The Writing

Process
~extension to Wit & Wisdom~

Amanda Hetzel &

Emma Keleghan
 Rationale

MNPS Now WANT

Majority of writing is Students should have more
structured prompts through opportunity to write creatively
the Wit & Wisdom curriculum and to write

Filling in sentence stems Engage in the writing process

Underdeveloped writing; Fully develop writing
have yet to master simple Work on writing conventions
writing conventions

EMMA
The Impact of Writing Instruction
“The ability to communicate effectively in writing and speech is essential for success
in college and most careers. Wit
& Wisdom learners build both deep knowledge and the tools to articulate that
knowledge in writing and speaking.
Through explicit instruction in all aspects of the writing process, repeated
opportunities to practice writing for
authentic purposes, and receiving and learning to apply meaningful feedback on their
writing, these students will be
well prepared for the writing challenges they will face in school and beyond” (Great
Minds, 2017)→ this is what is currently seen W&W curriculum but we know that this
can be strengthened
 Questions we will answer
How can we extend Wit & Wisdom to include the
writing process?

● Is there enough time?

● How can the writing process relate to the
curriculum?

Why is it important to include

creative writing?

EMMA
Here are some questions that we will be answering throughout this presentation
 Our Road Map
1. Why incorporate
writer’s workshop
process?

2. Writing Process 4. Fitting into

Model Wit & Wisdom
time block

3. Allowing for
creative writing p
5. Wrap-u

AMANDA
This is what we will be going over throughout the entirety of our PD
 Why is writers workshop process
important for you to teach students?
● Develop writing skills
○ Language/Writing conventions (uppercase letters, complete
sentences, and punctuation)

● Writing process: writing becomes manageable and students focus on

producing a quality final product

● Allow students to develop an interest in writing (creative writing)

○ Students can write about the topics that interest them most

(National Council of Teachers of English & ILA, n.d..)

AMANDA
https://www.readwritethink.org/professional-development/strategy-guides/implementin
g-writing-process

Ask teachers why they think the writers workshop process would be important aspect
in their literacy teachings? This is will be discussed in groups for 5 minutes and then
we will reconvene as a whole group to discuss what they talked about in their groups.
 The Writing Process

Pre-writing Revising/
Publishing
Editing

Drafting Rewriting

AMANDA
Now, let’s take a deeper dive into each of the steps of the writing process. As we go through
each of these stages you will also be taking part in creating your own writing piece
following each of the stages. You will be given enough time to complete each stage.
 Pick a Wit & Wisdom Lesson!

1. Choose a Wit & Wisdom Lesson

2. Work with a partner(s) to figure out how you can include the
writing process into this lesson
3. Next we will go through the steps of the Writing Process
4. You will write a piece that ties into your chosen Wit & Wisdom
Lesson
 Pre-Writing
We’ve noticed
students have a Use graphic
tough time starting organizers
their writing so this
stage is important

Brainstorm &
gather ideas
PLAN,
Focus on PLAN,
the PLAN!
audience

EMMA
10mins → link to timer https://www.online-stopwatch.com/countdown-timer/
Pre-Writing Stage: This first stage involves students to start to brainstorm and gather ideas
considering the purpose and goals of their writing laid out by teachers. In using graphics
organizers to connect ideas and create a coherent structure for their writing piece.

Recommendations for different grades:

● Kindergarten:
○ Scribbling and invented writing are recognized stages of writing
development
■ Drawing used as a prewriting tool becomes progressively less
important as the writer develops
○ Students can engage in whole-class brainstorming to decide on the topics
to write about
● Grades 3-5:
○ Students should brainstorm individually or in small groups with a specific
prompt given by teacher/curriculum
○ Use more complex graphic organizers to outline ideas for writing
(National Council of Teachers of English & ILA., n.d.)
 Drafting

Begin Write! Start

Writing
/ Write! to
Story Write!
End

Graphic Organizers Sentences Paragraphs

Take the info from the Get ideas down on paper Develop writing enough to
graphic organizer and Don’t worry about form paragraphs.
start to form sentences grammar/writing Don’t worry about topic &
conventions closing sentences!

EMMA
10-15mins → link to timer https://www.online-stopwatch.com/countdown-timer/

Students will be working independently during this stage. During this time teachers
should be walking around the classroom to make sure that students are staying on
track and to answer any questions that they may have. Teachers should also be
praising and giving suggestions to students. Those students who are struggling may
need this extra push in order to get their brains on the right track. Students that may
need additional help can ask to have a conference in a more one-on-one setting to
help them.
 Revising/Editing
Mini Peer
Lesson Editing

-Teacher model -Reread writing -Peer editing -Read writing

revising more than once aloud to yourself
-Editing or to others
-How can I add -Does it convey Checklist
more detail? what I am trying
to say?
-How can I make
this more clear? -Will my reader
understand?

EMMA

15mins → link to timer https://www.online-stopwatch.com/countdown-timer/

Revising and Editing—Show students how to revise specific aspects of their

writing to make it more coherent and clear during minilessons, prior to them
beginning to edit their own work. As a teacher, you can model reading your own
writing and do a think aloud about how you could add more details and make it
clearer. This will teach students to reread their own work more than once. It will
have them think about whether their writing really conveys what they want the
reader to understand. Students reading their work aloud to classmates and other
adults can help them to understand what revisions are needed as well . ELLs will
develop greater language proficiency as they collaborate with their peers when
revising. When giving students an editing checklist to edit other students work,
they are forced to look for specific characteristics within the writing. It will also
help them to create that internal conversation with themselves as they are
editing.

(National Council of Teachers of English & ILA., n.d.)

 Editing Checklist

EMMA

15mins → link to timer https://www.online-stopwatch.com/countdown-timer/

Revising and Editing—Show students how to revise specific aspects of their

writing to make it more coherent and clear during minilessons, prior to them
beginning to edit their own work. As a teacher, you can model reading your own
writing and do a think aloud about how you could add more details and make it
clearer. This will teach students to reread their own work more than once. It will
have them think about whether their writing really conveys what they want the
reader to understand. Students reading their work aloud to classmates and other
adults can help them to understand what revisions are needed as well . ELLs will
develop greater language proficiency as they collaborate with their peers when
revising. When giving students an editing checklist to edit other students work,
they are forced to look for specific characteristics within the writing. It will also
help them to create that internal conversation with themselves as they are
editing.

(National Council of Teachers of English & ILA., n.d.)

 Rewriting
-Make revisio ns
(spelling, punctu
ation, word choice
-Look at what w )
as edited in the
previous stage
Begin to write fin
al draft!

AMANDA
5-10mins → link to timer https://www.online-stopwatch.com/countdown-timer/

Give students a chance to change their writing based on the revisions. Having them
write up this final copy will allow them to create a final product that will carry over into
the next and final stage of publishing.

(National Council of Teachers of English & ILA., n.d.)

 Publishing
Display students work
around the classroom or
in the hallway so they
feel proud of their work

Display
Share
Give students the
opportunity to share their
final draft with the class

AMANDA
5mins (1-2 people can share their writing) → link to timer
https://www.online-stopwatch.com/countdown-timer/

Publishing: Having a final product is a major accomplishment for many students and
teachers should be praising them for their hard work throughout this writing process. A
teacher can publish student work in an array of ways such as creating a classbook,
showcasing it on a bulletin board either in the classroom or in the hallway, publish to
school newsletter, or website. In giving the students an authentic audience outside of the
classroom it helps students to see a connection between their literacy development and
their lives.

(National Council of Teachers of English & ILA., n.d.)

 Importance of Creative Writing
7 Reasons for Creative Writing (Prof Tompkins):
1. Entertain
2. Foster artistic expression
3. Explore the functions and values of writing
4. Stimulate imagination
5. Clarify thinking
6. Search for identity
7. Learn to read & write
*Cannot be measured on standardized tests*

- Engagement
- Creativity
- Personally connect with learning
- Community (peer editing)

EMMA
In an a article from The Washington Post in 2018, Professor Gail Tompkins identifies 7
reasons why children should spend time writing creatively in class
1. To entertain
2. To foster artistic expression
3. To explore the functions and values of writing
4. To stimulate imagination
5. To clarify thinking
6. To search for identity
7. To learn to read and write
*The majority of these couldn’t be measured on standardized tests*

There are many benefits to including time for students to creatively write. It is engaging for
students, Much of the curriculum follows a “one-size-fits-all” design and allows little room
for freedom and exploration. Students can express themselves in school and creative
writing allows them to connect to their writing on a personal level. In incorporating
creative writing it also develops a sense of community through
- Peer editing
- Work together on their individual stories
- Students can support one another

https://www.washingtonpost.com/news/answer-sheet/wp/2018/01/28/why-you-are-wro
ng-if-you-think-creative-writing-is-a-frivolous-waste-of-time/
(Strauss, 2018)
 Importance of Creative Writing

(Strauss, 2018)

EMMA
A former student and talented writer told Tompkins the following about her relationship
with creative writing in the classroom
- When we empower our students to create something that is only theirs, it can
transform attitudes toward learning and school in general
(Strauss, 2018)
 Challenge: Fitting into Wit & Wisdom Block

Early finishers can write
creatively while waiting
*Creativity & engagement*
at
Allow students to choose wh
are writing abo ut as ofte n
the y
as possible
Teach writing process alongside Wit &
Wisdom
- Write based on the W&W stories
Once this process has been taught, students
can create their own creative writing pieces
when time allows

EMMA
 Typical Scheduling of a Wit & Wisdom Lesson

Lesson Section Typical Time Allocated Description

Welcome 5 min. Students independently engage in a task that prepares them for the lesson’s learning.

Launch 3 min. The teacher introduces the lesson’s Content Framing Question, and students interact with
it in a meaningful way by unpacking terminology, or making connections to the Focusing
Question, Essential Question, and/or text. The teacher ensures student understanding of
the lesson’s Learning Goals.

Learn 60 min. Through a variety of instructional routines and tasks, teachers support students as they
engage in productive struggle, both independently and with peers, and as they develop
skills and knowledge needed to answer the lesson Content Framing Question.

Land 5 min. The teacher facilitates student reflections on how they met lesson goals and answered the
Content Framing Question.

Wrap 2 min. The teacher directs closing activities, such as assigning homework.

Deep Dive 15 min. The teacher supports students’ learning of vocabulary or style and conventions. The Deep
Dive is also organized into Launch, Learn, and Land sections.

Total Lesson Time = 90 min.

(Great Minds, 2017, p.31)

AMANDA
Although this shows a typical block of a Wit and Wisdom lesson, as stated in the next
slide some of the content and craft learning can be heavy for students causing
teachers to have to break up the lesson into two days rather than one. In order to stay
on track with the district calender of required assessments and pacing, teachers need
to stick to almost one lesson a day in order to meet these standards. Sometimes
teachers have to alter activities in order to be able to keep up with the pace. Rather
than taking away content, they take away simpler activities such as cutting and
pasting to save time. Writing activities given in the Wit & Wisdom curriculum also get
altered by teacher in order to meet students ability to write. In grades K-2 teachers
include sentence stems to help students get their writing started.The actual curriculum
has students writing out the sentences themselves and teachers know their students
are not able to do this to a certain level. This is why there needs to be a change. The
professionals that created this curriculum are not in the classrooms everyday and
hearing the conversations that are taking place. If these professionals would be sitting
in on the classroom lesson they would maybe realize that their scripted curriculum
can go off course and conversations may go deep if time allowed.

Lesson schedule comes from Wit & Wisdom Teacher Implementation Guide (Great
Minds, 2017, p.31)
 Proposed New Daily Scheduling
Lesson Section Allocated Time **Description

Students will engage in a whole group task that prepares them for the lesson’s
Welcome *2 min. learning.
The teacher introduces the lesson’s CFQ, and students unpack terminology, or
Launch 3 min. making connections to the FQ, EQ, and/or text. The teacher ensures student
understanding of the lesson’s Learning Goals. ***
Instructional routines and tasks teacher supports students who are engaging
Learn *45 min. in a productive struggle, independently and with peers. Students are gaining
knowledge to answer lessons CFQ. ***

*Writing Stages *20 min. Go through each of the steps within the writing process

The teacher facilitates student reflections on how they met lesson goals and
Land *3 min. answered the Content Framing Question.

Wrap 2min. The teacher directs closing activities, such as assigning homework.

The teacher supports students’ learning of vocabulary or style and conventions. If no

Deep Dive 15 min. deep dive allow for creative writing time or extension of writing stage.

AMANDA
Here is a suggest new scheduling for a Wit & Wisdom lesson that will allow for the
writing process to be implemented.

*allocated times have been altered to fit in new learning section of Writing Stages
(meaning the writing process) that will be implemented into the class timing

**descriptions have also been altered to allow for optimal progression of the lesson
allowing for writing time

***CFQ= Content Framing Question, FQ= Framing Question, EQ= Essential Question
→ abbreviations seen in Launch description
This all add up to the 90 minutes of allocated time for literacy instructional blocks.
● On some days there may not be a deep dive for students to complete,
therefore the time can be reallocated towards the learn stage or writing
○ This would also be the time that teachers can incorporate creative
writing
 Let’s Review where we’ve come
from
1. Why incorporate
writer’s workshop
process?

2. Writing Process 4. Fitting into

Model Wit & Wisdom
time block

3. Allowing for
creative writing p
5. Wrap-u

EMMA & AMANDA

Incorporating the Writer’s Workshop process: student develop writing skills, learn
about the writing process, allow students to develop an interest in writing and creative
writing

Writing Process Model: Pre-writing, drafting, revising/editing, rewriting, publishing

Allowing for creative writing: creative writing has many benefits for students. It mainly
allows them to have some control and decision in their writing and school work as so
much of the day is spent working on things that they do not have any say on. In
addition, we want students to enjoy writing and look forward to it. If students are able
to choose the topic they write about they will have more of an interest in it and they
can make their writing about them and connect it to their lives.

Fitting into Wit & Wisdom block: Revising the schedule and content to be taught in
order for there to be time for writing. If there is extra time and/or there is no deep dive
for the lesson there will be even more time to allow students to practice creative
writing.

Now we would like you to discuss these questions in your small groups:
● How do you think this process went?
● Do you think that students would be receptive towards this process?
● What challenges do you think students might encounter? How can you
problem solve these and/or prepare for them?
(Teachers will have 5-10 minutes to discuss this and then we will reconvene to
answer any follow up questions and discuss what they discussed in their groups to
see any similarities among teachers)
 References
Great Minds. (2017). Wit & Wisdom Implementation Guide Grades K-8. Great Minds.

https://s3.greatminds.org/link_files/files/000/000/007/original/IG.pdf?1489431853

National Council of Teachers of English & ILA. (n.d.). Implementing the Writing Process | Read Write Think. Read Write Think

Powered by NCTE. Retrieved December 5, 2021, from

https://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process#:%7E:tex

t=In%20using%20the%20writing%20process,focus%20on%20producing%20quality%20material.&text=It%20addre

sses%20students’%20need%20for,draft%20and%20redraft%20their%20work.

Strauss, V. (2018, January 28). Why you are wrong if you think creative writing is a ‘frivolous waste of time.’ The Washington

Post. Retrieved December 7, 2021, from

https://www.washingtonpost.com/news/answer-sheet/wp/2018/01/28/why-you-are-wrong-if-you-think-creative-wri

ting-is-a-frivolous-waste-of-time/

FINAL SLIDE: references