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Write to Learn

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ERIN CAREY

on 26 March 2014

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Transcript of Write to Learn

Provisional Writing
4-2-1 Free Write

Write to Learn
1st Grade & Erin Carey


Polished Writing
Building Writing
Readable Writing Strategies
Building Writing:
What is it?
• A prewriting strategy that scaffolds the writing process for on demand writing.
• The goal is to help children focus in on each step of the writing process and to produce high quality writing.
• Formal assessment is coupled with extrinsic motivation or points for each part of the writing process.

Background Information
Write to Learn
Write to learn is writing for understanding in all content areas with frequent assessment and feedback for students. Increases the quantity and quality of student writing.

Three kinds of writing

• Provisional writing: brief daily writing to enhance content understanding and share initial ideas
• Readable writing: students work to clarify ideas in on demand writing tasks
• Polished writing: writing and revising work to its final copy


How Write to Learn
addresses the Common Core

• Write to Learn helps students develop higher order thinking skills and to see how information fits together in meaningful ways.
• Write to Learn prepares students to write arguments, informative/explanatory texts, and narratives.
• A wide range of tools are used in the Write to Learn strategy. Students learn to write in a variety of formats and flexibly respond to any writing tasks with a high quality response.

Brainstorming
Think, Pair, Share
Discussion
Outline
Final Piece and Rubric
Writing Folders
Step 1:

Pose a question/score. Five minute brainstorm.
Points: 5 points for each idea. 15 points max.

Step2:
Think pair share.
Points: 10 points max for generating a new idea or
clarifying an old one.

Step 3:
Discuss. Teacher records ideas.
Points: 10 points for sharing and listening, adding
to or summarizing others ideas.
They can also get points for using others ideas to
refine their ideas.



4 pockets
Provides organization and structure to help students through the writing process
Helps students see that their pieces are an ongoing process

Planning Considerations
Choose a purpose (objectives, I CAN, standard)
Questions to consider:
-Will this be an ongoing process?(provisional)
-Will it prepare students for an on-demand task?(readable)
-Will students produce a refined product? (polished)
-When is the best time in the learning sequence to have students respond to a prompt?
-Have a rubric and clearly defined expectations of the final product?

Pocket 1: Initial Ideas

Pocket 2: First Draft
Prewriting and planning
-Graphic organizer
-Outlines
-Notecards

Graphic Organizer
Students create and check their pieces against a set criteria, rubric, or standard.

First Draft Writing Prompt and Set Criteria
Pocket 3: Second Draft
Students check their work against a rubric and/or set criteria.
Students also engage in a writer’s club in which their writing is checked for fluency.
In our classrooms students used colors (green, yellow, red, blue) to edit their work for:
-Introductions - Conclusions
-At least 2 details - Conventions

Second Draft Examples
Pocket 4: Final Drafts and Reflections
Students use a culmination of pockets 1-3 to produce a polished piece of writing to share during writer’s club.
This folder is also a place for students to reflect on their work and process:
What do you like most about your writing?
How did you improve as a writer?
What have you discovered about the writing process?

Writer's Club
Students share polished writing pieces
Teachers should
Set a purpose for audience and readers
Decide on whole group or small group sharing
Discuss proper feedback
Encourage careful listening
Decide if they will have students will revise their work based on feedback and discuss their findings

Student's Participating in Writer's Club
Why 4-2-1 Free Write?
“This tool addresses two issues that sometimes plague content based provisional writing. First, it helps students focus their writing on the most important idea through a process of collaborative summarization. Second, it prevents students from getting stuck when they write.”

- Listen to/ Read text
- Write 4 important ideas
- Discuss writing with a partner, choose the
BEST 2 ideas.
- Gather as a class and share out ideas once again,
and choose the most important idea from the
text.


How it could look

Building Writing Continued
Step 4:

Topic Sentence. Write Outline.
Points: 15 total, 5 points for topic sentence, 10 points for outline.

Step 5:
Share rubric. Write a draft. Use checklist.
Points: 50 points for drafts. Teacher provides feedback.
Points: 5 points for each idea. 15 points max.
Provisional Writing
Time?

A spontaneous 2-5 minute
period of writing.

What it is not:

A focus on conventions.

Readable Writing
requires students to clarify their thoughts and develop an organizational structure for their ideas
unlike provisional writing, it is written for an intended audience
when evaluating readable writing it is less important to assess mechanics like grammar and spelling - focus on the accuracy and organization of the content
recommends that readable writing should be double-spaced so that it takes less time to read and gives teachers space to make notes
What is Provisional Writing?

It is a form of writing that slows down
and opens up the thinking process
in order to generate, clarify,
or extend ideas or to react to
important content.
3x3 Writing Frame
uses a simple visual organizer to help students see the structure of a good essay and plan out it's beginning, middle and end
can be adapted to the three types of text: argument, information/explanatory, and narrative
Can be used to capture
student interest,
draw out prior knowledge, review,
and check understanding of content,
provoke thinking, and spur reflection.

Provisional Writing
Learning Logs

What a learning log is:

-An active response journal that infuses writing into the daily instructional routine.


Tips for implementing Learning Logs

-Remind students that the logs aren’t
about grades but about developing their thinking.
-Have students write in their logs at least once a day.
-Have students share their logs with peers
to look for similarities and differences in their responses.
-Connect students writing to larger classroom discussion.
Multidisciplinary Example
3x3 Writing Frame
I can reflect on what went well and what didn’t go well when I tried to move my car without touching it.
I can reflect on what went well and what didn’t go well when I tried to move my car without touching it.

THIS HAS BEEN
Another powerful
learning experience
brought to you by First Grade and Erin Carey.
Rubric
Full transcript