We’re All Writers: Inquiry Team Burnaby  

Dec.  11,  2014  Faye  Brownlie  

Slideshare.net/fayebrownlie/burnabywri>ng  

Beliefs about Writing •  Wri>ng  is  thinking  •  Write  daily  •  Precede  wri>ng  with  talk,  reflec>on,  >me  •  Focus  on  meaning  •  Explicitly  teach  wri>ng  and  provide  >me  for  prac>ce  and  feedback  

•  Feedback  and  co-­‐developed  criteria  support  the  development  of  wri>ng  

•  Wri>ng  is  cross-­‐curricular  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Stages of the Writing Process •  Pre-­‐wri>ng  •  DraQing  •  Edi>ng  •  Proofreading  •  Publishing  and  presen>ng  

Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School (gr.4-12)

-­‐Steve  Graham  and  Dolores  Perin  

Alliance  for  Excellent  Educa>on  www.all4ed.org/publica1ons/Wri1ngNext  •   

Elements  necessary  to  learn  to  write  well  and  to  use  wri>ng  as  a  tool  for  

learning  

•  All  supported  by  rigorous  research  •  Do  not  cons>tute  a  full  wri>ng  curriculum  

1.    Wri>ng  strategies  2.    Summariza>on  

3.    Collabora>ve  Wri>ng  

4.    Specific  Product  Goals  

5.    Word  Processing  

6.    Sentence  Combining  

7.    Prewri>ng  8.    Inquiry  Ac>vi>es  

9.    Process  Wri>ng  Approach  

10.    Study  of  Models  

11.    Wri>ng  for  Content  Learning  

Sentence  Combining  -­‐    basic  prac>ce  

•  It  is  a  dull  day.  •  It  is  raining.  •  I  don’t  want  to  go  outside.  •  I  don’t  want  to  get  groceries.  

Sentence  Combining  -­‐  with  student  wri>ng  

•  The  Arc>c  pup  starts  to  hunt  at  14-­‐15  weeks.    They  eat  field  mice.    When  they  hunt  they  listen  under  the  snow.  (21-­‐16)  

•  The  Arc>c  fox  are  born  in  May  or  June.    They  are  born  brown.    Some>mes  the  mother  has  11  pups.  (19-­‐10)                Naomi,  gr.3  

Sentence  Combining  -­‐    with  content  

•  Mary Gray was selling. •  Her merchandise was microwaves. •  High unit price was of crucial importance

to her. •  She made a decision. •  The decision was to soften her position. •  The position concerned delivery and

warranty.

Quick Writes • Give  a  word  • 15  seconds  to  think  • 2-­‐3  minutes  to  write  • Word  count  • Find  a  phrase,  short  piece  you’d  like  to  share  • As  the  students  stand  and  share,  listen  for  nuggets  you  might  be  able  to  use  in  some  way  in  your  wri>ng  

• Paint,  train  –  the  words  we  used  today  

Picture Prompts •  Talk  to  your  partner  about  what  you  are  seeing,  wondering,  thinking  about  in  this  picture…think  about  how  it  connects  to  ‘paint’  and  ‘train’  

•  Share  2-­‐3  pictures.  •  Walk  and  talk  with  a  partner:    what  is  the  story  behind  the  pictures?  What  is  the  story/text  that  is  sparked  in  your  thinking  by  the  words,  the  wri>ng,  the  conversa>on,  the  pictures.  

•  Quick  write  of  10  minutes  or  so.  

Critical Literacy, Gr. 12 with Amy Stevenson

The Glass Castle-Jeannette Walls

•  Analyzing  habits  of  thinking,  reading,  wri>ng,  speaking  

•  Understanding  social  contexts  and  consequences  

•  Deep  meaning  

•  Applying  deep  meaning  to  self  

Goal: begin an exploration with critical analysis/critical literacy

•  Set  a  scene  •  Personalize  this  scene  and  sketch  •  Write  2  minutes  in  response  to  your  sketch  –  feeling,  ac>on  

•  Pass  your  paper.    2nd  student  reads  and  responds/adds  on  –  2  minutes  

•  Repeat  2  more  >mes  •  Read  your  own  paper,  others  responses,  and  discuss  –  5-­‐10  minutes