Week 2

ENGL 3690
Writing: Elementary School
Housekeeping
Due Today
Pen Pal Letter
• Please post document in Dropbox (not a link) and also post in Writer’s Website

Reading Response Week 1 and Week 2, post in Dropbox

• Post in Writer’s Website

Independent Reading Reflections 1 & 2 (Please label them #1 and #2)

• Instructions in Elearning
• Submit document in Writer’s Website & Submit link in Dropbox

Due Next Week

Reading Response Week 3
• Post in Writer’s Website

Article of the Week

• This Week: Check Google Doc Sign-In Sheet

• Next Week: Check Google Doc Sign-in Sheet

Please Carefully Read the Content in Elearning
Understanding Assignments
• The consequence of not following instructions is loss of assignment points
UGH! Nobody wants that!
• Remember everyone has an extension on all assignments until Saturday at
noon
• Read Assignment Instructions for understanding… take your time and re-
read if you need to
• Post your assignment correctly in the right place/file in Dropbox or Writer’s
Website
• Use the notes on the files to help you post correctly

• If you need Accessible Files:

• There is a special place for Accessible Files in Content
• Remember to download before you read the file
Overview
Objectives & Goals:
• (L.5) Motivation and Engagement
• (L.12) Syntax
• (L.17) Composition
Activities:
• Take notes in Writer’s Website
• 3 minute Quick Write, post in Writer’s Website
• What are Kagan Structures?
Assessment:
• In-Class Points
• Based on class activities posted in Chat Box
Learning Outcomes

Motivation and Engagement (L.5)

Students will practice techniques to encourage and
assess literacy motivation and engagement,
selecting/using research-supported instructional
practices to develop meaningful interactions with
individuals and information, combined with
experiences.
Learning Outcomes
Syntax (L.12)
Students will select and use research-supported
instructional techniques to teach and assess syntax
as a set of principles that govern phrase and
sentence structure, which varies across languages
and dialect (word order and meaning, grammar, parts
of speech, word order, varying complexity of phrases
and sentence, etc).
Learning Outcomes
Composition (L.17)
Students will select, craft, and assess instructional methods
that develop written composition abilities in a variety of
motivating and engaging contexts, including writing across the
disciplines. Students will explore the following instructional
practices: setting writing goals,
offering/receiving/incorporating feedback, engaging the
writing process and strategies, and studying models and non-
models of writing for a variety of purposes and audiences.
 Evidence-Based Practices in Writing
CCSS Reforms
• Students learn to write,
write to learn
• Gather, preserve, &
transmit information
• Writing about content areas
enhances learning by taking
ideas from text
• Reading & writing should be
taught separately &
together
Best Practices in Writing
• The wisdom of
professional writers
• The wisdom of teachers
• The scientific study of
writing interventions
• Writing develops from a
contextual/cognitive,
affective/motivational
viewpoint
What Are Some Best Practices in Writing?
What Can I do?
• Create a supportive
classroom (pg. 14)
• Motivation/support
• write for real audiences
• write for different purposes
• encourage responsibility
• encourage ownership
• student interactions
• self-reflection
• evaluation
Process Approach to Writing
• Use technology
• Write for different/real purposes
• Work together to compose
• Teacher assessment
• Teach writing strategies (pg. 18)
• purpose & rationale (pg. 19)
• Acquire knowledge
• reading, info gathering, genre
• Teach foundational skills
• spelling, handwriting, keyboarding,
sentence construction
Types of Writing Strategies
ü Planning/Prewrite
ü Drafting
ü Revising
ü Editing
ü Publishing
What questions do you have?

Use the
Chat Box
for
Questions.
Setting Up the Writing Classroom
Chapter 2 of Best Practices outlines four
considerations for establishing the writing
classroom:
1. Time
2. Community
3. Resources
4. Collection to Authentic Audiences & Purposes
 Group Work
The class will be divided into 6
groups. Each group will read the
assigned section. Discuss the
information with your group..
Then, together, come up with a
Summary to share with the
group. Please post in the Chat
Box.

Group 1: First column Group 4: Second column

of Slide 15 of Slide16
Group 2: Second column Group 5: Slide 17
of Slide 15
Group 3: First column Group 6: Slide 18
of Slide 16
 The Writing Classroom
Devoting Productive Time
• 60 minutes =
• 30 min. instructional time
• 30 min. applying the skills
• Create routines for writing
frequently
• also helps reading
comprehension
• Writer’ Workshop
• writing
• mini-lessons
• share with peers
• 45 minutes over Literacy Block
Building a Positive Environment
• Creating opportunities for students to
plan, draft, revise and edit together
• give and receive peer feedback
• To create an engaged community of
writers teachers should:
• encourage self-regulation
• demonstrate enthusiasm
• encourage hard work using the skills
and strategies equals success
• foster social relationships and peer
conferencing before asking an adult for
help
• consider flexible seating
 The Writing Classroom
Establish Opportunities to
Collaboratively Develop
Writing
• Writing is individual and
collaborative for students
• partner writing (pg. 38)
• teacher (adults??) supervise
• meaningful talk daily (Meeting Area)
• group for support and diversity
• meaningful tasks (not worksheets)
• monitor with small group to model
activity for whole group talk
• safe environment for students to
become emotionally invested in
writing
Support Peer Response and
Review
• Embed peer response and review
processes in regular writing
assignments
• increased quality of writing
• Critical to build an effective writing
community in the classroom
• teaching the writing
process/skills/strategies offer
opportunities for student to experience
collaboration.
• students become better writers
themselves
• students respond more effectively to
their peers’ writing
Creating Opportunities to Write for
Authentic Audiences & Purposes
Writing is inherently social in nature
q Students should practice writing for
audiences beyond the teacher
q Classroom-based sharing
q Students volunteer to read works in progress
q Publish student work
q Write petitions
q Teacher acknowledges work during share-time
q Value of Class Meetings
 Students are better writers when
they see their teacher writing too!
When teachers are excited about
writing, so are their students!
q Teachers model writing
q Write together as a class in collaboration
q Write for your students and share
q Leave notes on desks for students
q Journal writing where teacher responds
What do you think?
Quote from Cultivating Genius
Using their minds and pens as a form of
literary activism, they demand systems,
structures, curriculum, and instruction that
is connected to their lives.

Take Away Ideas

How would you define culturally responsive
teaching? What could you do in your Language Arts
class (especially in writing) to authentically embrace
diversity? Post your ideas in the Chat Box.
What questions do you have?

Use the
Chat Box
for
Questions.
Exit Ticket Prompt
Read the Bullet Points
from pg. 47. Pick one
question to answer
realizing that someday
you will be designing
your own Writing
Classroom. Please post
your answer in the Chat.