Scaffolding Student Writing Ideas for Designing MiniTasks for Initiating and Planning Writing Literacy Design Collaborative Why Teach Strategies for Planning Research has demonstrated that teaching specific ID: 357456
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Professional DevelopmentScaffolding Student WritingIdeas for Designing Mini-Tasks for Initiating and Planning Writing
Literacy
Design CollaborativeSlide2
Why Teach Strategies for PlanningResearch has demonstrated that teaching specific writing strategies (planning, revising, and editing) has a “dramatic effect on the quality of students’ writing.” Writing Next: Carnegie Corporation, 2007Slide3
Where Does This Fit in LDC These planning for writing strategies align with the writing process skills cluster in the LDC ModuleThey support the “initiation of task” and “planning” sub-skillsSlide4
Selecting Appropriate ToolsThe selection or design of advanced organizers and other strategies for supporting student writing should be based on:The type of writing demanded by the Teaching TaskThe Common Core Standards for Literacy imbedded in the selected Teaching TaskThe skills identified in the writing skills cluster needed to achieve the standard(s)Additional skills added to the moduleSlide5
CCSS Writing Standards for ArgumentationWrite an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approachDraw evidence from literary or informational texts to support analysis, reflection, and researchWrite routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audienceThe particular parts of the standards addressed through planning are highlighted in BLUE.Slide6
CCSS Writing Standards for Informational/ExplanatoryWrite informatory/explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of contentProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approachDraw evidence from literary or informational texts to support analysis, reflection, and researchWrite routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audienceThe particular parts of the standards addressed through planning are highlighted in BLUE.Slide7
CCSS Writing Standards for NarrativeWrite narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequencesProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approachDraw evidence from literary or informational texts to support analysis, reflection, and researchWrite routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audienceThe particular parts of the standards addressed through planning are highlighted in BLUE.Slide8
Types of Writing Slide9
Beyond the EssayLDC has identified a variety of writing products, in addition to the essay, that can be imbedded in Teaching TasksA list of these products with a narrative discussing them can be found at r-groupspacehttp://r-groupspace.goingon.pro/home/file/611/writing-types-text-structures-and-writing-product-chart http://r-groupspace.goingon.pro/home/file/609/writing-products-cues-determine-types-writing-and-text-structuresSlide10
Types of Writing and Writing ProductsAn explanation of the connection between types of writing and appropriate writing products can be found at r-groupspace: http://r-groupspace.goingon.pro/home/file/609/writing-products-cues-determine-types-writing-and-text-structuresTypes of Writing = Argumentative, Information/Explanatory, or NarrativeWriting Products = Essay, report, article, etc.Slide11
Reminder!The LDC Teaching Task Templates are organized by the type of writing they requireThe graphic organizers will also be organized by type of writing when appropriateSome graphic organizers such as the Essay Map will apply to several types of writingSlide12
The EssayThe essay form of writing (or a variation on this) can be used with virtually all of the types of writing identified in LDCThe next slide is a basic essay map that can be used to help students organize their essaysThe Supplemental Materials for this PDS module has a list of the variety of Writing Products that can be used instead of an essaySlide13
Graphic Organizer to Support an EssaySlide14
Writing a Claim StatementWriting a claim statement is especially important for any argumentation LDC tasksThis claim statement would be part of the information that students would include in the “Introduction” box on the Essay MapSlide15
Worksheet for Claim StatementR-Group Space provides teachers with a worksheet called the Claim Statement TemplateFor R-GroupSpace members, the worksheet can be located at:http://r-groupspace.goingon.pro/home/file/644/claim-statement A printable copy of the worksheet is in the Support Materials for the Supporting Student Writing moduleSlide16
Sample Mini-Task for Essay MapPrompt: Complete the Essay Map Worksheet, using the notes you have taken.Product: Completed Essay Map WorksheetScoring Guide: Good to Go: All sections are complete, accurate, and ready to be transitioned into an essayNeed Revision: Some sections need revision but overall provides an adequate foundation for an essayNot done or Not Sufficient: Needs major revision in most sections; does not provide an adequate foundation for an essaySlide17
Sample Mini-Task for Claim StatementPrompt: Complete the “Claim Statement Template” from R-GroupSpaceProduct: Completed “Claim Statement Template”Scoring Guide: Good to Go: All sections are complete, accurate, and ready to be transitioned into an essayNeed Revision: Some sections need revision but overall provides an adequate foundation for an essayNot done or Not Sufficient: Needs major revision in most sections; does not provide an adequate foundation for an essay Slide18
How to Teach Writing a Claim/Thesis StatementR-GroupSpace has two great resources for teachers which are fully-developed lesson plans around the mini-task of writing a claim statementhttp://r-groupspace.goingon.pro/home/file/3109/teaching-how-write-claimhttp://r-groupspace.goingon.pro/home/file/3110/teaching-how-write-thesis-statement-controlling-ideaSlide19
Lesson Plan TemplateThere is also a useful Lesson Plan Template on R-Group Space that supports the instruction of a specific mini-taskhttp://r-groupspace.goingon.pro/home/file/595/lesson-planSlide20
A Procedural/Sequential Writing ToolThe “History Frame” from Reading Quest is designed to help take notesIt could also be used as a tool for organizing notes to support procedural/sequential writingSlide21Slide22
More Procedural/Sequential Writing SupportAnother way for students to organize and plan a procedural/sequential piece of writing is the timeline organizer. It can be found at:http://r-groupspace.goingon.pro/home/file/2767/graphic-organizer-timelineSlide23
Additional Tools for Sequential Writing Additional tools to support sequential writing can be found at the following link:http://www.writedesignonline.com/organizers/sequence.html#eventschainSlide24
What Would Your Mini-Task Be?If your Teaching Task requires Procedural/Sequential Writing, what would be your mini-task using one of these advanced organizers?Prompt:Product:Scoring Guide:Slide25
Definition and Description Writing ToolsThe Cluster Word Web is a useful tool for helping students “chunk” their information into useful groupsThese “chunks” can then help them plan their writingSlide26Slide27
Tools for Synthesis Writing and Word WebsA more complex word web can be used to help students plan and organize their writing when the task calls for synthesisThis web just has more layersA printable copy of this type of Word Web, titled “Internet Research Graphic Organizer” is included in the Support Materials for the Supporting Student Writing moduleSlide28
Concept MapA “Concept Map” is another type of web than can be used in Definition/Description (when a concept is involved) and Synthesis writingA printable copy of a Concept Map is included in the Support MaterialsSlide29
Writing for AnalysisTwo graphic organizers to support analysis in student writing can be found at:http://www.writedesignonline.com/organizers/analyze.html This link also includes a good definition of analysis.Slide30
Another Tool for AnalysisSince Analysis involves identifying connections, the Connections Web in the Supporting Materials could be used to help students with this type of writing.Slide31
Tools for Comparison WritingThere are lots of tools to support students in planning their comparison writing. These include:Venn Diagrams: http://r-groupspace.goingon.pro/home/file/2768/graphic-organizer-venn-diagram-and-summaryCompare and Contrast Chart: http://r-groupspace.goingon.pro/home/file/2759/graphic-organizer-compare-and-contrast-chart Slide32
Tools for Problem/Solution WritingReading Quest has provided teachers with a straightforward advanced organizer for students to use in planning problem/solution writing.http://r-groupspace.goingon.pro/home/file/2765/graphic-organizer-problem-and-solutionsSlide33
Another Problem/Solution ToolWrite Design has another tool for helping students organize their problem/solution writing: http://www.writedesignonline.com/organizers/sequence.html#probsolutionNote: This website is a good resource for additional graphic organizers.Slide34
Tools for Cause/Effect WritingAs was true for comparison writing, many tools to support cause and effect writing have been developed by teachershttp://r-groupspace.goingon.pro/home/file/2757/graphic-organizer-cause-and-effectSlide35
Tools for Evaluation WritingNo specific tools are included for evaluation writing. Students can use the tools for the other types of writing to answer their evaluative question such as “which is the best,” “which is most likely to succeed,” etc. The Essay Map and the compare/contrast tools could be especially helpful.Slide36
More Tools!Other useful links for supporting student writing are:http://www.readwritethink.org/classroom-resources/student-interactiveshttp:/www.readingquest.org/strat//Slide37
LDC Outline TemplateAfter students have organized their ideas and text evidence to support their writing task, their next step is to outline their work.http://r-groupspace.goingon.pro/home/file/649/outlineSlide38
Write Tools OutlineThere is also an outline structure in Write Tools for those of you who are familiar with that writing program.Slide39
Designing Instruction for the OutlineA completed Lesson Plan Template that shows the mini-task and instruction for outlining is in the Support Materials for this module. It is titled Sample Lesson Plan for Outline.Slide40
Active and Passive VoiceAcademic writing is usually stronger when students use active voiceThe following link provides a lesson plan for helping students strengthen their awareness of the difference and identify when it is appropriate to use which voicehttp://www.readwritethink.org/classroom-resources/lesson-plans/choosing-best-verb-active-280.html?tab=4#tabsSlide41
ReadWriteThinkThe ReadWriteThink website may have additional classroom resources you might want to explore. You can sort through by grade level, type of resource, and general type of learning activity. www.readwritethink.org/classroom-resources/lesson-plans/