Writing Traits 101- Part 2

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by Betty Weeden0 views·Updated Sep 9, 2020
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  1. now that we've had time to think about how form
  2. and function have to be in harmony when talking about
  3. riding, and we've had time to think about who we
  4. need to set our beliefs for when we teach writing.
  5. Let's now talk about how you feel about writing and
  6. how you feel about teaching.
  7. Hiding. Look at the sport pictures.
  8. Which of these pictures describe you?
  9. Are you a deer in the headlights when it comes
  10. to writing, overwhelmed but going to make it happen?
  11. Are you be full of sunshine?
  12. 11. Every moment of it.
  13. Embracing writing to the fullest are you see seriously writing.
  14. What's that?
  15. Are you?
  16. D do approach writing like going through the fast food
  17. line? Three motes of writing.
  18. Order him up, teach him Get your food and moving
  19. on out of there, which those describes you.
  20. And be honest because no matter which of those describes
  21. you, that's just where you are right now.
  22. When your beliefs about teaching writing regardless to how you
  23. feel about writing, whether it's a B, C or D,
  24. sometimes intentionally or unintentionally, those feelings and thoughts translate toe
  25. how we approach writing and the messaging that we give
  26. about writing to her students.
  27. Now let's ground ourselves and what the research says about
  28. good writing.
  29. What are the things it takes to make a developed
  30. writer takes two, thinks one sustained writing practice and to
  31. explicit instruction, sustained writing practice or quick rights.
  32. You can see on the bottom of that pyramid see
  33. sort of things ever happening daily.
  34. Sometimes they can be these artistic expressions of writing music
  35. props or students talk about, listen to the music and
  36. think about how it makes them feel.
  37. Art props where students would look at a work created
  38. by an artist and think about the story behind what
  39. they're seeing or prompts prompts where they were given a
  40. prompt, and they have to write for the day just
  41. a few minutes each day.
  42. Quick rights helps to build writing fluency, but quicks REITs
  43. alone does not create a developed writer.
  44. They also are gonna need explicit instruction.
  45. We tend to think of explicit instruction in two different
  46. ways that you can see on the pyramid.
  47. One is this weekly kind of text dependent writing that
  48. happens where we're asking kids to kind of craft and
  49. paragraph for several paragraphs to respond to the information in
  50. the test, and the second one has this monthly or
  51. nine week writing process where the kids take a draft,
  52. they edit and revise it and take it all the
  53. way to publication.
  54. But process writing alone does not.
  55. A developed right or make quick rights allows for Children
  56. to get their voice.
  57. It allows for them to find who they are as
  58. a writer.
  59. If they think they're funny, they get to try out
  60. all their humor inside of those quick rights.
  61. If they're serious and movie, then they get to be
  62. serious. A movie inside of those quick rights process writing
  63. allows Children to find your voice because his explicit instruction.
  64. So when we go back to the chart of how
  65. you feel about riding, then essentially, that's how you're going
  66. to teach and approached that explicit instructional piece of writing.
  67. And we know that those two things they need, they
  68. need to find their voice and they need time to
  69. write. And yes, some of it is junk, and that's
  70. where we can't leave them there alone all day, every
  71. day by themselves.
  72. They're also gonna need explicit instruction and that your voice,
  73. that's your time to bring in the writing practices and
  74. skills that they need for your grade level.