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Group 1:  pp. 49 - 56
Group 2:  pp. 57 - 67

What is important for teachers in this section?  Click and write below.

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All things Kelly Gallagher, including my books, my schedule, teacher resources and what's going on in my life as a teacher.

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Teaching Adolescent Writers (my notes p. 49-56)

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Teaching Adolescent Writers (my notes p. 49-56)

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Teachers need to model the struggle of writing:  they need to "embrace [and show] the complexity of writing" (p. 50).
First draft writing is meant to be lousy - the good writing is often intertwined with the lousy writing. A  lot of bad writing is a requirement in a writing class (lol).
Words associated with first draft writing:  tentative, exploratory, ...
Steps to lower student anxiety:
1.  Model the writing process (the steps it takes to get to the final product) - show the messiness.
2.  Let learners know that not everything will be graded.  First drafts should not be graded.  Grade work at various points:  for revision, after editing.
3.  Talk out your essay.  At the start of the year, model talking out an autobiographical story in which you take notes.  Then, pair up learners:  one talks out a story, the other takes notes.  These notes serve as an outline for writing.  Learners switch roles.
4.  Map your thoughts.  "When my students take the time to organize their thoughts before writing, they almost always write more fluent first drafts."
5.  Allow for choice
Branching strategy p. 64 - 65.
Definition of appositive on p. 65.

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Concur: Fear of failure is definitely the #1 reason I've observed in the classroom as the reason some students won't put pencil to paper.

"...before writers can get it right they first have to get it down"

Grecian Urn approach: giving students a model they feel they will never live up to?

Credit, not grades for everything they write.

"talking out" ideas to transcribe into a piece of writing-start with autobio piece?

Give choices within each discourse.

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Writing is artistic.  great exercise:  have students write a descriptive sentence after observing someone walk across the room.  Each sentence will be different. p.58

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Writing is artistic.  great exercise:  have students write a descriptive sentence after observing someone walk across the room.  Each sentence will be different. p.58

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Sentence of the week!  Each day, revise a bit based upon a mini-lesson.  

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Sentence of the week!  Each day, revise a bit based upon a mini-lesson.  

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s-substitute
t-take things out
a-add
r-rearrange

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So many great strategies to use with the class that does not involve a lengthy writing assignment.  

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So many great strategies to use with the class that does not involve a lengthy writing assignment.  

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Branching sentences
Pimp My Writing
Substitute
Take things out
Add
Rearrange

Annotate with STAR

Surface vs Deep Level Improvements

Image Grammar

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I love these revising ideas!!  They are SPECIFIC and easy to understand strategies to really dig into revising! :-)

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I love these revising ideas!!  They are SPECIFIC and easy to understand strategies to really dig into revising! :-)

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"Surface revision" can happen even when students are writing small pieces.  Limit "be" verbs and dead words and try branching.

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"Surface revision" can happen even when students are writing small pieces.  Limit "be" verbs and dead words and try branching.

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Making it clear to students that struggling is okay.
First draft---The Sneeze, blast out your thoughts
Lousy first draft writing is a prerequisite.
*Strategy to talk the paper out,..speaking into a device.
Model using graphic organizers is just as important.

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Modeling the writing

Class discussions- feel that sometimes I cut them short for the sake of time.

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Negatives:
Lack of time for all of the items in the curriculum
Balance between reading and writing
Engaging learners, developing their stamina to write for extended periods of time
Learners want to listen to music while reading
Trying to do some flipped assignments in the classroom:  learners don't come prepared
Learners (all levels) do not do homework - especially reading outside the classroom.

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55-minute periods greatly affect how much we can cover week-by-week.
Since time is decreased in all ELA classes, it can be difficult to accrue enough product grades by interim/report card dates.
Less time for practice of some skills in the classroom.
Reading assigned for homework due to less time in the classroom doesn't get done in the co-taught classes (mostly). Students come to class with no knowledge of the text.

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concern--balance reading and writing....different genres/forms to read and write.

Positive --the collaboration by students when modeling using Big Screen...for all to see.
Negative--pulling in those students who are quiet or not willing to take the risk to give their idea.

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To teach reading and writing in a quality fashion, there is a great anxiety felt to cover it all.  It used to be reading was one period and language arts was another which was 90 minutes.  Then there was IRLA in 90 min., integrated.  Now 35 minutes have been taken away to cover the same curriculum.  Benchmarks alone took 2-3 days.  Even though reading and writing are integrated, they still both need equal attention.

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Grade 6-Action and Reaction, Belonging, Express Yourself

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Grade 6-Action and Reaction, Belonging, Express Yourself