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Write from the Beginning and Beyond

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by

John Weida

on 26 January 2014

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Transcript of Write from the Beginning and Beyond

Brentwood Writing 2014
5 Basic Components
Component #1 Focused Modeled Writing
Conclusion
Write from the Beginning and Beyond
The purpose is to give both students and teachers in grades K-8 the knowledge and skills necessary for age-appropriate writing instruction and achievement. When using the program, teachers receive instruction in writing expectation for their particular grade levels, as well as for the entire K-8 continuum.
Setting the Stage
4th Grade Writing Data
What are the components of Write from the Beginning...and Beyond?
is designed to be used as a core writing program or as an essential supplement to other writing programs.
provides a solid structural core foundation for writing instruction that is vertically aligned by mode of writing and is designed to be used from Kindergarten through eighth grade.
Write Score (Holistic)
Component #2: Mini-Lessons
Short, focused, and interactive activities based on essential criteria of effective writing
Mini-lessons address the criteria for quality writing; main idea/focus, support and elaboration, organization, coherence, conventions, and voice
criteria examples
activities for practicing the structure and strategies that are unique to a particular mode of writing
Are delivered daily and range from 5 to 20 minutes in length
Component #3: Analytic Rubrics to Guide Instruction
uses analytic scoring to provide teachers a way to look at the components of effective writing, piece by piece, and to note strengths and weaknesses
teacher addresses the areas of weakness directly and specifically so overall proficiency is improved
referred to as "improvement rubrics."
Component #4: Unassisted Writing (Not Modeled)
Independent practice
explore and utilize what they have learned, and to develop their own style and voice
without this their writing sounds like the teacher, patterned and over-structured
does not involve modeling, compositions are likely to be not as proficient as during focus writing
may or may not have a prompt
Component #5: Self-Assessment of Program Implementation
The goal is to have a strong implementation (score of 10) by the end of the second year
evidence of strong implementation will be teachers using their initial training in grade level-specific modeled writing, mini-lessons, and rubric scoring
begin using same guidelines to develop their own mini-lessons and add more rigor to the analytic rubrics
essentially each grade level will begin to add expectations beyond their own grade level
basic level (score of 5) as they are learning the program
Any score below a '5' should involve administrative intervention

Focused Modeled Writing (aligned with a specific mode of writing)
Mini-Lessons (designed to address the essential criteria of effective writing)
Analytic Rubrics (intended to improve writing instruction)
Unassisted Writing (Writing that is not directly modeled by the teacher)
Self-Assessment of Implementation by Grade Levels and Schools (to ensure the most effective program implementation

Kindergarten Writing Data 2013-2014
Second Grade Narrative Writing Data
1st Grade Narrative Writing Data
3rd Grade Writing Data
Step by step format
teaches organizational structure and strategies of particular mode of writing
modeling is sensitive to the developmental levels and characteristics of each age
Model writing occurs 5 days per week in K and 3 days per week 1st-8th Grade
begins with the basic structure of a particular type of writing, progresses to the introduction of strategies, and results in a strong style and voice in student writing.
as students progresses, modeling is withdrawn and analytic rubric, mini-lessons, and student conferences are put in place to enhance areas of strength and address areas of weakness
Conclusion
5 Basic Components
5 Basic Components
5 Basic Components
Full transcript