OCTELA Conference Feb. 28th Friday 12:10-1:00
Building scaffolds and self-confidence is the key to creating a classroom full of eager writers who grow stronger each day. Add some simple effective strategies to your writing workshop to improve planning and drafting. Learn how to develop even the most reluctant writers with easy to implement techniques.
We all teach the writing “process” as a series of steps that are continuously repeated. I have always loved a “writing” workshop approach, but what I am sharing today can easily be adapted for any writing set up.
My weakness was “pre-writing”. As a writer myself, I HATED this step because I prefer to jump in and write. But not everyone is wired like that so I had to learn how to help my young learners acquire a skill I took for granted. How do you get your thoughts onto paper? For me it started with…
I guess you could compare it to storyboarding in some ways. Getting students to just sketch out their thinking (which by the way is a great strategy…Sketch to Stretch)
Taking this approach started to open up many of my little people, especially those struggling with literacy:
CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.10 Write 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 audiences.