Click here to load reader

Empowering Teachers, Building Writers October 23, 2009 (3 rd Grade) Selma Unified School District Presenter: Raquel Velasco, District Literacy Coach

  • View
    214

  • Download
    0

Embed Size (px)

Text of 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 DistrictPresenter: Raquel Velasco, District Literacy Coach

  • 32 Third Graders and One Class Bunny Life Lessons from Teaching (Phillip Done)

  • AGENDAWelcome!FluencyReflection: Paragraph Writing and Letter WritingBREAKGenre/Writing Focus: Personal NarrativesLUNCHScoring Practice Using the Rubric Letter WritingPlanning/Material Creation/Resource SearchQuestions/Content Evaluation

  • FLUENCYFluency PartnersUse of various reading materials: stories, nonfiction, poetry, etc.Fluency LogsLesson 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 ListsHigh Frequency PhrasesStories, 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:PoemsReaders Theatre SelectionsHM Selection SummariesRead Naturally SelectionsPower Pak SelectionsRe-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 NeedsTEACHING 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 texts 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 READINGThe 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 READINGAnd just for funWoman 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 FluencyWarning: Dont give students the idea that being fast is being a good reader.

    Rate must be coupled with comprehension.

  • FLUENCYNext time, we will discussLessons to Address Specific Needs: Reading Punctuation, Reading with Expression

  • REFLECTIONPARAGRAPH WRITING & LETTER WRITING

  • PARAGRAPH WRITING & LETTER WRITINGOdds 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 Pal2 Paragraphs

  • PARAGRAPH WRITING & LETTER WRITINGTake a moment to think and write about

    Step 1: Hows it going with paragraph writing and letter writing? What lesson/activity was powerful in your class?Whats 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 WRITING3 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 WRITINGWhat is it?

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

  • PERSONAL NARRATIVE WRITINGThe Writing ProcessPrewritingDraftingRevisingEditing / ProofreadingPublishing

  • PERSONAL NARRATIVE WRITINGHand out Resources

  • LUNCH TIMESee you back promptly at 12:30

  • SCORING PRACTICE USING THE RUBRIC

    Letter Writing

  • Planning/Material Creation/Resource Search

    Time can be used toPlan the next 3 weeks of (Tri 1) and 12 weeks (Tri 2)Create posters, lesson materials, etc. for upcoming writing lessonsReview the resources handed out to you todayUse the computer lab to locate more resourcesHelp create writing prompts for the district bank

  • QUESTIONS & CONTENT EVALUATIONNext Session will be on: Thursday, February 18th, 2010

    *

Search related