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WrlLlng Summary PandouL

Alex, Amanda M., Cara, !asmyne, kalLlln



"#$#%&'(#)*+% ,+-.- /01#)23
WrlLlng ls more Lhan wrlLlng LhoughLs down:
1hree Lypes of language:
1. 1ransacLlonal: geLLlng Lhlngs done"
2. Lxpresslve: Lhlnklng on paper.
3. oeLlc: uslng language Lo creaLe phoneLlc, synLacLlc,
lexlcal and semanLlc paLLerns dependlng on Lhe
requlremenLs of wrlLlng."
CognlLlve developmenL sLages:
1. Lplsodlc (non-sequenLlal): SLudenLs are ofLen glven
whaL Lhey are expecLed Lo wrlLe.
2. narraLlve (1emporal LvenLs): SLudenLs engage ln Lhe
slmplesL form of wrlLlng. SLudenLs rely on recalllng
evenLs ln order Lo Lell a sLory.
3. uescrlpLlve: SLudenLs lmpose Lhelr own order on Lhe
world. WrlLlng ls absLracL.
4. LxplanaLory (1emporal SpaLlal): ueals wlLh physlcal
ob[ecLs and sequences. SLudenLs develop sysLemaLlc
Lhlnklng.
3. AnalyLlcal (CaLegorlcal/Loglcal): 1oplcs are caLegorlcal
and argumenLs are loglcal.
6. ArLlsLlc (ConcreLe unlversal): Clves sLudenLs expresslon
of lmpulses and cenLers on meLaphor and allegory.
4&56 7+-89 :##;-3
1. SubsLance: engages sLudenLs, allows Lhem Lo wrlLe
abouL maLerlal Lhey know.
2. Skllls: baslc wrlLlng skllls.
3. SLrucLure: overarchlng deslgn of conLenL.
4. SLyle: glves LexL lLs lndlvlduallLy.
<6&9#-- =&;#% /01+*2>process used Lo wrlLe:

1eacher's 8ole:
-1he sLudenL wrlLes, responds Lo LexLs/process of
produclng LexL.
-1he Leacher llsLens Lo sLudenL response, Lo LexL from
sLudenL's perspecLlves and responds Lo sLudenL's response.


068*8)? 0&6.-1&'- /01#6#23
-WrlLer's need: regular chunks of Llme, ablllLy Lo plck own
Loplc, response, Lo learn mechanlcs ln conLexL, Lo know
adulLs who wrlLe, Lo read, Leachers Lo Lake responslblllLy
for Lhelr knowledge and Leachlng.
-4 ComponenLs of Workshops: 1eacher-sLudenL
conferences, mlnl-lessons, group share, sLaLus of class
conferences

@8%%&9.A- B#--&)3
-rlnclples for sequenclng/plannlng lessons: lun, bulldlng
(scaffoldlng), lnLegraLlon, lndependence

C&%%+D&6+*8$# 068*8)?3
-CollaboraLe wlLh peers Lo fosLer producLlvlLy Lhrough
soclal lnLeracLlon and pracLlce soclal skllls.

<&6*E&%8&- /01&23
-orLfollos requlre sLudenLs Lo collecL samples, selecL besL
work, reflecL, and pro[ecL goals. SLudenLs are responslble.
-orLfollos cause sLudenLs Lo LreaL wrlLlng as a process and
Lhelr works as ln progress"
-Allow for a varleLy of conLenL/LexLs, and causes sLudenLs
Lo assess Lhelr success.

F5*1#)*89 F--#--(#)* /@&G23
-AuLhenLlc AssessmenL shows sLudenLs/parenLs Lhe wrlLlng
Lasks requlred of sLudenLs are belng LaughL ln Lhe
classroom.
-8ubrlcs are fasL-no need for [usLlfylng commenLs and more
ob[ecLlve because [udgmenL ls Lled Lo sLandards.
-2 Lypes are AnalyLlc (broken up lnLo caLegorles) and
PollsLlc (on a scale, wlLhouL separaLe caLegorles)
Lxample AnalyLlc 8ubrlc:





References
Alberta Education. (1996). English language arts program of studies. Retrieved Jan, 23, 2013, from
http://www.education.alberta.ca/media/645805/srhelapofs.pdf
Milner, J .O., & Milner, L.F. (2003). Bridging English (3
rd
ed.). Upper Saddle River, NJ: Pearson.
C&))#9*8&)- *& C566895%5(3
Ceneral Learnlng CuLcomes: SLudenLs wlll llsLen, speak,
read, wrlLe, vlew and represenL Lo:
1. Lxplore LhoughLs, ldeas, feellngs and experlences.
a. k-9: 1.1 ulscover and explore.
b. 10-12: 1.1 LxperlmenL wlLh language, lmage
and sLrucLure. (CpporLunlLy Lo explore own
ldeas)
2. Comprehend llLeraLure and oLher LexLs ln oral, prlnL,
vlsual and mulLlmedla forms, and respond personally,
crlLlcally and creaLlvely.
a. 10-12: 2.2 undersLand and appreclaLe LexLual
forms, elemenLs and Lechnlques. (Learn Lo
work wlLh dlfferenL elemenLs of wrlLlng)
3. Manage ldeas and lnformaLlon.
a. k-9: 3.4 Share and 8evlew
b. 10-12: 3.2 lollow a plan of lnqulry. (AblllLy Lo
evaluaLe own and oLhers' maLerlal)
4. CreaLe oral, prlnL, vlsual and mulLlmedla LexLs, and
enhance Lhe clarlLy and arLlsLry of communlcaLlon.
a. 10-12: 4.1.3 uevelop ConLenL (Lnhanclng Lhe
effecLlveness of LhoughL Lhrough sLrucLure and
organlzaLlon)
3. 8especL, supporL and collaboraLe wlLh oLhers.
a. k-9/10-12: 3.2 Work wlLhln a group
(CollaboraLlve wrlLlng)
F9*8$8*H I)#3 J&9. =H-*#6H
1hls acLlvlLy develops sLudenLs' creaLlve and descrlpLlve
wrlLlng skllls. ulvlde sLudenLs lnLo groups and aL each
sLaLlon have flve dlfferenL rocks. Lach group collaboraLes Lo
choose one rock Lo wrlLe abouL. Lach member of LhaL
group wrlLes Lhelr own descrlpLlon of Lhe chosen rock ln a
dlfferenL form from one anoLher. AfLer a glven amounL of
Llme (e.g. 3 mln), sLudenLs leave Lhelr descrlpLlons aL Lhe
sLaLlon and roLaLe Lo Lhe nexL sLaLlon. Pere, sLudenLs read
Lhe descrlpLlons lefL by Lhelr classmaLes ln order Lo
deLermlne whlch rock Lhe group was Lrylng Lo descrlbe and
how Lhe form affecLed Lhelr undersLandlng. AfLer 3
mlnuLes, sLudenLs roLaLe agaln Lo a new sLaLlon Lo read
new descrlpLlons, and so on and so forLh. 1hls acLlvlLy
demonsLraLes how one ob[ecL can be descrlbed ln a
number of ways, all of whlch conLrlbuLe Lo an overall
undersLandlng of whaL ls belng descrlbed.
F9*8$8*H ,G&3 <#6-5+-8$# 068*8)?
1hls acLlvlLy can be explored by !unlor Plgh sLudenLs. Clve
Lhe sLudenLs Lhe followlng prompL:
Convlnce your parenLs Lo allow you Lo do someLhlng you
normally would noL be allowed Lo do".
8y glvlng Lhe sLudenLs a relaLable Loplc and a unlque
audlence, Lhls acLlvlLy wlll engage Lhe sLudenLs ln explorlng
persuaslve wrlLlng.
F9*8$8*H ,16##3 <#6-&)+% I'8)8&) K&56)+%8)?
1hls ls a dally acLlvlLy gulded by a calendar LhaL lndlcaLes
whaL Loplc or quesLlon Lhe sLudenLs wlll be wrlLlng abouL.
1he quesLlons/Loplcs chosen for Lhe calendar would be
deLermlned accordlng Lo Lhe lnLended grade level. lor
example, some quesLlons/Loplcs for a !r./Sr. Plgh class
could look llke:
- WhaL are you readlng? 1ell me abouL lL.
- WhaL suggesLlons can you offer Lo make our school a
beLLer place?
- SeL a goal for yourself. Pow wlll you reach lL?
- WhaL ls one Lhlng LhaL you love abouL yourself. Why?
- ?ou have Lhe opporLunlLy Lo meeL anyone, dead or allve.
Who would lL be and why?
- 1ell me abouL a currenL evenL LhaL you've heard abouL
over Lhe lasL week. (Could be a conslsLenL lrlday Loplc,
whlch could spur sLudenL lnLeresL ln currenL evenLs)
F9*8$8*H 4&563 "#-968'*8$# 068*8)? /L+68+*8&) &E ,+D&&2
1hls acLlvlLy can be played by any age group. Choose words
LhaL flL/challenge Lhe sLudenLs' vocabulary and creaLe cards
for Lhe sLudenL's Lo choose from. 1he word on Lhe card
musL be descrlbed ln wrlLlng wlLhouL uslng Lhe words llsLed
below lL. 1hen Lhe sLudenL reads hls/her wrlLlng Lo a peer
and LhaL peer guesses Lhe word. 1hls encourages sLudenLs'
creaLlve and 'ouLslde of Lhe box' Lhlnklng.
1lp: Lncourage sLudenLs Lo gulde Lhelr wrlLlng wlLh Lhelr
flve senses.
lor example:
<8? 7+%%#* MH# 4&&*D+%%
Clnk LuLu face Louchdown
lnk dance eyelash yards
Curly polnL nose Leam lnfo
Wllbur nuLcracker pupll llnebacker

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