Writing Across the Middle School Curriculum by UXEL696


									Writing Across the Middle School
      Writing as Thinking

          Joan Taylor, Ph.D.
             August 2006

Examples of Student Thinking in My Content Area(s):

           How to Write a Quickwrite Prompt

1. Ask them to
      Explain/describe/persuade

      Make inferences

      Draw conclusions

      Make generalizations

      Compare and contrast

      Evaluate

2. Focus on content strategies and skills

3. Use your standards/curriculum documents/lesson plans

4. Vary audience
      Teacher (you or other team member)

      Peer

      Family

      Fictional character

      Famous celebrity

      Themselves

5. Vary format
      Letter

      Story

      News article

      Illustrate, then write

      Graphic organizer, then write

      Write, then organize graphically

         Soccer Word Wall
soccer           defense

goalie           favorite

forward          pass

professional     championship

because          trophy

game             first

league           friends

coach            practice

team             winning

A    B   C     D

E    F   G     H

IJ   K   L     M

N    O   PQ    R

S    T   UVW   XYZ

A    B   C     D

E    F   G     H

IJ   K   L     M

N    O   PQ    R

S    T   UVW   XYZ

                       Steps for OPS

1. Once a week, from the weekly quickwrites, pick one
   sentence to edit and make into one perfect sentence.

2. Copy the sentence and check for spelling, beginning
   capitals, ending punctuation and clear meaning.

3. Share the perfect sentence with peers, teachers, staff, and

4. Post for display. Send home to parents. Keep in a
   collection to demonstrate progress.

5. Celebrate successes.

                 One Perfect Sentence (OPS)

Pick the one that…
     is the best and make it better.
     is the worst and make it better.
     is the longest and make it more succinct and to the point.
     is the shortest and expand it by adding relevant details.
     has the fewest details and add some.
     is most truthful; polish by editing and stand by it.
     you’re the most unsure about; receive assistance and fix it.
     you’d most like your parents to see and share it.
     you want to remember and frame.
     best shows how much you’ve learned in this class this week.
     has the best description and sketch a picture to accompany it.
     will make someone else feel good and share it.
     is perfectly perfect; copy it, and tell what is so perfect about
     could be continued or revised into a rhyme; finish it and say
      it aloud.
     can help your teacher understand what else you need to know
      about content covered this week.
     may have changed over the week. Revise it.
     your partner selects for you and make it perfect.
     could be made into a headline. Write the headline and add the
      opening sentence.
     sounds most like you and tell why.
     can help your teacher understand what else you need to know
      about content covered this week.
     could be made into a song and sing it.
     will be the most interesting to read at the end of the year and
      save it.
     you would like to edit/revise and just do it.

          Assessing your skill at conferencing writers
Do you listen actively with genuine interest?

Do you begin by focusing on what the writer has to say?

Do you attend to specifics of the piece of writing rather than
generally on the writer?

Are you able to identify what the writer has done well with this
piece of writing and tell him/her about it?

Do you have a common writers’ vocabulary that can help you and
the writer communicate about the writing?

After a conference, are writers motivated to keep writing, take
chances with new techniques, and continue working on their

From: Barone, D., & Taylor, J. (2006). Literacy Assessments: Practical Tools for
Teaching and Learning in K-8 Classrooms. Thousand Oaks, CA: Corwin Press.


To top