I've heard that the WBT gurus are working behind the scenes on a writing component. In the meantime, what are the rest of you doing to help teach writing from a WBT perspective? I'm teaching middle school ESOL students with an intermediate proficiency and very unmotivated. Because of their language proficiency, methods/strategies that work in upper elementary would likely work with them.

Thanks for your help!

Yes, we're definitely working on a Whole Brain approach to writing. One useful technique is to focus on teaching proofreading ... get a one page article on anything from the Internet. Cut, copy and paste two copies of it into a word processing program. In the first copy, introduce lots of the same kinds of simple errors, sentences without endmarks, capitalization errors, missing words, etc. The second copy is the "Answer" copy ... the first copy is the "Test" copy ... print them back to back. Then have students work in pairs ... one student goes through the Test and points out the errors ... the second student has the Answers and tells the first student if she is right ... if you have several of these "Test" and "Answer" sheets each one focused on one or more of the same kinds of errors, your students will get tons of proofreading practice ... and, if you don't allow them to write on the sheets, you can use them over and over ... best idea is to make sets that feature capitalization errors, sets that feature fragments, sets that feature missing words, sets that feature all of the previous etc ...

Maybe you could do it somehow like the Speed Reading. One idea - There could be one mistake in each line, and they have to correct it before moving on to the next line. Another idea - you could have all of one kind of error in each line of each paragraph - in the first paragraph there would be simpler errors, such as periods at the end of each sentence. Each progressive paragraph gets a little harder. Of course, all of this is working on editing skills, which is just a little part of writing. I can't wait to see what else you come up with for writing!

Some ideas that I have tried (some with better results than others!):

1. Assign topic. Allow groups of 4 to discuss topic for predetermined time. At end of allotted time, have each group appoint a secretary to record the "best" ideas. Repeat as needed. Report out. Then have students copy the best of the best into their own notebooks.

2. Assign topic. Allow groups of 4 to discuss topic for predetermined time. Call students back. Have groups do a "roundtable" - paper starts at person 1, they write one item down from discussion, passes to person 2, they write one thing down, etc. There is no additional talking during the paper passing, and no repeated ideas allowed. Report out. Then have students copy the best of the best into their own notebooks.

3. Make it a group competition. Assign topic. Have groups do either exercise 1 or 2. Collect papers and tally a "winner".

4. Variation on #3 - group competition. Assign topic. Ask for raised hands to respond to topic. Teacher records ideas by group. This one's a bit dicey because it's dependent on who you call on - the kids really responded to this, but it got very loud in my classroom!

5. Assign a topic. Allow students to discuss first. Then they write for specified time. They almost always write more after they've had a chance to talk first!

6. Provide a picture prompt (Search terms: picture of the day, photo of the day. National Geographic and Life Magazine have lots! Preview other search results first!). Allow specified think time, talk time, writing time.

7. Writing Fluency - provide three separate related terms/prompts (related to day's lesson, or theme in some way), start with "easiest" term first. Allow specified time for each prompt. If repeated frequently (ideally every day!), students will gradually write more. This could easily be tied to Power Olympics/ Super Speed type idea where students are competing against themselves trying to beat their own record. Gradually increase demands - start simple, not even requiring sentences, etc., then up the requirements. You can tweak this one however you want - can aim for specific conventions, literary elements, require use of a particular word or phrase, etc.

8. Connect to students' lives as much as possible. If you know their favorite artist for example, find lyrics on the web, print them out and use as a discussion point and writing model. Can discuss all kinds of language models, literary techniques and elements, formal vs informal language, connotation vs denotation, rhyme, meter, etc. This could easily tie into the dreaded poetry unit!

Please feel free to add to this discussion with other ideas to encourage resistant/ reluctant middle school writers!

So, one thing I learned last year with my middle-schoolers was that I don't have to complete a finished product every time. For example, when I want them to learn to write good topic sentences, I can provide them with a topic, teach them multiple ways to write good topic sentences, and have them just write different topic sentences. Nothing more during that lesson. You can do the same with the rest of the structure.

So:
Say you tell them we're going to learn 4 different ways to write a topic sentence. Have them fold a paper into 4ths. Teach them the first way in 30-second chunks...say, an occasion/position statement. Attach a gesture (or several gestures) to that particular type of topic sentence and its descritpion. Do teach-okay! until you feel they understand WHAT it is, then give them teach-okay! chunks to just come up with sample sentences that fit that model. Come back, share a few, go back to teach-okay! with their partners...repeat as much as you think is necessary....have them write down some of their favorites...move on to the next one.

Very little pencil-to-the-paper writing involved in a lesson like that, but LOTS of writing skills practice going on.

You can do the same for conclusions, transitions, main idea of a paragraph and details....etc... until they could write a multi-paragraph essay blindfolded without a pencil!

It makes a HUGE difference...when I finally let go of the thought that I must take them through the whole writing process every time, they began to make more progress.

Watch out...you may get clever sentences like, "When my teachers says it's time for math, I feel like putting my head in a giant nutcracker."

Jackie;

Do you have samples of your explanations and gestures? Or maybe files you could share? I LOVE your ideas and totally see where you are coming from and would love to incorporate your ideas!

I work with intermediate ELLs (English Language Learners) who are allowing themselves to get stuck even at the brainstorm step due to fear, etc.

One of the strategies we use for writing/reading is RAFTS. RAFTS is an acronym for Role Audience Format Topic and Strong Verb. As a reading activity, students will read an article/passage and identify these key components. As a writing activity, students will create a SCR [Short Constructed Response] using all key components. Last week, we had students take the role of a fraction, with the audience of a dating service for numbers, with the format of a wanted ad, and the topic was trying to find a mate. Funny stuff! We also have gestures that go along with each component.

Colorado Guy;

Please feel free to share files, ideas, and gestures!!! I'm not ashamed to beg!

I just started using RAFT writing assignments about a month ago with my 7th graders and they are amazing. I have not seen any way to get kids more excited about writing and not complaining about it. The trick is to be as creative as possible and give them specific requirements. I designed a checklist for RAFT assignments, but it is on another computer. I will post it soon. I think it would be good to have gestures for each part of the acronym: Role, Audience, Format, Topic ( I also like how Colorado guy added the S for strong verb!)
Does anyone else use RAFT assignments and already have gestures???

With writing, it's important to give the kids structure; be it in the prewrite process all the way to the finished product. We've done a lot with the proofreading aspect and are playing with several ideas on how to organize writing for different genres.

Just throwing it out there, but what do you guys think: Is it possible to create one universal graphic organizer for ALL genres?

I currently have things I've made up for the different genres, each story board is very unique to it's genre and can be created by the kids (there's no need to make copies). I think it's a good idea for the kids to hear "personal narrative" and have the image of the EXACT story board pop into their minds. I've been doing a lot of reading on the topic and wonder what other teachers think.

Jay;

No, I don't think it is possible to develop a universal graphic organizer because different types of writing require different structured responses. Further, due to MI's, people gravitate towards, or away from, certain kinds of organizers. Some kids can't understand very linear "old fashioned" outline format, for example. Other kids get confused by Venn Diagrams for writing. Both are useful formats for writing once the principle is taught/understood.

However, that being said, our school uses a lot of the 4-Square model materials (I'll attach a word doc file), and it does help with many types of writing: informational, expository, persuasive. It can even be expanded on it to use as an organizer for writing research.

However, as a teacher, I don't want my students becoming completely dependent on any one particular "support". They have to be taught how to use a wide variety of organizers, and even shown how to make one on the fly. Eventually, they need to write without any teacher-provided helps - for example on our state writing assessments, all we can give the kids is lined composition paper. They need to be able to analyze the prompt, determine attack strategy, and write a response without any further help.

I'm really looking forward to seeing what you guys are working on in relation to writing and am willing to serve as a tester, to give feedback, whatever.

I totally agree with you on many points. Kids need to be able to write without the "crutch" of a handout/map/organizer, but for the lower grades, graphic organizers are a ton of help getting the started on the writing process. My goal is to provide my students with a system that is easy to remember (and recreate in a pinch) but at the same time, get them to rely less and less on it and write from experience.

The file you sent is pretty close to what I've been using. I hope to play with a few more things, but when I get it dialed in, I'll be sure to contact you to test some stuff out.

Many Thanks,

Jay

Jay;

It's not just the lower grades that need the structure and help that a graphic organizer provides. I work with middle school kids, in an urban district, and like I said, they really push the hamburger paragraph and the 4 square organizer.

I deviced a graphic organizer out of the four-square organizer and used it with my fifth grade students. They had a difficult time using the linear outline and the four square. When I introduced this to them, they got it they have fun using in organizing their main idea and supporting details.I attached a sample of one of my students. Be free to use it.

So...feel free to edit-- this is just a suggestion for RAFT gestures...

Role-- couldn't we do a literal gesture...roll our hands (you know, the fist over fist roll)?
Audience-- Silent golf clap
Format-- not sure yet -- literal could be the number 4 or 4 fingers...but if we wanted this gesture to capture the meaning.... I don't have anything yet. I'll keep thinking.
Topic-- My students makes their arms into a big "T" for topic sentence already, so that could work.

Hee hee..I was just silently practicing this at my desk and it started to turn into a littler dance and chant..
Ro-oollle (as I roll my hand and stick my hip out)
Au-di-ence (as I silently golf clap, make a snobby face, and stick my other hip out)
Forrrr-mat (as I make a 4 with my finger with attitude...sticking my other hip out again and making a supa' tough face)
Topic (as I strike a pose with hip jutted out and arms in a T)

Yes....this is what I do on my prep time.

C'mon Angela... I dare ya'...do it and upload the video! :-D

when I have students do teach-ok just to practice topic sentences, I teach them 2 different kinds at one time, then expand to 4...and even eventually to 8 different types.

Let's say the first two are the Occasion / Position statement -- they point to their 'watch' (occasion..meaning...when something happens, or during a specific event), then flip the watch hand over palm up and slam the other fist down on top of it (position...where do you stand or how do you feel about it?)

Example: "When I get up to speak in front of an audience, I feel oceans of sweat begin to drip from my face." (real example...I know....ew....)

Another type of sentence could be a Power / Number statement...one with a number word or what we call a 'power word'...like alot, several, many, a couple of...
They just make a superhero gesture...because this sentence can make a powerful beginning with only a few words.

"Soccer takes alot of energy, but it's worth it."
"Several of my friends drink alcohol, but I never will."
"Skittles are one of the few candies that, to me, are worth the calories."


So as they do Teach-Okay and talk about sentences they can come up with, they will first announce the type of sentence they are going to try, and then they will say it to their partner and use speaking gestures to go with it as they talk. Often, I find that they bounce ideas off each other.

Jackie;

Keep those great ideas rolling!!!

Hey Jackie, Are you doing Step up to Writing?

Diane,
Yes-- I love Step-Up-to-Writing strategies. Then again, in the 5 years I've taught, this is the first year that I've been in a school where Step-Up wasn't 'district adopted', so really Step-Up is all I know. As a student, though, Step-Up would have been so helpful to me. Many students are creative writers, but don't quite know how to organize their writing. And other students....well... it's an accomplishment to them just to get a topic sentence, 3 main ideas, a detail for each, and a conclusion on paper. Step-Up seems to speak to both ends of the spectrum.
AND...just like anything else... I find I can mesh it with WBT beautifully!