Teaching the Writer - What Students Need Instructional DVD

Published: 11/5/2012 2:23 PM

​The Teaching the Writer:  What Students Need DVD was developed in 2007 as a collaboration between the Kentucky Department of Education and the Collaborative for Teaching and Learning.

 

​Viewers will find clips of teachers, administrators, students, and other writing leaders discussing research-based practices in the teaching of writing.  The video segments are divided by chapters including an introduction, “Three Types of Writing” (Chapter 1), “Motivation,” (Chapter 2), “Prewriting,” (Chapter 3), “Writer’s Craft,” (Chapter 4), “Revising and Editing,” (Chapter 5) and “Next Steps.”

 

 
Viewing Guide for the Data DVD - Teaching the Writer: What Students Need
 
KDE, Assistant Director of Division of Curriculum
Cherry Boyles serves as moderator for this instructional DVD. The opening segment introduces the DVD, giving an overview and rationale for this resource.

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Introduction Chapter: Intro


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Cherry gives an overview of the content of the following chapter videos.

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KDE Division of Curriculum

Cherry introduces the chapter section
Middle School
Renee stresses the importance of writing in a student's life and that the skills of writing must be nurtured from preschool through grade 12.
Superintendent
Tim shares that business and community leaders express the need for students to be prepared to be good communicators and that includes communicating in writing.
Principal
Dewey continues to emphasize that the ability to write well is a standard requirement in today's world regardless of job, career, or profession.
District Curriculum Resource Teacher
Latishia expresses that writings important because it gives voice to our experiences.
High School English
Ranea makes the point that writing requires thinking and that thinking and writing are critical for success.
KDE
Cherry concludes this chapter section.

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KDE Division of Curriculum

Cherry introduces the chapter section
Kindergarten
Jennifer discusses the writer's workshop. She explains how the structure of teaching writing in kindergarten has changed to allow a higher skill level of writing for young children.
Primary
Meredith discusses how she approaches writing instruction in her primary classroom. She emphasizes the diversity of skill levels in her classroom and the development of a culture of comfort in sharing one's writing.
Intermediate
Emily explains how she uses a holistic approach to teaching writing.
Intermediate
Kelly emphasizes the importance of conferencing with students and giving timely feedback in order to take them to a higher competency level.
Middle School Language Arts
Elizabeth promotes student choice in developing the writer and scaffolding the instruction to build capacity in the writer. She also expresses that relationships are built through the sharing of writing.
High School Language Arts
Amy emphasizes the connection between thinking and writing.
KDE Division of Curriculum
Cherry provides transition to the administrator segments
Principal
Dewey discusses the importance of teaching writing rather than teaching a piece of writing. He also shares how he determines the quality of writing instruction that is occurring in the classroom.
Superintendent
Tim expresses his opinion about council policy regarding writing. He advises that emphasis needs to be on the process of teaching writing and targets professional development as a critical component.
KDE Division of Curriculum
Cherry concludes the chapter section.

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KDE Division of Curriculum

Cherry introduces the chapter section.
Primary
Meredith shares that she knows students are being successful as writers by their response to what they have written.
Upper Primary
Artavia Acklin feels that her students are achieving success as writers when they apply independently what they have learned about writing to new experiences.
Elementary Literacy Coach
Vickie explains that she knows her students are developing as writers when they can articulate about their writing.
Intermediate
Amy shares that when students are able to share their plan for writing with very little prompting, they are developing as a writer.
Middle School
Vickie shares that the excitement of the writer about what he/she is writing shows growth in the writer. Applying skills in all areas is another way students demonstrate their development as a writer.
Middle School Language Arts
Elizabeth recognizes that the transferring of skills from one piece of writing to another is a way that students demonstrate independence as a writer.
High School Language Arts
Amy expresses that she sees growth in writers when they analyze the feedback they are given about their writing and make independent decisions about that feedback.
Middle School Writing Specialist
Rhonda shares that students are developing as writers when they can write for a variety of purposes and audiences and in a variety of forms.
KDE Division of Curriculum
Cherry concludes the chapter section.

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KDE Assistant Director Division of Curriculum

Cherry gives an overview of the content of the following chapter videos.

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KDE Division of Curriculum
Cherry introduces the chapter section.
Middle School
Frank discusses the three types of writing and the purpose for each: writing to learn, writing to demonstrate learning and writing to publish. Incorporating all three types of writing in unit design is important.
Intermediate
Kelly discusses the importance of establishing expectations for various types of writing. She stresses the importance of writing in content areas and gives examples of how she accomplishes that in her classroom.
Kindergarten
Jennifer discusses ways she gives her students authentic reasons for writing. She elaborates on how kindergarten students can write in a variety of curriculum areas to demonstrate learning.
High School Social Studies
Eddy shares ways he involves his students in writing to learn, and writing to demonstrate learning.
Elementary Principal
Dewey explains how writing is a significant tool for internalizing the content and for students to show what they have learned. He shares specific examples of ways to use writing for different purposes.
Middle School Math
Robyn discusses how students write to demonstrate learning and write to learn in her middle school math class. She requires her students to write explanations of how they got a problem right or why they got the wrong solution to the problem.
Middle School Social Studies
Vanessa’s students write their thoughts about a topic or question before a class discussion. They organize their thinking before sharing thoughts aloud. One way she requires students to write to demonstrate learning is by journaling as historical characters.
Middle School Science
Victoria provides many specific examples of how students are involved in writing everyday in her science class. She shares how an increase in writing for a variety of purposes has changed the culture of her classroom to be more student-centered.
KDE Division of Curriculum
Cherry provides transitions for the chapter section to discussions about purpose and audience.
Primary
Artavia discusses how she presents the ideas of purpose and audience to her primary students.
Intermediate
Kelly asks questions of her students concerning audience and purpose as they experience read aloud in her classroom.
District Curriculum Resource Teacher
Latishia emphasizes the importance of using models of good writing with her students. She shares about the importance of analysis of the model with students to help them to identify and apply the concepts of purpose and audience in their own writing.
KDE Division of Curriculum
Cherry concludes the chapter section.

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KDE Division of Curriculum

Cherry introduces the chapter section.
Primary
A student in Artavia Acklin’s primary class answers questions about how the writer’s notebook assists her in getting ideas that she will use in the pieces that she will write.
Upper Primary
Lindsey shares how her teacher invites students to create a heart map in their writer’s notebook. She uses the ideas that were generated through the development of the heart map as topics for her writing.
Middle School Science
Channing explains how her science teacher uses their science notebook as a tool for writing to learn.
Middle School Math
Stacy discusses the use of the POD (problem of the day) as a way to for her to demonstrate what she understands about concepts in her math class. Writing about the solution is a requirement in her class.
Middle School Science
Cole also refers to how the POD in his science class enhances his understanding of the content. He shares specifics of how the writing helps him learn. He also tells about how writing a response to an exit slip helps him to assess the level of his understanding.
Middle School Science
Channing describes the use of “Thinkmarks” in science class. Thinkmarks allow students to express through writing a reaction, connection, or a question about what they are reading. She shares that it is a good way to think about what you are reading.
KDE Division of Curriculum
Cherry provides transition for the chapter section.
Kindergarten
Jennifer Andes questions Harper about how she helps her reader (the audience) to understand what she has written. Harper responds to how she meets the needs of the reader by using spacing, punctuation and capitalization to make her writing easier to read.
Intermediate
Bailey explains that it is important to think about your audience when writing so that you write in an appropriate way. She elaborates with specific examples.
Middle School
Elias specifically discusses how the age of the audience would determine how you would choose vocabulary appropriate for your reader.
Middle School
Tanner continues the idea of considering the audience as he chooses how to construct a piece of writing.
Intermediate
Ryan responds to his teacher’s question about how he narrowed down his burning question for his article. He is led to further define his purpose for writing the article.
High School
Kyle shares that his purpose for writing an article on herpetology is to inform. He elaborates on why he has chosen the topic and what his audience needs from his writing.
KDE Division of Curriculum
Cherry concludes the chapter section.

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KDE Division of Curriculum

Cherry introduces the chapter section.
Middle School Math
Robyn uses a writing-to-learn activity to start her class. This segment of the video demonstrates the activity and shows how she guides the students to write about their solution to the assigned problem. She also shares other writing to learn activities that she uses in her math class.
KDE Division of Curriculum
Cherry provides transition to Vanessa’s classroom segment.
Middle School Social Studies
Vanessa begins class with an “eye opener” which requires students to analyze a poem. This segment begins with her introducing the activity to the students. She also shares other eye openers she has used to involve students in connecting the content to their thinking and writing. This strategy is a writing-to-learn activity.
KDE Division of Curriculum
Cherry introduces Artavia’s classroom segment.
Primary Class
Artavia leads her primary students to consider purpose and audience. This segment provides a mini-lesson for teaching students from a variety of levels about purpose and audience. This lesson focuses on purpose and audience for poetry, but could be used to teach purpose and audience for other forms of writing.
KDE Division of Curriculum
Cherry introduces Amy’s classroom segment.
Intermediate Class
Amy is guiding students to consider purpose and audience as they write persuasive letters. This mini-lesson involves questioning students to think about why they are writing and analyzing the audience to see who really needs to read this letter. In this lesson, you will see a student being challenged to think more specifically about her chosen audience and how she is guided to reconsider her choice of audience to better align with her purpose. This is a crucial prewriting step.
KDE Division of Curriculum
Cherry introduces Gaye’s classroom segment.
High School Science Class
Gaye leads her high school chemistry class in a prewriting activity that focuses on purpose and audience for a feature article. She makes the following key points: She keeps science at the center of the writing. She provides student choice in the audience. She provides guidance in analyzing the audience to determine if there is a match between who needs to know what you are writing and why they need to know the information.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Assistant Director Division of Curriculum

Cherry gives an overview of the content of the following chapter videos.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Primary
In addition to emphasizing to the students that they are authors, Artavia provides opportunities for them to have authentic reasons for writing, including authentic publishing of their work.
Kindergarten
In this video segment, Jennifer suggests a variety of audiences that are interested in the writing of young children.
Intermediate
Amy is intentional in helping her students see themselves as writers. Amy gives specific examples of how she addresses the students and a rationale for why she feels this is important to motivation.
Middle School Language Arts
Elizabeth calls her students writers from day one. She sets the expectation that they will act like writers and do what writers do. She gives examples of those behaviors and skills.
KDE Division of Curriculum
Cherry provides transition for chapter segment.
High School Social Studies
Eddy shares his thoughts about student choice in what and how they write as a motivation for students to write.
Intermediate
Kelly discusses allowing students to have choice and ownership in the construction of the writing tasks.
High School Science
Gaye advocates “choice equal’s voice” as a powerful tool when guiding student writers. She discusses the difference in assigning a piece and teaching the writer.
Middle School Social Studies
Vanessa discusses a writing project that blends choice with a writing assignment.
High School Language Arts
Bryan tells of his transition from assigning pieces to offering choice for his students in what they write. He gives a specific example of this in his classroom and how it creates more voice in his student writers.
High School Science
Lynette discusses the importance of students understanding who wants to know about what they are writing. She makes the point that without an authentic audience there is no purpose for writing.
Middle School
Renee continues to emphasize the importance of students seeing that their writing has value and that people other than the teacher will read their work. She gives examples of ways to provide this.
High School
Students need to have their work published. Bryan describes a process that allows his junior year students to write for a real audience and real purpose.
Intermediate
Betsy shares that her students want to know that their work is meaningful and they are motivated by seeing their work published. She gives examples of how she makes that happen.
Middle School Social Studies
Vanessa explains how she provides an audience for her eighth grade students’ editorials.
Middle School Writing Specialist
Rhonda also gives examples of publication ideas and why it is important to ensure that students have authentic audiences for their writing.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Middle School
Cole shares his feelings about having a choice in what he writes.
High School
Keren explains that she hates writing that is planned for her.
Middle School
Stacy shares that she writes best when she has feelings about her topic. She gives specific examples of some of those topics.
Intermediate
Bentley expresses how he wants to have choice in his writing assignments.
Upper Primary
Lindsey tells how her teachers make use of a heart map to help her generate and choose topics to use in her writings.
Middle School
Gabby explains that writing about topics that she chooses makes it easier for her to write because of the experiences she brings to the topic.
Middle School
Elias advises teachers to give students choice in their writing.
High School
Emily discusses how getting to choose her topic motivates her to write. She also shares that getting to publish her writing in a classroom magazine is exciting.
Upper Primary
Lindsey shares that she is motivated to write a poem because she will enter it in a contest that could lead to her poem being published.
4th Grade
Katherine tells about two ways she is sharing her writing with authentic audiences.
Upper Primary
Keshawn lists a variety of topics that motivate him to write. He shares in detail one goal he has for writing a book and why he wants to write it.
Middle School
Channing expresses her delight in the piece about her grandmother.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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Chapter 2: “Motivation” Classrooms Section
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KDE Division of Curriculum
Cherry introduces the chapter segment.
Upper Primary
Artavia shares with the class topics that students have chosen and why those topics are important to them.
KDE Division of Curriculum
Cherry introduces Jennifer’s classroom segment.
Kindergarten
Jennifer provides her student with an audience as he shares his writing with her. She models questioning, listening and responding as he reads his piece to her.
KDE Division of Curriculum
Cherry introduces Elizabeth’s classroom segment.
Middle School
Elizabeth helps students establish a focus for a reflective piece. This segment provides a good model for guiding students to think about how to choose a focus that will allow them to write with detail and support. She encourages the use of questioning and exploration.
KDE Division of Curriculum
Cherry introduces Gaye’s classroom segment.
High School Science
In this video segment, Gaye discusses and demonstrates how she aids students in choosing topics that will relate to science and to their interests. This is a model for a “divide the pie” activity.
KDE Division of Curriculum
Cherry introduces Meredith’s classroom segment.
Primary
Meredith guides her students to review the steps of the writing process through a rap and reading a book aloud to them. The focus of this lesson is publishing.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Assistant Director Division of Curriculum

Cherry gives an overview of the content of the Prewriting videos.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Primary
Meredith shares how she uses writing to learn as a prewriting activity. She provides details of how students are guided to use their learning logs to reflect on their learning and thinking.
Intermediate
Amy discusses how she allows lots of time for students to reflect and collect ideas about potential topics for writing. She advocates the use of models to help students see what good writers do.
Intermediate
Elizabeth encourages teachers of writers to write for their students and model the thinking of writing. She makes the point that just as read aloud/think aloud is important for reading; so is write aloud/think aloud for writing.
Middle School Language Arts
Jennifer discusses the need to model writing for her kindergarten students. She demonstrates the modeling as she teaches a lesson on dialog to her students.
High School Science
Gaye talks about the need to provide time for students to research and learn about their potential topic.
High School Language Arts
Bryan elaborates on writing that is generated from a research paper assignment that transitions into a senior project. He describes in detail the variety of real world writing that students do in order to complete the project.
Middle School Social Studies
Vanessa provides an organized plan for helping students in her eighth grade Social Studies class choose a topic for the required editorial. She gives details on how the process helps them eliminate topics that would not generate enough information to support their ideas.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
4th Grade
Rachel talks about the use of graphic organizers as an aid to prewriting
Middle School
Margaret discusses how her teacher provided help in the organization for the feature article.
Middle School
Channing shares how a 4-block tool helps her to organize her thoughts for writing.
Middle School
Derek also discusses a system his teacher provides for organizing thoughts prior to writing. He shares sources for the information that he gathered on his topic.
Kindergarten
Jennifer questions Hannah about how she gets ideas for her writing.
4th Grade
Katherine shares her thinking about choosing her topic for her persuasive piece. She mentions the use of a focus wheel as a helpful tool in her prewriting.
Middle School
Cole tells that his teachers enhance his thinking about his writing by asking several why questions about his choice of topics.
High School Science
Emily discusses her choice of the topic for her feature article. She also shares about how she gets the information she needs to inform about her topic.
High School
Keren shares her topic choice for the feature article that she is writing and elaborates on how she is researching her topic to learn more about it.
4th Grade
Rachel likes to write poetry based on what is real. She explains how she researches to find out the truths about the topics she features in her poetry.
High School
Janessa expresses why her topic is so important to her. She shares the process she used to explore her topic.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Intermediate
Kelly leads a discussion with her students in reviewing how students choose their topics.
KDE Division of Curriculum
Cherry introduces Gaye’s classroom segment.
High School Science
Gaye guides her classroom to complete a graphic organizer that will help them to begin to organize their ideas about their topic or idea. She does this with an emphasis on what the audience already knows and what the audience needs to know about the topic or idea. This process analyzes the audience. She uses peer and group work to accomplish this.
KDE Division of Curriculum
Cherry introduces Amy’s classroom segment.
Intermediate
Amy models a lesson on analyzing the audience of the persuasive letter. She shares a piece that she has written with her students as a teaching tool. She provides students with her thinking and processes that created her piece. She refers to a model for support of their topics.
KDE Division of Curriculum
Cherry introduces Meredith’s classroom segment.
Primary
Meredith models a conference with a student who is doing research on the computer. The emphasis is on note taking and paraphrasing.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Assistant Director Division of Curriculum

Cherry gives an overview of the content of the Writer’s Craft chapter videos.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Intermediate
Kelly explains how she involves her students in reading like writers and how that impacts their own writing. She offers specific guidelines as to how to use this approach with students.
Middle School Language Arts
Chandra has her students read different genres to provide models for writing. Questioning, journal writing, and analysis provide opportunities for students to reflect on the writer’s craft.
Upper Primary
Artavia helps her students make the reading/writing connection in a variety of ways. She shares specifics on how she helps her students to read like writers.
Intermediate
Karrie discusses a variety of models that are used to help students see and analyze the work of a variety of authors.
High School Science
Gaye shares how she uses the reading of nonfiction relating to science as models for her students. She provides detailed explanation of the process and application of this strategy.
Kindergarten
Jennifer describes how she teaches the writer’s craft in a kindergarten classroom. This involves highlighting writing features in the literature that they read aloud.
Middles School Language Arts
Elizabeth promotes the idea of intentionally deconstructing the piece for purpose of examining the writer’s craft as well as reading for the content of the piece. She speaks about nonfiction working well for this activity.
High School Language Arts
Amy discusses the importance of students seeing the teacher as a writer.
Primary
Meredith explains that she shows the students that she is a writer. She shares that by sharing her writing with students they take her more seriously when she teaches them writing.
Intermediate
Kelly shares that she feels it is very important for her students to see her as a writer and how she uses the writing process. She considers their input as she writes.
High School Social Studies
Eddy shares that he models for students and that he provides models of what he wants them to do.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Middle School
Gabby shares how she uses the reading of texts to help her with her writing.
4th Grade
Tianna shares with her teacher specific examples of how she applies what she learns from reading other students’ writing to improve her own writing.
High School
Emily explains that as she reads other authors’ writings she looks for how they make connections on a personal level and to everyday life.
Middle School
Derek tells how he looks for ways the author makes the writing more interesting with leads, conclusions and idea development.
4th Grade
Reading other models helps Katherine to gather ideas that she can use in her writing. She also makes the point that in addition to reading poetry, hearing it is important as well. She then knows how to construct her poetry to sound like poetry.
Middle School
Elias supports the idea that students learn from seeing their teachers write and by hearing their think-alouds when writing.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Kindergarten
Jennifer teaches a mini-lesson on how to write and punctuation dialog. She uses a published book to illustrate how authors use dialog in their writing.
KDE Division of Curriculum
Cherry introduces Elizabeth’s classroom segment.
Middle School Language Arts
In this lesson Elizabeth Dinkins guides students to choose a focus for their reflective piece. She uses the model of another student’s writing to illustrate her lesson. This is an effective example of how to use an analysis of a piece of writing to teach the writer.
KDE Division of Curriculum
Cherry introduces Bryan’s classroom segment.
High School Language
This video segment shows Bryan illustrating the use of persuasive techniques that writers use to persuade their audiences.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Assistant Director Division of Curriculum

Cherry gives an overview of the content of the Revising and Editing videos.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Elementary Curriculum and Assessment Coordinator
Sharon discusses the importance of analyzing the draft at strategic times. She advises that revision take place at several intervals during the drafting phase. She offers valuable questions that students need to answer as they make decisions about their pieces.
Middle School Social Studies
Vanessa discusses how she offers help to her students with the revision of their pieces.
Primary
Meredith describes how she guides her students to revise for focus in their pieces. She talks about peer conferencing and also offers some advice as to how she conducts a conference with her students individually. Don’t miss her stack trays labeled to represent the steps of writing
Middle School
Chandra shares a variety of ways she gives feedback to students on their writing. She includes electronic conferencing as one of her methods. She highlights that questioning is an important part of the conferencing.
High School English
Susan helps students to think about the revision of their pieces with a focus on questions concerning purpose and then audience.
High School Social Studies
Eddy discusses how he gives students feedback through notes and conferencing. He prompts their thinking through questions to enable them to add detail and interest to their writing.
KDE Division of Curriculum
Cherry provides transition to the next part of the chapter segment.
Middle School Language Arts
Peer responding is the focus of this video segment. Chandra shares how she instructs students in the art of peer responding. She models and evaluates it as part of the students’ grades for the class.
KDE Division of Curriculum
Cherry provides transition to the next part of the chapter segment.
Intermediate
Kelly explains her method for the instruction of convention and structure in the context of student writing.
Intermediate
Amy discusses two ways she approaches the instruction of conventions and structure as they apply to students’ writings.
High School Science
Gaye recognizes her responsibility as a content area teacher to guide students to write with correctness. She discusses ways she helps her students write clearly and correctly while doing it within the context of the science content.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
High School
Janessa shares that feedback from others about her writing is a positive thing. She wants people to want to read her work and she regards feedback as a way to know what to do to her writing to make it better.
4th Grade
Katherine explains how ARMS (add, remove, move and substitute) helps her to remember ways to revise. She gives a specific example of how she applies this.
Middle School
Elias makes decisions about revision by examining his writing to see if it is appropriate for the form of writing that he has chosen.
Middle School
Margaret uses revision as an opportunity to add more description and detail. She describes a mini-lesson that her teacher conducted that helped her to know how to do this.
High School
Karen shares a personal experience that led her to understand what revision is its importance to the writing process.
Upper Primary
Keshawn describes a process he used to improve a poem he had written.
Intermediate
Bentley tells about a revision he made to a piece he is writing and why he made that decision.
High School
Emily realized she needed to add to her piece after conferencing with her peers and also with Ms. Foster, her science teacher. She shares specifics of that in this video segment.
Intermediate
Rachel explains that CUPS (capitalization, punctuation, usage, and spelling) helps her in editing her pieces.
4th Grade
Katherine shares how she edits to correct spelling and to identify where line breaks should be in her writing.
Kindergarten
Jennifer questions a student about how and why he added words to his piece.
Intermediate
Bailey explains why editing is important.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Intermediate
This segment begins with Kelly preparing her students for revising persuasive letters. The segment contains quality visuals that teachers may want to replicate. Kelly has a student identify the “Ex powers” of writing. Kelly explains how she conferences with students and how she prepares students to conference with one another.
KDE Division of Curriculum
Cherry introduces Chandra’s classroom segment.
Middle School
Chandra guides her class to revise a piece of writing by adding poetic devices to a memoir. She then challenges them to use the same process to find poetic devices in their writing and to find at least five places where they can add poetic devices to their piece.
KDE Division of Curriculum
Cherry introduces Gaye’s classroom segment.
High School Science
Gaye challenges her students to review the notes that are on their pieces and to make decisions about how the piece needs to be revised. She refers to a list of characteristics of a feature article and to the ARMS process for revision as tools to help them revise.
KDE Division of Curriculum
Cherry introduces Meredith’s classroom segment.
Primary
Meredith conducts a one on one conference with her primary student, asking questions to guide his thinking about his piece.
KDE Division of Curriculum
Cherry introduces Jennifer’s classroom segment.
Kindergarten
Jennifer begins this segment by conferencing with a student about editing her piece for correct punctuation. She then conducts a lesson with the whole class about a strategy for spelling long words.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Assistant Director Division of Curriculum

Cherry gives an overview of the content of the Next Steps videos.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Superintendent
Tim discusses the importance of focusing on literacy. He emphasizes the importance of thinking and writing in the content areas. He discusses training that his district has supported.
District Resource Curriculum
Cluster leaders and curriculum leaders have district-wide conversations about writing instructional needs.
Principal
Dewey discusses the need for a school-wide, six-year plan for writing instruction that includes best practice for teaching writing. He also emphasizes the power of writing in developing the total student.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum

Cherry introduces the chapter segment.
Middle School Science
Victoria shares that professional development; attending conferences and her school’s literacy coach have contributed to her capacity to teach writing in her content area classes.
High School Social Studies
Eddy credits the Western Kentucky University Writing Project with improving his skills of teaching writing in his high school social studies classes.
Middle School Language Arts
Elizabeth discusses a variety of ways she prepares to teach writing. She highlights the value of the writing workshop.
Middle School Writing Specialist
Rhonda shares that she prepares to teach writing by writing and reading.
Intermediate
Amy shares that her experiences as a writer prepare her to teach writing.
High School English
Lisa discusses how participating in the writing project and using the Kentucky Writing Handbook are two ways she has prepared to teach writing.
Upper Primary
Reading best practice about writing and participating in the Writing Project are ways that Artavia prepares to teach writing.
Principal
Teachers need to be writers to model for students.
KDE Division of Curriculum
Cherry concludes the chapter segment.

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KDE Division of Curriculum
Cherry introduces the chapter segment.
Middle School Math
Robyn discusses how she uses analysis of student writing to determine next steps.
Principal
Dewey explains a monitoring system used in his school that helps the instructional leadership team to determine the instructional needs.
Intermediate
Amy uses analysis of student work to determine students’ needs and evaluate her instruction. She discusses the value of analysis of student work in teacher teams.
Kindergarten
Jennifer gives specific examples of how she responds to the analysis of student work.
Intermediate
Emily uses analysis to inform students’ needs.
Middle School Language Arts
Elizabeth determines her next whole group lesson based on analysis of student work.
Intermediate
Artavia uses analysis of student work to make instructional decisions with respect to students’ needs.
Middle School
Frank discusses the process he uses in guiding a team of teachers in analyzing student work.
 
KDE Division of Curriculum
Cherry concludes the chapter segment.

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Cindy Parker
Office of Next-Generation Learners
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Frankfort, KY 40601
(502) 564-9850
Fax (502) 564-9848