英文写作方法指导

Writing Workshopby Ramona HowardWorkshop GoalsBy the end of the workshop, the participant will be able to1)Create assessments and activities that align with the course standards/objectives forwriting in English.2)Create a scoring guide.3)Help their students through the writing process.4)Use active engagement strategies to help students write and speak better.5)Communicate better in spoken and written English.(I created these after studying the final exams/assessments for each grade level.)By the end of the workshop, teachers will have strategies to help students do theWhen you write your lesson plan:1)Look at standards.2)Look at assessment (final exam) the students will take at the end of the course.3)Decide what the student needs to know in order to meet the standards and do well on the final exam.4)Create assessments & activities that help the student practice the skills and that help the student learn English.5)You can use the textbook for the activities and to create the assessments.NOTE: A assessment is anything that tells you what the student knows or can do.•It does not have to be a big test.•It can be an essay or a paragraph.•It can be a sentence.•It can be a quickwrite.•It can be anything that shows what the student has learned.Strategies that we used in this workshopThink-Pair-Share or Think-Write-Pair-ShareStudents learn more when they have time to think about the question. Their learning increases if they write and / or speak.Think (Write) Pair Share steps1)Teacher announces a topic or asks a question.2)Teacher provides think or write time.3)In pairs, Partner A responds (talks); Partner B listens.4)Partner B provides feedback.5)Partners switch roles.6)Possible sentence starter responses:“One thing I learned listening to you was .....”“I enjoyed listening to you because .....”When you use this strategy, you are asking the students to think, write, speak, and listen. The students are actively engaged in the lesson and they learn more.Sentence StartersMany times it’s difficult for students to know what to write. Sentence starters can help. For example:Friends are important because ____________.Two ways the friends help each other are _____________ and ___________.One day my friend help me to ___________.Before-During-AfterAny time you ask students to read or to watch, be sure that you give them a short activity before. For example, before watching The Four Friends, you did Write-Pair-Share. BEFORE: Before you watch, Write-Pair-ShareWrite: Friends are important because ________.Share your thoughts with your partner.DURING: When you watch the video, try to find out how the friends help each other. AFTER: After you watch, Write-Pair-ShareWrite: Three ways the friends help each other are 1) ____ 2) ____ 3) ____Share your thoughts with your partner.Quickwrite•It is a short written response (1-3 minutes) to an open-ended question.•It is not a yes or no question.•Ask a question and tell the students to write the answer very quickly.•Students should write whatever comes to mind about the topic.•Tell them to write something, even if they do not know the answer.•Tell them how long they have to write. This will encourage them to begin writing.•The students must write. Do not let them sit there thinking about what to write. •The purpose is to get students to think and to be involved in the lesson.I Do - We Do - You Do•“I Do” = The teacher demonstrates.•“We Do” = The teacher and students do it together.•“You Do” = The student works independently (alone).Word WallDisplay words that you want the students to know.•This might be the words in the textbook unit that you are studying.•Point to them frequently.•Say them aloud.•Give quick quizzes to check that students know the words.•Instruct students to use the words in a conversation with their partners. CLOSURE (reflect & question)At the end of a lesson we ask students to reflect on their learning (to think about what they did, what they learned, and what they are struggling with).•When students think about what they did in class, they learn more.•Closure questions are quick ways to help you find out what the students know and do not know. This shows you what you need to re-teach.We want students to think about and be able to tell us the following:•What did we do in c•lass today?•What did you learn?•What questions do you have?You can use sentence starters:This morning we ___________ (Answer this with what we did, saw, heard, read….) This morning I learned ______________.I have questions. (Write your questions.)One fact I learned today is ___________.More Sentence Starters you can use for closureI now understand how to...I was surprised by...I am beginning to wonder why...I can see connections between...I would like help with....I learned...I discovered...I observed...I was surprised...I wonder...I now realize...I would like to find out more about...3-2-1You can use a strategy called 3-2-1. You decide what the student will write. This can be used at the end of class or at any time to let you find out what the students know. Write them in student’ language. You can change these any way you want.Here is an example:Three things we studied in class today:1)2)3)Two questions I have:1)2)One thing that surprised me (or seems interesting):1)Here is another example:3) Write three new vocabulary words.2)Write two things we did in class today.1)Write one thing that confuses you.Here is a third example:3.2.1 – 3 – Things I learned today, 2 – Comments, 1 – Question I still haveWriting ProcessPrewriting•Brainstorming•OrganizingDraftingEditingRevisingRewritingDraw-Label-CaptionIt is a prewriting strategy that helps students focus and come up with ideas and details.Step One: DrawMake a quick sketch (not a perfect drawing).Draw stick figures.Include many details.Step Two: LabelWrite one or two words to describe each picture.Step Three: CaptionWrite one or two sentences under the picture to describe what is happening inyour picture.Step Four: Begin WritingWrite a phrase or sentence for each label.Now begin writing the first draft.How to Write a Rubric: Simple Steps1.Create the assignment.•For example: Write a letter to your American pen-pal.•For example: Write a 3-sentence paragraph about a time when your friend helped you.2.Decide what characteristics or qualities must be in the st udent’s writing. (This iscalled traits.)•This can be general or a “big” trait, such as:•Idea•Organization•Expression•It can be specific such as:•Write complete sentences.•Use correct punctuation.3.List the traits on the chart under Trait.4.Decide the criteria (how it will be graded).•In other words, describe the quality of writing for each level.•For example, for the top score:•Clear beginning, middle, and end•Complete sentences•Use vocabulary correctly.5.Decide the point value for each level (1, 2, 3 or 1, 3, 5)6.Give (or show) the rubric to your students before they begin the assignment.StandardsStudents will write a well-developed paragraph. Objective: Students will be able to:•Use words correctly.•Write a complete sentence.•Use correct punctuation.•Use descriptive details.•Write a clear beginning, middle, and end.。