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Stacey Kenney

on 29 January 2014

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Transcript of Writing

Multi-modal Writing Portrait
Dream Writing Instruction
Current Writing Instruction
EDU 743

Writing in my School
Holliston Public Schools recently implemented the Empowering Writers curriculum in grades K-2.

Empowering Writers is a proven, research-based methodology that can be applied to narrative, expository, and persuasive writing instruction to improve students' writing. The methodology uses whole class instruction at least twice a week. This provides an introduction, modeling and practice of the explicit skills related to the genre being taught.

Writing in My Classrooms
*Monday - write in a 'Weekend News' journal about their weekend

* Tuesday, Wednesday, and Thursday - whole class lessons in the Empowering Writers curriculum

*Centers - Reading Street center, 'Let's Write'

*Friday - write a letter home to their parents about their week at school (parent replies back)
Differentiation -
Writing in my Small Groups
My Sidewalks Reading Intervention lessons by Reading Street
Common Core Standards
*The Common Core State Standards (CCSS) were developed to help ensure that students gain adequate mastery of a range of skills and applications so that they will be college and career ready when they finish high school.

*By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed.

*The CCSS caused my school to take another look at how we were teaching writing. These standards are the main reason why my school is implementing the Empowering Writers curriculum in grades K-2. Empowering Writers aligns all of their lessons to the standards as seen in the following document on their website: http://empoweringwriters.com/content/wp-content/uploads/2013/08/Gr-2-CCSS-Handout-WebVersion.pdf

* The grade 2 writing standards require students to be able to write opinion pieces, informative texts and narratives. Before the CCSS, our writing curriculum included mostly narrative writing.

Ehmann, S., & Gayer, K. (2009). I can write like that!: A guide to mentor texts and craft studies for
writers’ workshop, K-6. Newark, DE: International Reading Association.

Foresman, S. (2011). My sidewalks on reading street: Intensive reading intervention. Glenview, IL:
Pearson Education.

Graham, S., MacArthur, C., & Fitzgerald, J. (Eds.). (2007). Best practices in writing instruction. New
York, NY: Guilford Press.

Hicks, T. and Turner, K., (2013). No longer a luxury: digital literacy can’t wait. English Journal, 102.6,

Mariconda, B., Auray, D., & Howell, K. (2013). The essential guide to grade 2 writing. Monroe, CT:
Empowering Writers.

My dream for my students in the classroom is that we will be able to use the Response to Intervention (RTI) model in the writing block. In my ideal RTI model, there would be either a special education teacher or a para professional in the classroom during writing blocks to provide scaffolding and supports for all students in order to help them find their voice through writing.
Desired Writing Instruction in my Classrooms
*I Can Write Like That! inspired me to use more mentor texts to model good writing.
How Readings and Class Discussions Support My Dream
Differentiation In My Desired Writing Instruction
http://youtu.be/W z5jHh0T3Q
English Language Arts Standards » Writing » Grade 2
Text Types and Purposes
• CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
• CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
The impact of the Common Core State Standards on my school's writing curriculum will benefit all students.
The four steps of the Empowering Writers methodology for writing instruction include:

-Use of mentor texts
-Teacher modeling
-Guided practice
Click play to watch video on Empowering Writers
In my Grade 2 classrooms, students write every day
*30 minute reading lesson that includes phonics, high frequency words, vocabulary, passage reading, and writing
Writing is embedded within the lesson three times a week.
-Shared writing
-Interactive writing
-Independent writing
*Strategies to help motivate writers: shared brainstorming, working collaboratively, sentence starters, scribing, word banks, checklist for mechanics
*No Longer a Luxury: Digital Literacy Can't Wait inspired me to introduce my students to more technology in writing.
*Best Practices in Writing Instruction inspired me to think about ways to engage my students and to motivate them by showing them how writing is useful and worthwhile.
I will help my students become more engaged and motivated to write by:
*Having a discussion about ways we use writing in our lives .
*Previewing/reviewing mentor texts in a small group.
*Introducing interactive technology that will engage students in the writing process.
*Providing supports that improve confidence and reduce frustration.
My dream for my special education students is that I will have more time with my students to provide targeted interventions within the classroom writing block in the RTI model.
I will suggest scaffolds, strategies, and accommodations in whole group lessons to make instruction accessible for all students.
With the right supports, students will feel more confident in their writing. Confident students will be more engaged in the writing process.
Mentor Texts
In readings and discussions from I Can Write Like that!, Ehman and Gayer (2009) helped me to see the benefits of using mentor texts to improve student writing. Since I am a special education teacher, I see teachers using mentor texts but I didn't realize the benefits these texts have as models of good writing. I now intend to use these texts in my small groups as a preview and/or review of the classroom instruction.
What might you see on a trip to the desert?
What might you see on a trip to the desert?
supports- shared brainstorming,sentence starter, scribed first sentence, checklist for mechanics.
supports- shared brainstorming, checklist for mechanics
In readings and discussions from Best Practices in Writing Instruction (Graham, MacArthur & Fitzgerald, 2007) as well as the article No Longer a Luxury: Digital Literacy Can't Wait (Hicks & Turner, 2013) I saw the importance of teaching students to use the latest in digital technology. When we were asked to look at the blogs with all of the websites and apps for teaching digital writing, I was overwhelmed by all of the possibilities. Students in my school use the computers to type word documents and to improve their reading and math with computer programs but they aren't getting introduced to all of the ways they can communicate through interactive websites and apps. I also see technology as a way to improve my students' motivation and engagement in writing. It will help to show them that writing is a means of communicating with others that is worthwhile in their lives.
Digital Literacy
Motivation & Engagement
In readings and discussions from Best Practices in Writing Instruction (Graham, MacArthur & Fitzgerald, 2007) I learned ways to help my students to see the value of writing and to improve their confidence and engagement in writing. By making a list of ways we use writing in our lives, I will help students to see writing as worthwhile. By providing my students with targeted instruction in the RTI model, they will receive the supports they need to become more confident writers.
Prompt: What are you curious about?
How can you find answers?
Shared Brainstorming
Full transcript