7. Wikimedia Commons
Oral language
probably started to
develop around
100,000 years ago.
Written language
was conceived
around 3200 BC,
a little over 5000
years ago.
Why is writing
SO hard?
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8. Wikimedia Commons
The brain has specialized areas ONLY
for spoken language.
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9. Areas of the brain MUST BE RECRUITED
for reading and writing! –David Sousa
“Fascinating Revelations in How the Brain Learns to Read” December 14, 2016
12. Though well intended, our
grading and commenting
often discourages writers.
Instead, we need to create
opportunities for students to
SAFELY share and discuss their
writing with others on a regular
basis. Steineke.IRC Wired Wednesday
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13. MOST CCSS – DERIVED STANDARDS
Narrow the Range of Writing Tasks
• Heavy emphasis on occasional, extended,
high-stakes reports and essays
• Full writing process steps and stages
• Polished and public final graded work
• Passing reference to “shorter research
projects” and shorter “seatings”
• No mention of “writing to learn”
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14. WRITING STANDARDS
TOO LOW?
Kids need far more writing practice
than the CCSS calls for.
Quick writing about curriculum
content 5, 7, 12 times a day.
More than teachers could ever read,
much less grade.
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15. Tony Webster from Portland,
Oregon - Alaskan Way Viaduct
Traffic, Wikimedia Commons
If we limit kids’ writing to the amount that we
have time to read – or to grade – we become a
bottleneck in their development.
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16. We must have faith in the unmonitored
practice that undergirds
so much learning.
zaui/Scott Catron, flickr.com,
Creative Commons
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17. Short Substantial
Spontaneous Planned
Exploratory Authoritative
Informal Conventional
Limited Sharing Public
One-draft Multi-draft
Unedited Edited
Ungraded Assessable
WRITING TO LEARN vs PUBLIC WRITING
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18. Short Substantial
Spontaneous Planned
Exploratory Authoritative
Informal Conventional
Limited Sharing Public
One-draft Multi-draft
Unedited Edited
Ungraded Assessable
WRITING TO LEARN vs PUBLIC WRITING
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21. “Every gun that is made, every
warship launched, every rocket fired
signifies, in the final sense, a theft
from those who hunger and are not
fed, those who are cold and not
clothed.”
What are your thoughts,
reaction to this quote?
Fill the card’s front!
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22. Flip the Card!!
Public Domain
Quote is from a speech
given by President
Dwight D. Eisenhower
in 1953.
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What questions do
you have about this
statement?
“Every gun that is made, every warship launched, every rocket
fired signifies, in the final sense, a theft from those who hunger
and are not fed, those who are cold and not clothed.”
23. Share your most interesting
question!
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38. Thoreau: It is life near the bone where it is sweetest.
Superfluous wealth can buy superfluities only. Money
is not required to buy one necessary of the soul.
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44. Who might be
the readers of
this article?
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45. Choose one of the roles
we just listed and—in
character—annotate as
if you were that role.
What would that
person/character think?
How would they react to
this information?
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54. • What story is this piece
telling?
• How is the artist attempting
to shape the viewer’s
impressions?
• What choices did the artist
make to shape the story
depiction?
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55. Quick Write: Micro Non-Fictions
TEXT From? To?
SIX WORD MEMOIR Distill the essence of the
topic/experience in only six words. “For sale: baby shoes,
never worn.” Ernest Hemingway
TWEET 140 characters or less (including
handles/hashtags)
BREAKING NEWS Bulletin, Current Update, News Alert
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57. How do we manage
the paper load?
Simtropolitan, Wikimedia Commons
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58. • Kids have to write way more than we can read.
• Writers need an audience, but it doesn’t have
to be us!
Deutsche Fotothek, commons.wikimedia.org
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59. What Makes Writing Easier?
STUDENTS engage in short, authentic
writing tasks every day, in every class
with subject-matter content.
STUDENTS’ WRITING is used during
class to advance the lesson.
STUDENTS’ WRITING is used to build
relationships with others.
TEACHERS assign more writing than
they can read; they trust in
unmonitored practice.
STUDENTS WRITE with an eye towards
voice, creativity, originality, and humor.
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60. Wired Wednesday Webinar,
January 7, 2015
https://www.youtube.com/watch?v=YgW7KRnV_4M
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Check
out this
archived
webinar!
