BPS Model Writing Unit Guidance (relevant to K2, Gr1, and Gr2 teachers)

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1 BPS Model Writing Unit Guidance (relevant to K2, Gr1, and Gr2 teachers) Introduction These writing units were written in the summer of 2014 by BPS teachers in response to the need for guidance concerning dedicated writing instruction. Due to BPS s introduction of Expeditionary Learning s reading units of study (Fall 2014) in 30 early adopter schools, there is intentional alignment to their style of lesson construction (workshop model) via Opening, Work Time, Closing/Assessment, and Homework. The workshop model was used as the structure for its hands- on time with materials, as well as its high engagement factor. In addition, the phrase Student Learning Targets are employed to define the objectives of the lessons. These targets are similar to Student Learning Outcomes, in that they use the standards outlined in the 2011 MCF and CCSS. However, the Student Learning Targets are phrased as I can statements and require that the Teacher introduce these targets at the beginning of each lesson so that students are never in doubt regarding the intent and purpose of the lesson. Students are charged with taking ownership of their learning by laying out the plan for the lesson in this way. Expeditionary Learning units are highly engaging in part because of this active student role. Based on the demographic of BPS students (and our BPS priority of eliminating the achievement gap) and the historical context of many BPS teachers, the following ingredients were incorporated into these units: Writing Process, Writer s Workshop, Genre Study, The Teaching and Learning Cycle, Gradual Release of Responsibility Model, Engagement Practices, and Teacher as Writer practice. What follows is a brief overview and rationale for each of these components. Writing Process Writing is seen as a process of development. Writing moves through a predictable sequence, starting with pre- writing, moving on to drafting, then to revision, to editing, and finally to publishing. Pre- writing involves learning about the purpose of the writing task, defining the genre and audience, and subsequently creating a plan for the writing. Pre- writing can include the use of graphic organizers to aid in the act of drafting. Drafting is the act of composing text within a defined genre. Writers use all the available information (graphic organizers, genre- based mentor text, language structures) to create their own text. Revision is the act of re- reading the text to check that audience is attended to, and to ensure that the intended meaning is what has been written. Revision is principally seen as re- reading for overall meaning. Sentence structure, organization, vocabulary are all involved via substitutions, deletions, and insertions. Editing is attended to next, once the meaning of the overall piece is firmed up. Writers fine- tune their spelling, punctuation, grammar, and usage at this point. This is not to say that editing cannot take place previous to revision. Many times writers correct themselves as they compose and revise. However, laboring over these issues is usually confined to this almost final stage of the writing process. The final stage involves publishing, as in going public with the writing. Publishing can take many forms, including posting on a blog, submitting to a newspaper, sending a letter or , making a presentation, or placing the book in a classroom or school library. Many times publishing is done via a classroom celebration, where students read aloud their 1

2 writing (or a portion of it) to assembled guests. This is most effectively done in small groups to allow for response and time for all to participate (without the tedium of listening to twenty- five pieces). Writer s Workshop This is a method of delivering writing instruction that maximizes student time in the act of writing. The structure involves whole class instruction by way of Mini Lesson (10 minutes), followed by maximal Work Time (30 minutes), followed by a Closing/Share time (5 minutes). Mini lesson content includes instruction on the writing process, genre study issues, and language standards. Mini lessons are suggested to last no more than ten minutes and be confined to no more than one teaching point. The idea of Writer s Workshop stems from the idea that writers need hands- on time writing. Genre Study This is a unit of study that focuses upon one genre specifically. Genre can be defined as the kind or type of writing (the word genre is of French derivation). Traditionally genre has been defined through the lens of fiction or non- fiction. The MCF/CCSS makes genre distinction through the lens of the text type (Argument, Informational, Narrative). However, not all agree with this grouping, as there are cross- overs such as historical narrative which incorporate qualities/characteristics of both Informational and Narrative text. Genre Study Writing units of study follow a general pattern of Immersion (reading collected texts, analyzing the texts for similar characteristics and traits, assembling lists of characteristics of the genre), Practice in the genre to acquire skill and knowledge, then Production of a text in that genre for publication. Teaching and Learning Cycle Introduced in 1995 by Rothery and Stenglin in Sydney, Australia, this theory of writing instruction is used in this model unit. The Teaching and Learning Cycle (TLC) has three steps or stages that are used in the design of a genre- based unit of study: 1) Deconstruction, 2) Joint Construction, 3) Independent Construction. Some models also include Setting the Context (which involves establishing what students know of the genre, generates interest and purpose for the study, gives cultural context to the genre, and grounds the new abstract learning in the concrete experience of the student) as an initial step before Deconstruction. Deconstruction involves the instructor using a model text that is representative of the genre being studied (this text can also be called mentor text ) as a guide to learning about the genre. Essentially the teacher and students take the text apart (de- construct), studying its pieces in order to form an overall set of attributes of the genre. The teacher guides the students by reading through the text to uncover: purpose, audience, appropriate content, vocabulary, grammar (and other language features), and structure. A checklist or inventory of the genre may be drawn up. Joint Construction is next. Using a different topic than the one in the studied (mentor) text, but using the same genre, the teacher and students together construct a similar text, using the checklist and knowledge gained from analyzing the mentor text in the Deconstruction phase. During this process, the teacher guides students and asks students to explain their sentence choices, vocabulary choices, structure choices, etc. The teacher thinks aloud 2

3 about the choices made, modeling and explaining the processes involved. It is strongly encouraged that the teacher has spent time studying the genre and has also written his/her own piece in the selected genre, so as to act as an informed guide in this practice. Once the entire class has spent time composting in the genre, students may work in pairs or small groups to either, a) continue composing the text begun in whole class (the teacher will supervise these groupings, giving guidance to choices made), or b) have students work in pairs or small groups to compose a new text in the same genre together. Independent Construction is the final phase, where students use the knowledge of the genre gleaned from the analysis/deconstruction and guided practice in joint construction. Students apply this knowledge to their own writing, having selected a new topic within the same genre. 3

4 Gradual Release of Responsibility Model A construct for lesson and unit planning, originated by Douglas Fisher and Nancy Frey (2006). The term was originally coined by Pearson and Gallagher (1983) and was based on the work of Lev Vygotsky s Zone of Proximal Development (1978). There are four phases of the Gradual Release of Responsibility (GRR) model of instruction: Focus Lesson I do it; Guided Instruction We do it; Collaborative You do it together; and Independent You do it alone. Students are given support in the form of scaffolding and differentiated instruction throughout all four phases. Through the gradual release, students ultimately assume responsibility and control of the strategy or skill. 4

5 (This graphic shows the intersection of TLC with GRR.) Engagement Practices Student engagement is critical in enhancing student achievement (Akey, 2006; Calderon & Medrich, 2003; Garcia- Reid, Reid, & Peterson, 2005). Engaged students are more likely to perform well academically. Create a Culture of Achievement where instruction is challenging, students feel comfortable asking questions, and students are expected to do their best. Increase Family Involvement through newsletters, letters home to explain the unit of study, creating homework assignments that promote interaction with family members and the content. Give Opportunities to Interact with the Material. Turn and Talk moves invite student thinking, processing, and oral language development. It also affords the teacher with an opportunity to assess for understanding and to give immediate feedback. Use of hand and/or body movement also promotes processing of information. Teacher and Students Set Clear, Measurable Goals Together. Students should be involved with setting goals for themselves that are concrete and measurable (yes, students can do SMART goals). Using I can statements for Learning Targets are not only positive, but also use kid- friendly language. Reading the Learning Targets aloud at the beginning of the 5

6 class, clarifies any vocabulary or other information, promotes ownership of the Learning Target. Teacher As Writer Writing makes us experts on teaching writing (Gere, 1980; Gillespie, 1985; Grainger, 2005). The practice and experience of writing gives insight into the writing process, analysis of text within the genre, language choices, and vocabulary usage. In short, writing experience informs all aspects of teaching writing. We suggest that teachers of these units spend time writing in the genre studied to achieve this knowledge. On occasion, teachers use their own writing as an example of the genre being studied (it s especially useful as a sample piece of work to revise together as a class). Another benefit of being a teacher- writer is a boost to your self- confidence as a writer in the genre studied. A suggestion for common planning time (CPT) is to occasionally use the time to act as a writer s group, receiving feedback, as well as ideas that can be used in instruction. 6