The Writing Process

1
The Writing Process

• Professional Development
• Learner Elementary
• Presented by
• Literacy Team
• Sylvia Abdulla
• Aimee Strandquist
• Jennifer Lawrence

2
WELCOME!

• Staff survey results indicated a need for
  strategies in the writing process.
• Student scores indicated a need for further
  development.
• Student achievement on report cards

3
AGENDA

• 830- Continental Breakfast in library (Enjoy)
• 845- Ice Breaker Bacon
• 900- Introduction/Goals
• 945- Break
• 1000- Primary Teachers K-2 Room 31
• 1000- Intermediate Teachers 3-5 Room 32
• 1200- Lunch- on your own
• 100- Regroup in your respective rooms
• 230- Conclusion and wrap up in library
• 300- Evaluation of todays professional
  development

4
BACON!!!

• As you smell and hear the bacon cooking
  brainstorm words and phrases to describe this
  experience.
• Next, you will have 10 minutes to write your
  thoughts on paper.
• Now we would like you to share your writing with
  the group.

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INTRODUCTION

• Read- A Brief Case History of Janet Emig
  Introduction to The Contributions of Janet
  Emig. By Gerald Nelms
• While reading
• ? Things you did not know
• ! Ah ha moments
• Things you already knew

6
GOALS

• Introduce the steps of the writing process
• Provide strategies to use in the classroom
• Recommend tools to assess your students writing

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QUESTIONS??

• Any thoughts, comments, or concerns about the
  agenda.
• Break for 15 minutes

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Intermediate/Primary AgendaThe Writing Process

• 1000-1045 Prewriting/Brainstorming
• 1045-1130 Rough Draft/ Writing
• 1130-1145 Review
• 1145-1200 Comments, questions, up coming
  events
• 1200-100 Lunch on your own
• 100-130 Revision/Editing
• 130-200 Final Draft/Publishing
• 200-230 Assessments
• 230 Meet back in the library

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Primary Session

• Step 1 Prewriting/Brainstorming
• It includes any experience, activity, or
  exercise that motivates a person to write or
  generate ideas for writing. The Writing
  Process-Janet Emig
• Discuss thought process during brainstorming.
  What were some strategies you used to illustrate
  and label your topic?

10
Primary Session

• Step 2 Rough Draft/Writing
• Using prewriting/brainstorming materials as
  inspiration, the writer writes. The Writing
  Process Organizer
• Discuss thought process during the rough
  draft/writing. What were some strategies you
  used to write about your topic?

11
REVIEW

• How would you use these steps in your classroom?
• What writing strategies/lessons did you use in
  the past that could now apply to the
  brainstorming and rough draft steps?

12
COMMENTS, QUESTIONS, UP-COMING EVENTS

• LUNCH
• MEET BACK IN ROOM 31 AT 100pm

13
Primary Session

• Step 3 Revision
• A true revision involves a process during which
  a writer resees and rethinks a piece of his
  or her writing many times while writing and
  rereading it, with special emphasis on how
  effectively the written material communicates his
  or her intent to the audience. The Writing
  Process-Janet Emig
• Discuss thought process during the revision
  process. What were some strategies you used to
  organize and embellish your vocabulary?

14
Primary Session

• Step 4 Editing
• Editing, which is the refinement stage of the
  writing process, is the cleaning up and
  correcting of a piece of writing. The Writing
  Process-Janet Emig
• Discuss thought process during the editing
  process. What were some strategies you used to
  edit your writing?

15
Primary Session

• Step 5 Final Draft/Publishing
• This stage in the writing process is designed to
  help students realize the importance of, and
  establish value for their own writing. The
  Writing Process
• Discuss thought process during the final
  draft/publishing stage. What were some
  strategies you used when creating your final
  draft?

16
Assessments

• Websites
• www.schooldiscovery.com/schrockguide/assess.html
• www.teach-nology.com/web_tools/rubrics/
• www.quadro.net/ecoxon/Reporting/Assessment.html
• www.Rubistar.4teachers.org

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Intermediate Session

• Step 1 Prewriting/Brainstorming
• It includes any experience, activity, or
  exercise that motivates a person to write or
  generate ideas for writing. The Writing Process
• Discuss thought process during brainstorming.
  What were some strategies you used to create your
  graphic organizer your topic?

18
Intermediate Session

• Step 2 Rough Draft/Writing
• Using prewriting/brainstorming materials as
  inspiration, the writer writes. The Writing
  Process Organizer
• Discuss thought process during the rough
  draft/writing. What were some strategies you
  used to write about your topic?

19
Review

• How would you use these steps in your classroom?
• What writing strategies/lessons did you use in
  the past that could now apply to the
  brainstorming and rough draft steps?

20
COMMENTS, QUESTIONS, UP-COMING EVENTS

• LUNCH
• MEET BACK IN ROOM 31 AT 100pm

21
Intermediate Session

• Step 3 Revision
• A true revision involves a process during which
  a writer resees and rethinks a piece of his
  or her writing many times while writing and
  rereading it, with special emphasis on how
  effectively the written material communicates his
  or her intent to the audience. The Writing
  Process
• Discuss thought process during the revision
  process. What were some strategies you used to
  organize and embellish your vocabulary?

22
Intermediate Session

• Step 4 Editing
• Editing, which is the refinement stage of the
  writing process, is the cleaning up and
  correcting of a piece of writing. The Writing
  Process
• Discuss thought process during the editing
  process. What were some strategies you used to
  edit your writing?

23
Intermediate Session

• Step 5 Final Draft/Publishing
• This stage in the writing process is designed to
  help students realize the importance of, and
  establish value for their own writing. The
  Writing Process
• Discuss thought process during the final
  draft/publishing stage. What were some
  strategies you used when creating your final
  draft?

24
Assessments

• Websites
• www.schooldiscovery.com/schrockguide/assess.html
• www.teach-nology.com/web_tools/rubrics/
• www.quadro.net/ecoxon/Reporting/Assessment.html
• www.Rubistar.4teachers.org

25
Teacher Resources
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Teacher Resources
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Teacher Resources
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Teacher Resources

• Anderson, C. (2000). Hows it going. Portsmouth,
  NH Heinemann
• Calkins, L. (1994). The art of teaching writing.
  Portsmouth, NH Heinemann.
• Calkins, L. (2005). One to one the art of
  conferring with young writers. Portsmouth, NH
  Heinemann.
• Calkins, L. (2004). Conferring with young
  writers. CD-ROM, Firsthand.
• Houston, G. (2004). How writing works. Boston,
  MA Pearson Education.
• http//courses.nus.edu

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English Language Arts Standards

• 5.0 Students write a variety of texts that
  inform, persuade, describe, evaluate, or tell a
  story and are appropriate to purpose and
  audience.6.0 Students write with a clear focus
  and logical development, evaluating, revising,
  and editing for organization, style, tone, and
  word choice.7.0 Students write using standard
  English grammar, usage, punctuation,
  capitalization, and spelling8.0 Students listen
  to and evaluate oral communications for content,
  style, speaker's purpose, and audience
  appropriateness.9.0 Students speak using
  organization, style, tone, voice, and media aids
  appropriate to audience and purpose.

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CONCLUSION

• Thank you for your participation and positive
  feedback.
• Future goals
• Regroup to discuss progress and implementations
  used in your classrooms
• Next staff development will include integrating
  the writing traits within the writing process
• Before you leave please complete the survey
  evaluating today's professional development.