Empowering Teachers, Building Writers October 23, 2009 (3 rd Grade) Selma Unified School District...

Empowering Teachers, Building Writers

October 23, 2009 (3rd Grade)

Selma Unified School DistrictSelma Unified School DistrictPresenter: Raquel Velasco, District Literacy CoachPresenter: Raquel Velasco, District Literacy Coach

32 Third Graders and One Class Bunny – Life Lessons

from Teaching (Phillip Done)

AGENDA• Welcome!• Fluency• Reflection: Paragraph Writing and Letter

Writing• BREAK• Genre/Writing Focus: Personal Narratives• LUNCH• Scoring Practice Using the Rubric – Letter

Writing• Planning/Material Creation/Resource Search• Questions/Content Evaluation

FLUENCY• Fluency Partners• Use of various reading materials: stories,

nonfiction, poetry, etc.• Fluency Logs• Lesson to address specific needs: PHRASING

Fluency PartnersSuggested way to

select fluency partners

Use of Various Reading Materials: Stories, Non-fiction, Poetry, etc.

High Frequency Words / Word Lists

High Frequency Phrases

Stories, Non-fiction, Poetry, Etc.

Many of us have started

here:

Some of us have moved here already:

Few might be here:

How does this look like in a classroom?

Use of Various Reading Materials: Stories, Non-fiction, Poetry, etc.

Materials can include:– Poems– Reader’s Theatre Selections– HM Selection Summaries– Read Naturally Selections– Power Pak Selections– Re-reading materials (stories, books, etc. already being used

in our classrooms)

Remember, there is no ‘magic program’ that will solve all of our fluency needs…

Use of Various Reading Materials: Stories, Non-fiction, Poetry, etc.

EXAMPLE: Read Naturally Selection

EXAMPLE: HM Selection Summaries

Lessons to Address Specific Needs

TEACHING FOR PHRASING IN FLUENT READINGBesides being able to decode automatically, fluent readers chunk or phrase text into appropriate units (Rasinski, 1990).

This is important because many times the meaning lies in a text’s phrases and not in individual words.

The ability to separate text into phrases aids in comprehension.

Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING

The young man the jungle gym.

The young man / the jungle gym.

The young / man the jungle gym.

Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING

The principal said the teacher is the best in the school district.

The principal said / the teacher is the best in the school district.

The principal / said the teacher / is the best in the school district.

Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING

And just for fun…Woman without her man is nothing.

Woman / without her man / is nothing.

Woman / without her / man is nothing.

Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING

My – handsome – dog – Luther – loves – to – play – catch – with – this – bright, - red – ball.

My handsome – dog Luther – loves to – play catch – with this – bright, red – ball.

My handsome dog – Luther loves to – play catch with – this bright, red – ball.

My handsome dog Luther – loves to play catch – with this bright, red ball.

Phrasing Lessons – to be handed out

One Final Caution with Fluency…

Warning: Don’t give students the idea that being fast is being a good reader.

Rate must be coupled with comprehension.

FLUENCY

• Next time, we will discuss…– Lessons to Address Specific Needs: Reading Punctuation, Reading with Expression

REFLECTIONPARAGRAPH WRITING & LETTER

WRITING

PARAGRAPH WRITING & LETTER WRITING

Odds and Ends:– Next year we will be able to change the sequence of our

genres in 3rd grade (Descriptive-Tri 1, Letter Writing-Tri 2, Personal Narrative-Tri 3)

– Report cards: Discussion will continue on adding a sentence that explains that different genres are assessed per trimester

Letter Writing: – Prompt: Pen Pal– 2 Paragraphs

PARAGRAPH WRITING & LETTER WRITING

Take a moment to think and write about…

Step 1: How’s it going with paragraph writing and letter writing?

» What lesson/activity was powerful in your class?» What’s working?» Did other needs arise?

Step 2: Share out with your table partnersStep 3: Writers at each table will summarize each

question and write it on a post-itStep 4: Affix post-its to each poster

PARAGRAPH WRITING & LETTER WRITING

• 3 Weeks Left Until the End of Trimester 1

• Sample Writing Prompts Available – Thanks Samantha! Please check the back table

BREAK TIME10:00 – 10:15

GENRE/WRITING FOCUS

Personal Narrative Writing

PERSONAL NARRATIVE WRITING

• 12 Weeks of Instruction (Trimester 2): November 23rd – March 12th

• Writing Prompt Date: March 15-19, 2010

• Writing Prompt – Collective Activity

PERSONAL NARRATIVE WRITING

Table Talk:

What does this look like in your classroom?

PERSONAL NARRATIVE WRITING

What is it?

A personal narrative is a true story about something that happened to the person telling the story.

PERSONAL NARRATIVE WRITING

The Writing Process1. Prewriting2. Drafting3. Revising4. Editing / Proofreading5. Publishing

PERSONAL NARRATIVE WRITING

• Hand out Resources

LUNCH TIME

See you back promptly at 12:30

SCORING PRACTICE USING THE RUBRIC

Letter Writing

Planning/Material Creation/Resource Search

Time can be used to… Plan the next 3 weeks of (Tri 1) and 12 weeks (Tri 2) Create posters, lesson materials, etc. for upcoming writing lessons Review the resources handed out to you today Use the computer lab to locate more resources Help create writing prompts for the district bank

QUESTIONS & CONTENT EVALUATION

Next Session will be on: Thursday, February 18th, 2010