Writing Center
![Picture](/uploads/2/3/7/4/23741943/4689761.png?107)
My writing center will consist of a table to seat several students, storage for writing materials, and technological support for a group set of Apple iPads. All students will have an individual writing binder at their desk to keep their writing and resources organized.
Technological and paper resources will be organized by the stage of the writing process, which compliment the “6 Traits”. Each day, students will begin the writing block by indicating with a clothespin the stage of the writing process that they will be working on. Based on a rotating group schedule, the iPad users will be determined.
![Picture](/uploads/2/3/7/4/23741943/8453392.jpg?346)
PREWRITING (IDEAS/ORGANIZATION)
To help spark student ideas, the application “Write About This” generates inspiring prompts that connect with an image. Teachers can customize the app to include self-created questions and images to broaden or narrow the parameters of the writing task, as well as provide scaffolding for ELL/ESE students through audio recording and prompt settings.
More on this app: https://www.youtube.com/watch?v=anllfd9sccs
For a non-digital resource, students can refer to posters around the writing center as well as handouts in their binders that showcase a variety of writing styles and topics. Students can add to a personalized list of prompts or use magazine images to stimulate creativity.
By providing multiple mediums of inspiration, student engagement is increased, opportunities are made available to practice and perfect different writing modes, and less time is spent thinking of generic topics to write on.
On the iPad, students can write, type, or draw into the graphic organizers (as they would on a paper version) to structure their ideas. Students will have a selection of templates to choose from to accommodate for their unique style.
To help spark student ideas, the application “Write About This” generates inspiring prompts that connect with an image. Teachers can customize the app to include self-created questions and images to broaden or narrow the parameters of the writing task, as well as provide scaffolding for ELL/ESE students through audio recording and prompt settings.
More on this app: https://www.youtube.com/watch?v=anllfd9sccs
For a non-digital resource, students can refer to posters around the writing center as well as handouts in their binders that showcase a variety of writing styles and topics. Students can add to a personalized list of prompts or use magazine images to stimulate creativity.
By providing multiple mediums of inspiration, student engagement is increased, opportunities are made available to practice and perfect different writing modes, and less time is spent thinking of generic topics to write on.
On the iPad, students can write, type, or draw into the graphic organizers (as they would on a paper version) to structure their ideas. Students will have a selection of templates to choose from to accommodate for their unique style.
![Picture](/uploads/2/3/7/4/23741943/9133404.png?149)
DRAFTING (WORD CHOICE)
Once students have their ideas organized, they will move on to writing a draft. By utilizing applications such as a thesaurus, students will incorporate precise language. Another way to organize word choice is on the Notepad feature. By listing vivid word-substitutions and elaborators in an organized way, students can quickly reference and contribute to the class vocabulary.
Lists and references are easy to print out for students to have in their writing binders and they can add new “entries” by hand whenever they see fit.
The excitement of working with a “living document” will motivate students to revisit these digital resources to see updates and remind them to incorporate synonyms to vary their word choice.
Once students have their ideas organized, they will move on to writing a draft. By utilizing applications such as a thesaurus, students will incorporate precise language. Another way to organize word choice is on the Notepad feature. By listing vivid word-substitutions and elaborators in an organized way, students can quickly reference and contribute to the class vocabulary.
Lists and references are easy to print out for students to have in their writing binders and they can add new “entries” by hand whenever they see fit.
The excitement of working with a “living document” will motivate students to revisit these digital resources to see updates and remind them to incorporate synonyms to vary their word choice.
SHARING (VOICE/SENTENCE FLUENCY)
Once an initial draft has been created, students can record a Voice Memo or video recording of them reading their piece. Depending on their level of independence, they may listen back to the recording by themselves or while conferencing with the teacher in order to assess voice and sentence fluency.
This same listening-back activity can be achieved by using Phonics Phones (DIY or factory-produced). While at the writing center, students can read quietly into one end and hear how their fluency and voice is coming across.
More on this product: http://www.learning-loft.com/products/toobaloo
Components such as voice and sentence fluency are sometime difficult for students to sense unless they are actually hearing it. Now that the ideas are out, the teacher can use this time to guide students in finding ways to fine-tune their message and delivery.
Once an initial draft has been created, students can record a Voice Memo or video recording of them reading their piece. Depending on their level of independence, they may listen back to the recording by themselves or while conferencing with the teacher in order to assess voice and sentence fluency.
This same listening-back activity can be achieved by using Phonics Phones (DIY or factory-produced). While at the writing center, students can read quietly into one end and hear how their fluency and voice is coming across.
More on this product: http://www.learning-loft.com/products/toobaloo
Components such as voice and sentence fluency are sometime difficult for students to sense unless they are actually hearing it. Now that the ideas are out, the teacher can use this time to guide students in finding ways to fine-tune their message and delivery.
![Picture](/uploads/2/3/7/4/23741943/2840930.jpg?214)
REVISE (CONVENTIONS)
By using a universal editing-mark system, revision is streamlined. Initial drafts can be photographed with the iPad and the image can be marked for areas of weak conventions. Students can use a digital checklist when they have revised their Capitalization, Handwriting, Indentions, Mode, Punctuation, and Spelling (C.H.I.M.P.S.)
Having students insert their first draft into a plastic page protector and revising C.H.I.M.P.S. with a vis-à-vis pen can simulate a similar process. Editing marks and revising expectations will be posted around the writing center and included in the students’ resource binder.
By revising writing in these ways, students are able to correct their errors without marking up their original piece, which is known to cause stress some students.
By using a universal editing-mark system, revision is streamlined. Initial drafts can be photographed with the iPad and the image can be marked for areas of weak conventions. Students can use a digital checklist when they have revised their Capitalization, Handwriting, Indentions, Mode, Punctuation, and Spelling (C.H.I.M.P.S.)
Having students insert their first draft into a plastic page protector and revising C.H.I.M.P.S. with a vis-à-vis pen can simulate a similar process. Editing marks and revising expectations will be posted around the writing center and included in the students’ resource binder.
By revising writing in these ways, students are able to correct their errors without marking up their original piece, which is known to cause stress some students.
![Picture](/uploads/2/3/7/4/23741943/8312020.png)
EDITING
As soon as the students have drawn attention to the areas of their piece that need improvement, they can execute the editing to create a final draft. By using the iPad, students may type their final product.
For the students that are handwriting, pens, pencils, colored pencils, stationary, and decorative templates for the specific writing tasks will be available in the materials section of the writing center.
Digital-age and “stone-age” approaches alike, students will be held accountable to fix errors and create an aesthetically pleasing product.
As soon as the students have drawn attention to the areas of their piece that need improvement, they can execute the editing to create a final draft. By using the iPad, students may type their final product.
For the students that are handwriting, pens, pencils, colored pencils, stationary, and decorative templates for the specific writing tasks will be available in the materials section of the writing center.
Digital-age and “stone-age” approaches alike, students will be held accountable to fix errors and create an aesthetically pleasing product.
PUBLISHING (PRESENTATION)
Both printed and handwritten pieces can be published to a classroom bulletin board. Typed versions and pictures/scans of handwritten works can be shared digitally with colleagues, parents, or the intended audience. Students may choose to record a video or Voice Memo of their writing being read aloud.
Presentation gives many students a sense of accomplishment and satisfaction. Having gone through the many tedious steps of the writing process, it is exciting for students when their dedication is showcased. The writing center facilitates the sharing of the students’ writing experience.
Both printed and handwritten pieces can be published to a classroom bulletin board. Typed versions and pictures/scans of handwritten works can be shared digitally with colleagues, parents, or the intended audience. Students may choose to record a video or Voice Memo of their writing being read aloud.
Presentation gives many students a sense of accomplishment and satisfaction. Having gone through the many tedious steps of the writing process, it is exciting for students when their dedication is showcased. The writing center facilitates the sharing of the students’ writing experience.