1 English SOL Institute Elementary Writing Strand Deirdre Purcell, NBCT Third Grade Teacher, Chesapeake Public Schools

1

English SOL InstituteEnglish SOL Institute

Elementary Writing StrandElementary Writing Strand

Deirdre Purcell, NBCTDeirdre Purcell, NBCTThird Grade Teacher, Chesapeake Public SchoolsThird Grade Teacher, Chesapeake Public Schools

2

Elementary WritingElementary Writing

• Writing to convey a concise message Writing to convey a concise message begins in Kindergarten and moves through begins in Kindergarten and moves through grade 3 when students will write a short grade 3 when students will write a short reportreport

• Student use of graphic organizers begins Student use of graphic organizers begins at grade 1at grade 1

• Beginning in grade 4, students write multi-Beginning in grade 4, students write multi-paragraph essaysparagraph essays

Key Points in WritingKey Points in Writing

3

Elementary WritingElementary Writing

• Persuasive writing begins in 5th grade Persuasive writing begins in 5th grade

• Students in grades 3-5 should have Students in grades 3-5 should have practice writing on demand, for shorter time practice writing on demand, for shorter time frames, and over extended periods of timeframes, and over extended periods of time

Key Points in WritingKey Points in Writing

Elementary Writing ~ Elementary Writing ~ KindergartenKindergarten

Elementary Writing ~ Elementary Writing ~ KindergartenKindergarten

New to the Standards: K12) The student will write to communicate ideas for a variety of purposes K12a) Differentiate pictures from writingK12b) Draw pictures and/or use letters and phonetically spelled words to write about experiencesK12c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences

Implementation in Implementation in KindergartenKindergarten

Write to communicate ideas for a variety of purposes:

Captioning picturesJournaling

Write questions

Exit cards after lessons

?

Implementation in Implementation in KindergartenKindergarten

Draw pictures and/or use letters and phonetically spelled words to write about experiences:

Brainstorm Experiences:~going to the zoo~riding a school bus~visiting a friend~watching a movie~making a friend~swimming~going to the park~helping to cook

Draw picture of the experience

Label picture here

Teacher models through shared writing experiences.

Elementary Writing ~ Elementary Writing ~ First GradeFirst Grade

New to the Standards: 1.12a) Form letters accurately 1.12b) Space words within sentences 1.12c) Use the alphabetic code to write unknown words phonetically 1.13) The student will write to communicate ideas for a variety of purposes 1.13c) Revise by adding descriptive words when writing about people, places, things, and events

Elementary Writing ~Elementary Writing ~First Grade First Grade

1.13f) Use correct spelling for commonly used sight words and phonetically regular words in final copies 1.14) The student will use available technology for reading and writing

Implementation in Implementation in First GradeFirst Grade

Use the alphabetic code to write unknown words phonetically.

~Continued practice with phonemic spelling~Encouragement to write unknown words based on their letter sounds~Weekly spelling sorts to reinforce letter sounds~Replacing first letter with a new consonant to create new words (onsets and rimes ~ word families)**This is especially engaging when done on the Smartboard so students can manipulate letters


The student will write to communicate ideas for a variety ofpurposes.

LettersPoemsNotesArticlesCardsSchedulesCaptions

Cross-curricular journaling:~writing about learning inscience, math, and socialstudies

~writing down questions fromthe day's lesson to be answered by teacher orpeers

Implementation inImplementation inFirst GradeFirst Grade

Revise by adding descriptive words when writing about people, places, things, and events.

Peer Editing! Writing Cohort Group!

Established partnerscheck each other'swork for spelling andprovide 2-3 moredescriptors or suggestions in a different color.

Groups of four or five read their workaloud to the group and the groupoffers questions and comments on the writing, along with suggestions and additional descriptive phrases.


Use correct spelling for commonly used sight words and phonetically regular words in final copies.

Word Wall

use first friend third once while every since little write there won't because science right grass citizen girl brother finish listen could school the of off some going round thank put open when fly live again

Word Journal

When the class word wall is full, students record their problem words in a word journal.


The student will use available technology for reading and writing.

Publish final copies on computers, make digital stories, create photo essays, make collaborative power point productions.

Elementary Writing ~Elementary Writing ~Second GradeSecond Grade

New to the Standards: 2.11) The student will maintain legible printing and begin to make the transition to cursive 2.12b) Organize writing to include a beginning, middle, and end for narrative and expository writing 2.12c) Expand writing to include descriptive detail 2.13e) Use apostrophes in contractions and possessives 2.13f) Use contractions and singular possessives

Elementary Writing ~Elementary Writing ~Second GradeSecond Grade

2.13h) Use correct spelling for commonly used sight words, including compound words and regular plurals 2.13i) Use commas in the salutation and closing of a letter 2.13j) Use verbs and adjectives correctly in sentences2.14) The student will use available technology for reading and writing

Implementation inImplementation inSecond GradeSecond Grade

Use apostrophes in contractions and possessives.Use contractions and singular possessives.Use commas in the salutation and closing of a letter.

You can't have Fred's dish.

Use elbow macaroni as apostrophes.

Write statements or questions on sentence strips.

Write a letter onchart paper usingelbows for commas.

Also see 5.8f


Use correct spelling for commonly used sight words, including compound words and regular plurals.

Word WallWord JournalsSpelling ListsWord SortsPeer EditingChange singular words to pluralsAnchor Charts

Implementation in Implementation in Second GradeSecond Grade

Use verbs and adjectives correctly in sentences.

Provide sentence “recipes” for practice, along with posting an anchor chart of brainstormed adjectives and verbs.

My adjective classmates verb well.

Use peer editors to check each other's work.



Tumble Books or other Online Reading SitesDigital StorytellingTyping/Composing and Publishing on ComputerCreating Expository PowerPoints as a ClassFilming and Showing Self-Written Plays and Skits

Elementary Writing ~Elementary Writing ~Third GradeThird Grade

New to the Standards: 3.9) The student will write for a variety of purposes 3.9c) Write a clear topic sentence focusing on the main idea 3.9d) Write a paragraph on the same topic 3.9e) Use strategies for organization of information and elaboration according to the type of writing 3.9f) Include details that elaborate the main idea 3.10a) Use complete sentences (removed “varied”)

Elementary Writing ~Elementary Writing ~Third GradeThird Grade

3.10b) Use transition words to vary sentence structure 3.11) The student will write a short report 3.11a) Construct questions about the topic 3.11b) Identify appropriate resources 3.11c) Collect and organize information about the topic into a short report 3.11d) Understand the difference between plagiarism and using own words 3.12) The student will use available technology for reading and writing

Implementation inImplementation inThird GradeThird Grade

The student will write for a variety of purposes.

Answering and asking questionsShort reportsEssaysJournal entriesLetters and notesExit cards to evaluate learningHow-to paragraphs and directionsReading response writingSimiles and metaphorsPoems


The student will write a short report.Construct questions about the topic.Identify appropriate resources.

Teach students to brainstorm “thick”questions, whichcannot be answeredin one sentence andmay need inference.

**Offer a choice of topics or invite students to create their own**

Brainstorm Resourcesencyclopedias, newspapers, magazines, internet (school-approved sites), books, interviews,teacher-provided articles

Also see 5.9, 5.9a,b


The student will write a short report.Collect and organize information about the topic into a short report.

Collect notes on index cardspertaining to their questionsfrom a variety of sources, paraphrasing their notes, then organizing them in a waythat makes sense. Peer editors check for continuity.

Peer Editing!

Peer Editing!

Students use their notes tocreate a graphic organizerof the answers they got totheir questions, then writethe report. Peer editorssuggest revisions and helpwith clarity.

AlsoSee5.9b,c,d


Understand the difference between plagiarism and using own words.

Students must paraphrase or enclose in quotations any information gained from their sources. In either case, they must credit their source in a bibliography.

Each note card must have a source on the back for the information it contains. Thebibliography is written fromthe note cards.

Post a chartwith examplesof how to crediteach type ofsource.

Also see 4.9d,e, and 5.9d,e,f, and g.



Internet research, filming interviews, creating aPowerPoint to present their research, writing andpublishing on the computer, locating and adding graphics to their written work.

Elementary Writing ~Elementary Writing ~Fourth GradeFourth Grade

New to the Standards: 4.7) The student will write cohesively for a variety of purposes (removed “effective narratives, poems, and explanations”) 4.7a) Identify intended audience 4.7e) Recognize different modes of writing have different patterns of organization 4.7f) Write a clear topic sentence focusing on the main idea 4.7h) Use transition words for sentence variety

Elementary Writing ~Elementary Writing ~Fourth GradeFourth Grade

4.7j) Revise writing for clarity of content using specific vocabulary and information 4.7k) Include supporting details that elaborate the main idea 4.8) The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing 4.8h) Use singular possessives

New Strand: ResearchNew Strand: Research4.9c) Use technology as a tool to organize, evaluate, andcommunicate information.4.9d) Give credit to sources used in research.4.9e) Understand the difference between plagiarism and using own words.

Implementation inImplementation inFourth GradeFourth Grade

The student will write cohesively for a variety of purposes (removed “effective narratives, poems, and explanations”).

Answering and asking questionsShort reportsEssaysJournal entriesLetters and notesExit cards to evaluate learningHow-to paragraphs and directionsReading response writingSimiles and metaphorsPoems


Identify intended audience.

Idea: provide pictures and let them choose.

Also see5.7a


Recognize different modes of writing have different patterns of organization.

ProseExpositoryLettersArticlesEssaysReportsAnswering questions

Once each mode is taught,an anchor chart shouldbe made and displayedas a reminder.

Implementation in Implementation in Fourth GradeFourth Grade

The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

Daily practice with teacher-provided samples.

Peer editing for writing projects throughout the school year.

Fourth Grade ResearchFourth Grade ResearchUse technology as a tool to organize, evaluate, andcommunicate information.

Thinking maps software Timeline software Skype appointments with field experts Virtual online tours Filmed presentations Video clips embedded in report PowerPoint slides to organize information Excel chart and graph features MapMaker software

Also see 5.9c, d.

Elementary Writing ~Elementary Writing ~Fifth GradeFifth Grade

New to the Standards: 5.7) The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade 5.7a) Identify intended audience 5.7c) Organize information to convey a central idea 5.7d) Write a clear topic sentence focusing on the main idea 5.7e) Write multiparagraph compositions 5.7g) Vary sentence structure by using transition words

Elementary Writing ~Elementary Writing ~Fifth GradeFifth Grade

5.7h) Revise for clarity of content using specific vocabulary and information 5.7i) Include supporting details that elaborate the main idea 5.8) The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing 5.8f) Use commas to indicate interrupters 5.8h) Edit for fragments and run-on sentences (removed “clausal” and “excessive coordination”)

Elementary Writing ~ Elementary Writing ~ Fifth GradeFifth Grade

5.8i) Eliminate double negatives 5.8j) Use correct spelling of commonly used words 5.8k) Identify and use conjunctions

New Strand: ResearchNew Strand: Research5.9) The student will find, evaluate, and select appropriate resources for a research product5.9a) Construct questions about a topic5.9b) Collect information from multiple resources including online, print, and media5.9c) Use technology as a tool to research, organize, evaluate, and communicate information5.9f) Give credit to sources used in research5.9g) Define the meaning and consequences of plagiarism

Implementation inImplementation inFifth GradeFifth Grade

The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.

Media Literacy experiences are anMedia Literacy experiences are aneffective and engaging way of teachingeffective and engaging way of teachingpersuasive writing and critical persuasive writing and critical evaluation.evaluation.


The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.

Select an assortment of television, radio, internet, and print ads for your students. Analyze them as a group, discussing the following points: Who paid for this ad? Who will this ad benefit? Who is this ad intended for? Who might this harm? Can I trust this message?


The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.Once your students are comfortable with evaluating the media that you present, have them choose a product or position and turn it into a filmed advertisement. All of the

media evaluation questions must be presented and answered in writing. The script must be written. Once

each pair or group has gone through a peer editing and teacher editing process, they may film their ad. On

presentation day, students evaluate each other's ads. Get parental permission in writing before filming!


Eliminate double negatives.Use correct spelling of commonly used words.Identify and use conjunctions.

In two words...Peer Editing.

Students check each other's work for grammar, usage, spelling, paragraphing, and clarity. Peer editors can also suggest revisions. When you do a “teacher-edit,” you conference with the writer and the editor about the product and the contributions of the peer editor. Make sure there are adequate anchor charts and resources to answer technical questions editors or authors may have. You WILL have to model this for students who haven't used it.

Implementation in Fifth Grade

RAFT activities help students to focus on their audience and topic.R = role of the writerA = audienceF = formatT = topic

For extra practice for the writing test,use the prompts available on theVDOE website for the fifth gradewriting test. They are the actual prompts that students will receive.

A Peer-Editing Modelthat Works

Writing skills are taught once in a whole-group setting, then practiced and reinforced in smaller groups.

The Pre-writing Phase

When working on writing assignments, students can conference with their writing partners or groups for ideas when doing their pre-writing organizer.

When the prewriting activity is finished, students can have their partner/group offer suggestions or additional details.

Peer Editing ModelContinued The First Draft

Students write their first draft from their pre-write, putting their work in paragraph form in most cases. Skip lines between each line of writing to allow room for edits and revisions. Teachers may wish to provide a rubric.

Peer editors review the first draft with the author for spelling, grammar, usage, clear topic and details, and organization. They make their comments with a red pen.

Teacher then conferences with the pair or group and goes over the finished draft, making any changes or suggestions needed and providing feedback for the author and editor.

Peer Editing ModelContinued

The Revised Work

Students rewrite the first draft, incorporating the revisions and edits from the peer editor and teacher. When complete, they show it to a peer editor again to edit for mistakes.

Once any mistakes are fixed, students can publish their work. This can be done as a PowerPoint or Word document, or as a hand-written piece or any other agreed-upon product.

Students, when satisfied their work is finished, conference again with the teacher, using their final piece and their first and second drafts.

How to Peer Edit~Miranda Rupnarain

The following presentation for students was created by Miranda Rupnarain and posted on WizIQ.

Peer-EditingPeer-Editing

What is peer-editing?

What is the purpose of peer-editing?

How do I peer-edit?

By Miranda Rupnarain

What is peer-editing?• Using peers (other

students) to read, help you revise, and find mistakes in your writing.

• Usually done with one partner.


What is the purpose of peer-editing?

• Help you find things in your story that don’t make sense or that are confusing.

• Help you find mistakes in spelling, grammar, punctuation, etc…

• To give you an opinion of your story from someone your age.


How do I peer-edit?

• Read the paper/story one time just to read it.


How do I peer-edit?• Read the story a

second time and circle any spelling mistakes, fragments, or run-ons, or confusing sentences.

• Use the proofreading marks when possible.

• Use any color pen or pencil except PURPLE.


How do I peer-edit?

• Talk to your partner about parts that you didn’t understand or that may be slightly confusing.

• Give suggestions about how to fix problems.


How do I peer-edit?• Talk to your partner

about things in the story that were good.

• Ex: great idea for a story, great details, perfect paragraphs, etc…


When you are peer-editing, DO NOT…

• insult someone’s hard work.

• tell them that it is great and nothing could be better.

• tell them only negative things


What does the author do after peer-editing?

• Think carefully about what your partner told you.

• Respect their opinions, but you don’t have to agree with everything they tell you.

• Correct mistakes using a dictionary, thesaurus, or other available materials.


Contact Information

Deirdre PurcellDeirdre Purcell

[email protected]

57

mailto:[email protected]

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Reference within this presentation to any Reference within this presentation to any specific commercial or non-commercial specific commercial or non-commercial product, process, or service by trade product, process, or service by trade name, trademark, manufacturer or name, trademark, manufacturer or otherwise does not constitute or imply an otherwise does not constitute or imply an endorsement, recommendation, or endorsement, recommendation, or favoring by the Virginia Department of favoring by the Virginia Department of Education.Education.

Disclaimer

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1 English SOL Institute Elementary Writing Strand Deirdre Purcell, NBCT Third Grade Teacher, Chesapeake Public Schools