This is the first part of my assignment and I am hoping that with some new and creative ideas I can use this to continue with the other sections.
Select a grade level and focus on the four Overall Expectations for Writing for that grade:
I chose grade 4 and here are the 4 overall expectations for writing for this grade:
4e44: generate, gather, and organize ideas and information to write for an intended purpose and audience;
4e45: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
4e46: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4e47: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
1. Develop and Organize Content
2. Using Knowledge of Form and Style in Writing
3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
4. Reflecting on Writing Skills and Strategies
PART 1: RATIONALE: Write a brief rationale for the need of a balanced writing program to promote student success in writing.
PART 2: CONTENT FOR LEARNING: For each Overall Expectation list and describe 5 essential skills and/or concepts you will teach for student success in the writing process.
PART 3: INSTRUCTIONAL COMPONENTS and DECISIONS: Present how you will:
? Use the Levels of Support to instruct students for success.
? Balance the six language arts
? Organize classroom SPACE, TIME, MATERIALS, STUDENTS
? Use Writing across the curriculum
? Assess and evaluate student progress
? Present your knowledge in your own words, in a way that best represents your own thinking and understanding of how you would set up this program in your classroom.
? This completed document (even though it focuses on one grade), with modifications, should provide you with a solid foundation to begin to implement a sound writing program when you begin teaching.
First, I want to commend you for this project! I have been a teacher of this same grade level, but then went on to become a professional editor for 6 years with a national publishing company. During that time, I put on an annual writers conference and covered many of the things you are doing with your students.
How does this information I am giving you help you? Two ways:
1) When you present this to your students, I suggest you let them know that this is not just a classroom exercise, but that they are doing what professional writers do. I would set this up with an "air" of professionalism. Organize your classroom in a way that appears this is a conference. There could be a check-in table where they get name badges (I know they already know each other, but it would help your atmosphere). You might require a specific dress code that day. Plan breaks with maybe small refreshments. They would call you the editor that day and not the teacher.
2) In your Rationale for having this, include the fact that this is done in the professional world of writing and editing. Ongoing education of writers and communication between writers and editors is critical to the success of both publishers and writers.
Now, back to your assignment. Are you to get more specific about your expectations?
4e44: generate, gather, and organize ideas and information to write for an intended purpose and audience; -- I would be more specific by first, once again, applying this to the real world of writing. There are two ways writers turn in things to editors: either by just writing about a topic they think people will find interesting, and they think the editor will like, and then turning it in hoping the editor will buy it from them. That is called "on speculation." The other way is on assignment or as a staff writer. In this case, the editor assigns a topic and includes information about the audience. The writer then researches the topic with that audience in mind.
Perhaps you could present this to the class both ways. You could lead in a discussion about audience (a very, very key thing in writing that most writers forget all about. They usually assume anything that will appeal to them, the writer, will appeal to everyone else). You could then tell them as writers for this editor (you) they can either choose today to write on speculation or take an assignment. Some will need the extra help of having an assignment, while your more advanced students will relish the idea of coming up with their own topic and audience.
Have ready several assignments with an audience. These could be things like: children of your own age who are interested in sports. The topic could be to write about a specific player in a sport of their choosing. It could be a "feature" article for your magazine (remember you are the editor).
Be sure to have resources available for those who are choosing one of your assignment to get the background information they need.
I would suggest that when they turn the writing in to you that they include at the top of the page their intended audience and a few things about their audience that guided them in thinking about what to write. For example, they could say that their audience is girls who take gymnastic classes. Their interest would be in gymnastics because they spend time practicing. Their interest could be in the person on which the article is focused because they want to be like her. Don't just gloss over the idea of audience, it is very important. Be sure they tell you in some way why they think this piece they ...
The solution assists with creating a plan to implement a writer's workshop in a classroom.