Effective Writing Instruction for All Students by sst10642

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									Effective Writing Instruction
     for All Students –
     A Principal’s Role




                 Developed by
       Region IV Education Service Center
            in collaboration with the
            Texas Education Agency
Student Success Initiative

            Third Grade
2003
             Reading

        Fifth Grade Reading
2005          and Math

           Eighth Grade
2008     Reading and Math
                              2
Professional Development for
          Writing


  Effective     Effective     Effective
   Writing       Writing       Writing
 Instruction   Instruction   Instruction
     for         for All     for English
 Struggling     Students      Language
   Writers                    Learners


                                           3
Professional Development
         Impact
        Educators engaged in

   Several days of formal study throughout the
school year that focuses on a curriculum area or a
teaching strategy that is useful across curriculum
                       areas

  Regular focus on implementation and student
                learning impact

   Student Achievement Increase
                                                     4
    Role of the Instructional
             Leader
          Supporting Implementation
         and Student Learning Impact
• Curriculum initiatives that are aligned vertically and
  tied to campus improvement plans
• Basic knowledge base of the
  curriculum content and appropriate
  practices
• System that allows the study of
  curriculum and instruction all the time
• Specified targets and data collection
  systems to monitor implementation
                                                           5
    Curriculum Initiatives



Successful Curriculum Initiatives




Vertically Aligned    Tied to CIP


                                    6
      Curriculum Initiatives


Determine the         Support the            Measure the
  Initiative           Initiative          Initiative Impact
 Formal student    System for targets to     School-wide
assessment data      be known to all           targets
                        System for
                                             School-wide
Informal student        requesting
                                            system for data
assessment data        professional
                                              collection
                       development
Teacher survey         System for            School-wide
     data          reevaluating targets    analysis of impact

                                                                7
  Determining Curriculum
        Initiatives
              Writing Data

   TAKS Writing         Student Writing
   Student Data           Collections


                       Teacher Survey on
Review of Classroom
                        Writing Content
 Writing Instruction
                          Knowledge

                                           8
  Components of Effective
    Writing Instruction


Focus on Established Standards


     Teach the Writing Process


           Monitor Progress

                                 9
TEKS/TAKS Connection

            Writing
        Grades 4 and 7


  English Language Arts (ELA)
Grade 10 and Grade 11 Exit Level

                                   10
11
12
13
14
How Do We Teach Writing?

“Teaching writing is no
different than teaching
any other subject. The
teacher has to know the
subject, the process, the
children, and the means
for the children to
become independent
learners.”
                Graves, 1983




                               15
     The Writing Process

•Promote effective
 writing instruction
  in the classroom

•Teach writing as a
     process

  •Understand the
stages of the writing
                           16
  Promoting Effective Writing
 Instruction in the Classroom

Sufficient Time      Writing
                   Conferences
  Modeling        •Teacher/Student
                    Conferences

 Mini-lessons     •Peer Conferences


                                      17
             Why Teach
       Writing as a Process?
• Shifts emphasis from a product-driven
  approach to a process-driven approach
• Provides effective writing instruction
• Enforces the process all writers go through as
  they develop their compositions
Process writing is a reflective process because the
 writer is constantly thinking and rethinking about
                   his/her writing.

                                                      18
Stages in the Writing Process

Reflective                                 Recursive
                       Prewriting



   Publishing                       Drafting



             Editing            Revising

                                                       19
         Informal Writing

                                Helps students
     Lists
                                learn from their
             Notes                  reading

                     Diagrams

 Helps students           Summaries
understand ideas
                                   Journals
     better
                                                   20
    Types of Journal Writing

Response
  Personal
    Dialogue
      Learning Logs
           Double-entry
             Simulated
                               21
 Assessing Student Progress

• What should be assessed
• What is used to assess
  – Formal instruments
  – Informal measurements
• How data should be
  used to drive instruction
• How to continually monitor progress

                                        22
Using Assessment to Inform
        Instruction


 Conferences    Mini-lessons




   Portfolio      Student
 Observations   Observations


                               23
 Using Assessment for
  Grouping Practices
                                            Instructional
Type of Group    Instructional Focus
                                               Strategy
                  Introduce new         Mini-lesson
                    concepts             Modeling
                  Practice concepts
Whole Group         not mastered by
                    approximately 2/3
                    of the class
                  Review concepts
                  Instruction         Mini-lesson
 Small Group       targeted to         Modeling
(same ability)     specific students’
                   needs
                  Practice concepts  Peer conferences
Pairs/Partners     already introduced
                  Instruction           Teacher/student
                   targeted to a          conference
 One-on-One
                   specific student’s
                   need

                                                            24
  A System for Continual
 Professional Development

     Build permanent structures
    for collaborative planning that
  target instructional practices and
           student progress

     Provide not only guidance but
involvement in the whole-school action
              framework

                                         25
Setting Targets and Data-
  Collection Practices

        Set specific targets

      Collect data to support
      achievement of targets

   Combine targets for greatest
  impact on student achievement

 Evaluate data to promote the greatest
   impact on student achievement
                                         26
Establishing a Plan of Action
• What can you
  implement
  tomorrow?
• What can you
  implement
  next week?
• What can you
  implement in
  a month?
                                27

								
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