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Growing-UP Writing K- 1 Writing PD Department of English Language Arts MDCPS February 18, 2015.
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Transcript of Growing-UP Writing K- 1 Writing PD Department of English Language Arts MDCPS February 18, 2015.
Objectives The participants will understand the LAFS (Florida Standards) for
Writing.
The participants will understand the Writer’s Workshop
format/McGraw format with traits.
The participants will understand how to apply McGraw Hill green
pages to address instruction in language and writing.
The participants will understand how to use District Writing Pacing
Guide.
The participants will understand the developmental stages
of writing and the “primary” writing rubrics in order to
score student pieces.
A Closer Look: KindergartenTake notes during the
presentation to gather information / complete content foci and instructional tools – Be ready to share!
Writing is a ProcessPlanning:
identify topic identify genre/text type think, talk, draw, jot down notes, use a planner/organizer
Drafting: write to get ideas down focus on meaningful content language standard 3 is emphasized
Revising: rework for clarity, content, coherence share with peers, conference with teacher rewrite based on comments and suggestions
R63
Writing is a ProcessEditing
read the piece with conventions in mind use grade appropriate checklist work with peers, conference with teacher rewrite based on comments and suggestions language standard 1is emphasized
Publication (Anchor 6) collaborate with peers explore digital tools produce and publish share writing piece
Cluster 1: Conventions of Standard English • Demonstrate command of conventions of
Standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Writing about reading includes many types of meaningful writing tasks: drawing in response to reading (retell, draw
conclusions, infer what will happen next…) labeling illustrations in response to reading
(show understanding of process, cycle, character development ...)
taking notes while reading responding to text-dependent questions writing a summary writing an extended response(Essential
Question) comparing and contrasting texts
Standards
3.7 and 3.8
–Research/
Writing to
Learn
K
R61
Write About Reading – Analytical Writing
In Reading Wonders, as in the Language Arts Florida Standards, students are expected to write structured analytical responses that require them to communicate a particular central idea or opinion and to provide information to explain or develop that idea.
First Grade: Write About Reading
Take notes while rereading to gather evidence in order to answer Open Response (EQ).Use note organizer to respond orally then take to writing
EQ: How are the animals in Click, Clack Moo: Cows That Type like the people in “March On!”?
The animals in Click, Clack, Moo: Cows That Type are like the people in “March On!”because they worked together to make their lives better. In both texts, the characters and people protested and worked together peacefully to get what they wanted (blankets and fair living conditions).
1st
grade
To help students develop writing proficiency and create effective writing pieces, Reading Wonders teaches students:Writing Traits and Skills how to analyze expert models of writing for specific traits
and skills how to analyze models of student revisions
to apply those skills in their own writing
Writing Process
shared writing to model process interactive writing - allow students to participate in creating longer writing pieces independent writing to compose and apply skillsStudents learn how to develop real and imagined narratives, opinion writing, and informational/explanatory texts
Days 3-5Days 1-2
R59
During a writing workshop, you will be teaching a brief mini-lesson and your students will be given time to write – I do, we do, you do model.
Writing/Grammar Format
Writing: 30 minute routine that is predictable and structured
R69
Let’s Check A Closer Look: Kindergarten
states an opinion about topic or title of book they are writing about
uses words or drawings to express opinion
names the point the author makes
gathers and names some information about the topic author gives for this point
genre anchor chart model for explicit teaching opinion map using words to express an opinion chart McGraw-Hill Instructional Handbook p.
R66 McGraw-Hill Green pages
genre anchor chart model for explicit teaching information map McGraw-Hill Instructional
Handbook p. R66 McGraw-Hill Green pages
tells story includes single event or
several loosely linked events includes a beginning,
middle, and end and writes/draws these events in order
includes character reaction to what happened
genre anchor chart model for explicit teaching narrative map story elements (story map
organizer) somebody wanted but so plan traffic light sequencing (BME) McGraw-Hill Instructional
Handbook p. R66 McGraw-Hill Green pages
Let’s Check A Closer Look: Kindergarten
plans, drafts, and revises, writing based on questions and suggestions from peers and teacher
adds details to strengthen writing removes extraneous information
writing is a process anchor chart conferring with student writers compliments editing chart (primary) McGraw-Hill Instructional
Handbook p. R63, R64, R65 & 69 produces and publishes writing
pieces using digital tools collaborates with peers to
publish and present
digital tools 5 rules for listening writing TAG writing rubric
builds knowledge about content
organizes, interprets, summarizes, and presents information
McGraw Hill Research and Inquiry Lessons
gathers information from sources to inform or expand on a topic or answer a question
McGraw-Hill Instructional Handbook p. R61 & 62
graphic organizers note taking selective highlighting/underlining oral retells/collaborative
discussions
Let’s Check A Closer Look: First
Grade
genre anchor chart model for explicit teaching opinion map using words to express an
opinion chart McGraw-Hill Instructional
Handbook p. R66 McGraw-Hill Green Pages
states an opinion about topic or title of book they are writing about
uses words to express opinion
organizes information supplies a reason for opinion provides closure
genre anchor chart model for explicit teaching information map McGraw-Hill Instructional
Handbook p. R66 McGraw –Hill Green Pages
names topic/point the author makes
supplies some facts from the text to support a specific point
organizes information provides closure
writes a story describes two or more
appropriately sequenced events includes details about what
happened – specificity organizes events: beginning,
middle and end and uses temporal words to signal event order
provides closure
genre anchor chart model for explicit teaching narrative map story elements (story map organizer) somebody wanted but so plan temporal words anchor chart McGraw-Hill Instructional Handbook
p. R66 McGraw –Hill Green Pages
Let’s Check A Closer Look: First Grade
writing is a process anchor chart
conferring with student writers
compliments editing chart (primary) McGraw-Hill Instructional
Handbook p. R63, R64, R65 & R69
• plans, drafts, and revises, writing based on questions and suggestions from peers and teacher
• adds details to strengthen writing
• removes extraneous information
produces and publishes writing pieces using digital tools
collaborates with peers to publish and present
digital tools 5 rules for listening writing TAG
primary writing rubric
builds knowledge about content organizes, interprets,
summarizes, and presents information
McGraw Hill Research and Inquiry Lessons
gathers information from sources to inform or expand knowledge on a topic or answer a question
McGraw-Hill Instructional Handbook p. R61 & 62
graphic organizers note taking selective highlighting/underlining oral retells/collaborative discussions
Teacher Checklist
Let’s look at student pieces!
Fantasy Story Teacher Checklist:
topic: taking action
two or more sequenced events
details of what happened
problem/solution
temporal words to signal event order
sense of closure
sentence variety
“Children’s success in many disciplines is utterly reliant on their abilities to write; children deserve writing to be a subject that is taught and studied just like reading or math. . . .it is nonnegotiable that every child spends time every day learning to write, and that during that time, the teacher is teaching writing. The Art of Teaching Writing Lucy Calkins Teachers College, Columbia University