focus, and feedback
Includes informal writing and formal writing
Encourages students to “think on paper”
Utilizes Focus Correction Areas (FCAs)
◦ Selective approach to correcting student writing
◦ Become focus for instruction, modeling, practice,
assessment

Handout
Process Writing vs. Collins
Writing
Similarities
Both have students brainstorming,
organizing ideas, creating a rough
draft, editing, revising, publishing
Differences
PW-Publish everything
CW-Few published pieces
PW-Infrequently incorporated in content
areas
CW-Used to engage students in
thinking/learning about content material
PW-Assess everything
CW-Assess FCAs (1-3)
PW-Students write less
CW-Students write more
PW-Writing is an event
CW-Writing is a natural occurrence
throughout the day
Type 1 Writing
Characteristics

Objectives
◦ Brainstorm ideas, explore, question
◦ Help students see what they know
◦ Build writing stamina

Form
◦ Bulleted list

Personal reflection
Chart
Graphic organizer
Audience
◦ Student writer

Evaluation Criterion
◦
◦
◦
◦
◦
Number of written lines are written within time limit
Avoid sentences
Students receive check or minus
Does not require right answer; questions/guesses allowed
Teacher evaluates by walking around and reading what students are
writing; Gives visible reward when students meet criteria (Ex. Stamp,
star, points, etc.)
Type 1 Writing
Characteristics (cont.)

Paper Format
◦
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◦

Name first line right hand side
Write the date under your name
“Type 1” first line left hand side
Skip lines
Takes Place Of (or precedes):
◦ Class discussions

Examples
◦ Please Do Now
◦ Transition
◦ Summarizer
Type 1 Writing
Advantages and Disadvantages

Advantages
◦
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◦
◦
◦
◦
◦

Requires little prep on teacher’s part
Takes little class time to complete
Makes writing a natural occurrence
Builds writing stamina and writing fluency
Gives everyone time to think about topic
Quiets down highly verbal students
Replaces or precedes whole class discussions
Easily incorporated in content areas as way to
activate prior knowledge or check for understanding
Disadvantages
◦ Does not directly improve specific writing skills
Practice-Top Ten List

On your paper, write your name on the
top right hand side and “Type 1” on the
top left hand side

Under your name, write the date

Make sure you skip lines as you write the
Top Ten News Stories of the 20th Century
(10 lines; 5 minutes)

Objective
Type 2 Writing
Characteristics
◦ Learn what writer knows or how feels about topic

Form
◦ Open response question

List
Definition
Audience
◦ Teacher

Evaluation Criterion
◦ Content must be correct
◦ Evaluate content, not way content is expressed
◦ Use point system to evaluate that requires teacher to
“skim” work
◦ The more you do the more you can “randomly” grade
Type 2 Writing
Characteristics (cont.)

Paper Format
◦
◦
◦
◦
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Name first line right hand side
Write the date under your name
“Type 2” first line left hand side
Skip lines
Takes Place Of:
◦ Individual questions to students in class

Good Type 2 questions:
◦ Require limited, specific and predictable
responses
◦ Contain quantity specifications
Type 2 Writing
Advantages and Disadvantages

Advantages
◦ Requires little teacher prep
◦ Provides a quick assessment of student
knowledge that can be used as a quiz grade
◦ Promotes active learning
 Students produce information rather than identify
information (Writing vs. MC test)
◦ Promotes content-rich writing
◦ Builds writing stamina and fluency

Disadvantages
◦ Does not directly improve specific writing skills
Determining Time Limits

Rule of Thumb
◦ One minute for 2-3 lines
◦ Modify as you become more experienced
◦ Better to give not enough time than too
much time
Type 2 Practice

Give two characteristics of Type 1 writing
and two characteristics of Type 2 writing.
Expectations for this Year

If not already doing so:
 Incorporate teacher modeling/think alouds
 Have students do some writing that does not go
through the entire process
 Pull in some of your own ideas for writing activities

Incorporate Type 1 and/or Type 2 writing
in content areas
Ticket Out the Door

Complete the 3..2..1 on a note card and
leave in the basket on your way out.
◦ 3-List three things you learned about writing
today
◦ 2-List two questions or comments about
what you learned about writing today
◦ 1-List one idea you plan to try in your
classroom
Resources
Collins, J.J. Ed.D. (2007). The Collins Writing Program:
Improving student writing and thinking across the
curriculum. Massachusetts: Collins Education
Associates.
Hines, Debra. “PLN Course 1: Critical Reading and
Writing in Support of Secondary Learning”. Capital
Area Intermediate Unit, Summerdale, PA. 7
December 2010. Lecture.
Ruddle, Karen. “Collins Writing.” Capital Area
Intermediate Unit, Summerdale, PA. 8 August 2011.
Lecture.