#TCRWP: Colleen Cruz

My first morning session was with Senior Lead Staff Developer Colleen Cruz.  Her class was titled:

Writing Power Tools:  Teaching Informational Craft and Structure in Writing Workshop and Across the Content Areas (3-5).  

Day 1:

Understanding foundational informational writing 

• Overview of informational writing 
• Initial tools and assessments
• Writing to teach
• Structure takes the lead

What months of the year do we write informational writing?
Getting Ready for the Unit
(Teacher Will:) 
Find Mentor Text
Writing On-Demand
Checklist
Study Rubric
Resources

(Student Will:)
Plan across fingers
Write Long

Informational Writing
1.  Structure
Brainstorm Table of Contents using different structures.
First, let them write out their initial TOC the way they want. (Try it)
Then, brainstorm topic in PARTS.
Brainstorm topic in KINDS/TYPES.
Brainstorm topic in PROS/CONS.
Brainstorm topic in COMPARE/CONTRAST.
Brainstorm topic in CAUSE/EFFECT (If...Then...).

Day 2:  
Exploring thoughts on paper

• Finding connections and disconnections in writing
• Extending thoughts in order to uncover what's hidden underneath
• Pondering the relationship between structure and meaning
• Exploring the power of note-taking with purpose
• The role of research in the early stages  

Refer to page 2 and 3 of Colleen's handouts titled: "Strategies for Writing-to-Learn/Note-taking" and  "Some Possibilities for Informational Writing Structures"

Ideas for Kinesthetic Learners or Tactile:
Building Blocks- "If you were to represent your writing using blocks, each piece of info would be a block, how would you build it?"
Ex. Each sentence is a block that builds a wall (paragraph) same color, can be color-coded

Drafting using Thought Prompts

Most teachers may teach it as a concept.

• Q & A
• B & B
• Index Cards/Post-its (Manipulate)
• Graphic Organizers (Make themselves)
• Annotated Diagrams (sketch and add language)

Day 3:  
Crafting in ways that transform

• Revisiting mentor texts with fresh eyes
• Building go-to informational crafting moves
• Considering the role of facts in craft
• Revising with audience and genre in mind

Colleen suggesting the book Wonderous Words by Katie Wood Ray.

1.  Leaning on Mentor Texts
Take a text.  Try out this chart.

Favorite Parts     What is the Author Doing?    Why?    Name it.    Where have I seen it?     Try it.

2.  Teach High Leverage Moves

• Anecdote
• Twin Sentences
• Comparisons
• Mirror Write

Study a student sample.  Look at what they have done, not what they have not.  Now, write your next part or chapter using this sample.

Refer to page 5 of Colleen's handouts titled "A partial list of revision strategies for informational writing"

Day 4:  
Transforming content area instruction through transference

• Exploring which content calls for writing transference
• Structure as a learning, remembering and knowing tool
• What content has to teach writers about organic structure
• Looking at ways to include informational writing across the year, across curricular areas

 Looked at Bend IV in Grade 3:  Informational Writing Unit book
Which content calls for writing transference?
Took a content unit and did same activity from TOC Structures:  Parts, Kinds, Compare/Contrast, Pros/Cons, Cause/Effect

 Day 5:  
Widening audience, increasing value

• Publication and audience options for informational writing
• Teaching into revising for audience
• Including 21st century know-how in the art of informational writing

Used padlet.com
QR Codes

Elaboration:  Fact Writing

• Knowing my piece helps me find how I want to use my facts
• Sorting facts:  Keep or take out fact?

Ways to publish--
weebly.com---student publish on a website
prezi--digital poster board
kidblog---easy
edublog---advanced
pixabay---pictures
Digital Literacy Matters by Heidi Hayes Jacobs
Troy Hicks

Study Bend III from Research-Based Informational Writing  (grade 6) "Digital Writing Projects:  Sharing Expertise Online"