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Growing writers Teaching Writing k-2. - PowerPoint PPT Presentation
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GROWING WRITERS
TEACHING WRITING K-2
Can a child really become a better reader by learning to write? Yes! Even with all of the research to support the reading/writing connection, writing still tends to be neglected in the early years of education. This workshop will address teaching strategies that support writing throughout the day and that emphasize the use of writing to strengthen early reading skills. Teachers will walk away with a better understanding of how to differentiate writing instruction, as well as how to teach K-2 students both the art and mechanics of writing.
Mary, Mary, quite contrary, how does your garden grow?
Briseis-sunflower by Cliff Ross
How does a garden grow?
Seeds 2011 by Joni McFarland-Johnson
Seeds by Jason Vance
A yellow watering can by Oatsy40
Jane the Gardener by Kathleen Tyler Conklin
Sea and Sun by Serge Freeman
Seeds of WritersPut the characteristics of writing in the
order you think writing development progresses.
Seeds by Jason VanceSeeds by Jason Vance
Seeds by Jason Vance
Writing Progression•Random scribbling - The starting point is any place on the page.
•Controlled scribbling - Progression is from left to right.
•Circular scribbling - Circles or ovals flow on the page.
•Drawing - Pictures tell a story or convey a message.
•Mock letters – These can be personal or conventional symbols, such as a heart, star, or letters with extra lines.
•Letter strings - These move from left to right and progress across the page as actual letters. They have no separations and no correlation with words or sounds.
•Separated words-Groups of letters have space in between to resemble words.
Writing Progression
•Picture labeling - A picture's beginning sound is matched to a letter.
•Awareness of environmental print - Environmental print, such as names on cubbies, is copied.
•Transitional stage spelling or invented spelling - First letter of a word is used to represent the word.
•Beginning and ending letters are used to represent a word.
Writing Progression
•Medial sound is a consonant.
•Medial sound is in correct position, but the vowel is wrong.
•A child hears beginning, medial, and ending letters.
•Phrase writing develops.
•Whole-sentence writing develops.
•Transitional stage spelling (or invented spelling) is replaced by full, correct spelling of words.
Implications for Teaching
In order to guide children through the stages of writing development, it is imperative that our instruction is individualized for each student. We must recognize the growth that occurs and nurture it.
Seeds by Jason Vance
Growth of a Writer
• First Grader• English Language Learner
• January-April
Keep on sowing your seed, for you never know which will grow – perhaps it all will.
Albert Einstein
Seeds by Jason Vance
How to build a snowman
Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown
• Teach letters and sounds
• Write his/her name• Letters on highlighted
lines• See themselves as
writers• Use poetry and rhymes• Phonemic awareness
activities• Read alouds
Non-AlphabeticPre-phonemicPre-literate
Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown
• Letter-sound correspondence
• Attend to initial sounds• Phonemic isolation and
substitution activities• Letter boxes, finger
spelling• Build confidence as
writer
Pre-AlphabeticEarly PhonemicEarly Emergent
Letter-NameEmergent
Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown
• Audience, purpose
• Letter and word chunks
• Spelling patterns
Full-alphabetic
Transitional
Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown
• Process
• Genre
• Conventions
ConventionalFluency
Self-extendingAdvanced
SOILThe golden rule of gardening is to pay attention to the local conditions of weather and soil. -Carol Williams
Seeds 2011 by Joni McFarland-Johnson
Think about it…
classroom instruction: writer :: soil : seed
Garden tools by Duane Mind
Seeds 2011 by Joni McFarland-Johnson
Time
Teachers tell me there’s no time to put writing at the center of the curriculum. There is if you value it.
-Regie Routman
Seeds 2011 by Joni McFarland-Johnson
What’s the big deal?1st-2nd grade Introduction:Students should write and read (or be read
to) on a daily basis.
Garden tools by Duane Mind
What is Shared Writing?
• Shared Writing is a process in which the teacher and students write together.
• Generally, the teacher leads the students to share ideas and then records the ideas as the students watch.
Classrooms that Work, They Can All Read and Write: Patricia Cunningham and Richard Allington.
Flower by Orange Leaf
Benefits of Shared Writing• Reinforces and supports the reading process
• Makes it possible for all students to participate
• Encourages close examination of text, words, and opinions of authors
• Demonstrates the conventions of writing (spelling, punctuation, and grammar)
• Provides reading texts that are relevant and interesting to the children
Flower by Orange Leaf
Benefits of Shared Writing, cont.• Focuses on composing and leaves writing
(transcribing) to the teacher
• Helps students see possibilities they might not see on their own
• Recognizes the child who may have a wealth of verbal story material but be unable to write it down
• Gives both teacher and students confidence in their writing ability
Invitations: Regie Routman
What is Interactive Writing?
• Interactive Writing is a process in which the teacher and students write together.
• Teacher and students “share the pen”.
(This is the difference between Shared and Interactive Writing.)
By Sunshine city
Benefits of Interactive Writing• Demonstrates and engages students in
the writing process, including composition and construction of text
• Creates readable text that can be used again
• Helps children become aware of the structures and patterns of written
language
By Sunshine city
Benefits of Interactive Writing• Demonstrates and involves children in
constructing words using letter-sound relationships and other strategies
• Helps children learn to use the conventions of written language
Interactive Writing: How Language and Literacy Come Together, K-2: Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas
By Sunshine city
Interactive Writing
What is Guided Writing?
• Guided Writing takes place when students have time to write and the teacher is available for guidance.
• It is the heart of the writing program and occurs only after students have had many opportunities to see writing demonstrated aloud.
• Teachers are supportive rather than directive.
How Does Guided Writing Occur?*whole class *journal writing
*small groups *letter writing
*one-on-one *content area writing
*story writing *report writing
*as part of writing workshop
*any other form of authentic writing
Invitations: Regie Routman
What is Independent Writing?
• Independent Writing is when students are writing by themselves.
• The student takes the responsibility for working out the challenges of the writing process.
Invitations: Regie Routman
Flower by Orange Leaf
Benefits of Independent Writing
• Builds fluency
• Establishes the writing habit
• Makes personal connections using their current knowledge
• Explores meaningsFlower by Orange Leaf
Benefits of Independent Writing• Promotes critical thinking
• Uses writing as a natural, pleasurable self chosen activity
• Constructs words using current knowledge of letter-sound relationships and other strategies
The Affective EnvironmentSoil is the substance of
transformation.-Carol Williams
Light & Water
A yellow watering can by Oatsy40
Sea and Sun by Serge Freeman
Reading – Writing Connection A yellow watering can by Oatsy40Sea and Sun by Serge Freeman
Comprehension
Communication
The reader sees and processes the letters, conventions, meanings, and structures of language to interpret (or understand) what the writer is trying to communicate.
The writer processes and manipulates the letters, conventions, meanings, and structures of language to produce a message for the reader to understand.
Reading and Writing Processes
READING (Fig 19)WRITING (Writing
process)• Establish Purposes• Ask Questions• Monitor
Comprehension• Adjust Comprehension• Make Inferences
o Predict, visualize, draw conclusions
• Summarize• Make Connections
• Plan• Draft• Revise• Edit• Publish
Making the Connection
• Mentor Text• Teaching skills in context• Teach function of conventions• Reading Response
The Gardener
Jane the Gardener by Kathleen Tyler Conklin
What has become increasingly clear through research that probes more deeply into the inner workings of effective classrooms is that the teacher is the crucial factor in the classroom.
Gambrell, L.B., Malloy, J.A., & Mazzoni, S.A. (2007)
Jane the Gardener by Kathleen Tyler Conklin
A Tale of Two Gardeners
Hannah
Stacey
Read both stories.
What similarities and differences do you notice between the two classrooms?
Fostering Independence Foster Dependence
• Write every single day• Choose their own topics• Receive differentiated
instruction• Examine writing to develop
a vision of success• Learn from mentor texts• Focus on one or two goals
at a time• Benefit from the rewards
of authentic audience• Revise
• Write sporadically• Given prompts or topics• One-size-fits-all
approach• Focus on weaknesses
“fix it approach”• No reading/writing
connection• All or nothing• Contrived assignments• Product over process
References• Dorn, L.J. & Soffos, C. (2001). Scaffolding Young Writers: A Writer’s Workshop Approach.
Portland, Maine: Stenhouse. • Ehmann, S. & Gayer, K. (2009). I Can Write Like That! A Guide To Mentor Texts and Craft
Studies for Writer’s Workshop, K-6. Newark, Delaware: International Reading Association. • Gentry, J. (2005). INSTRUCTIONAL TECHNIQUES FOR EMERGING WRITERS AND SPECIAL
NEEDS STUDENTS AT KINDERGARTEN AND GRADE 1 LEVELS. Reading & Writing Quarterly, 21(2), 113-134. doi:10.1080/10573560590915932.
• Jacobson, J. (2010). No More I’m Done! Fostering Independent Writers in the Primary Grades. Portland, Maine: Stenhouse.
• Jasmine, J., & Weiner, W. (2007). The Effects of Writing Workshop on Abilities of First Grade Students to Become Confident and Independent Writers. Early Childhood Education Journal, 35(2), 131-139. doi:10.1007/s10643-007-0186-3.
• Lamme, L., Danling, F., Johnson, J., & Savage, D. (2002). Helping Kindergarten Writers Move Toward Independence. Early Childhood Education Journal, 30(2), 73-79. Retrieved from Professional Development Collection database.
• Mermelstein, L.(2006). Reading/Writing Connections in the k-2 Classroom: Find the Clarity and Then Blur The Lines. New York, NY: Pearson Education.
• Routman, R. (2005). Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.
• Schulze, A.(2006) . Helping Children Become Readers Through Writing: A Guide to Writing Workshop in Kindergarten. Newark, DE: International Reading Association.
• Vanderburg, R. (2006). Reviewing Research on Teaching Writing Based on Vygotsky's Theories: What We Can Learn. Reading & Writing Quarterly, 22(4), 375-393. doi:10.1080/10573560500455778.
Robyn Fox, M.Ed, MRTELA Program Coordinatorrobyn.fox@region10.org
972-348-1444
Sharon Runge, M.Ed.K - 12 Consultant specalizing in
Middle / High Schoolsharon.runge@region10.org
972-348-1514Virginia Gonzalez, M.Ed., LDT, CALT
State Dyslexia Consultantvirginia.gonzalez@region10.org
972-348-1410
Nancy McGruder, M.Ed.K - 12 Consultant specializing in
Intermediate / Middle School nancy.mcgruder@region10.org
972-348-1404
Gina Mitchell, MLA, LDT, CALT Regional Dyslexia Consultantgina.mitchell@region10.org
972-348-1454
Terry Roper, M.L.S. K - 12 Consultant specializing in
Library Scienceterry.roper@region10.org
972-348-1414
Kay Shurtleff, M.A.K - 12 Consultant specializing in
Middle / High School kay.shurtleff@region10.org
972-348-1756
Vicki Reynolds, M.Ed. K - 12 Consultant specializing in
Primary/Elementary Schoolvicki.reynolds@region10.org
972-348-1520
Literacy Team
It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.
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