"#$#%&'(#)*+% ,+-.- /01#)23 WrlLlng ls more Lhan wrlLlng LhoughLs down: 1hree Lypes of language: 1. 1ransacLlonal: geLLlng Lhlngs done" 2. Lxpresslve: Lhlnklng on paper. 3. oeLlc: uslng language Lo creaLe phoneLlc, synLacLlc, lexlcal and semanLlc paLLerns dependlng on Lhe requlremenLs of wrlLlng." CognlLlve developmenL sLages: 1. Lplsodlc (non-sequenLlal): SLudenLs are ofLen glven whaL Lhey are expecLed Lo wrlLe. 2. narraLlve (1emporal LvenLs): SLudenLs engage ln Lhe slmplesL form of wrlLlng. SLudenLs rely on recalllng evenLs ln order Lo Lell a sLory. 3. uescrlpLlve: SLudenLs lmpose Lhelr own order on Lhe world. WrlLlng ls absLracL. 4. LxplanaLory (1emporal SpaLlal): ueals wlLh physlcal ob[ecLs and sequences. SLudenLs develop sysLemaLlc Lhlnklng. 3. AnalyLlcal (CaLegorlcal/Loglcal): 1oplcs are caLegorlcal and argumenLs are loglcal. 6. ArLlsLlc (ConcreLe unlversal): Clves sLudenLs expresslon of lmpulses and cenLers on meLaphor and allegory. 4&56 7+-89 :##;-3 1. SubsLance: engages sLudenLs, allows Lhem Lo wrlLe abouL maLerlal Lhey know. 2. Skllls: baslc wrlLlng skllls. 3. SLrucLure: overarchlng deslgn of conLenL. 4. SLyle: glves LexL lLs lndlvlduallLy. <6&9#-- =&;#% /01+*2>process used Lo wrlLe:
1eacher's 8ole: -1he sLudenL wrlLes, responds Lo LexLs/process of produclng LexL. -1he Leacher llsLens Lo sLudenL response, Lo LexL from sLudenL's perspecLlves and responds Lo sLudenL's response.
068*8)? 0&6.-1&'- /01#6#23 -WrlLer's need: regular chunks of Llme, ablllLy Lo plck own Loplc, response, Lo learn mechanlcs ln conLexL, Lo know adulLs who wrlLe, Lo read, Leachers Lo Lake responslblllLy for Lhelr knowledge and Leachlng. -4 ComponenLs of Workshops: 1eacher-sLudenL conferences, mlnl-lessons, group share, sLaLus of class conferences
C&%%+D&6+*8$# 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