Reading & Writing Across the ContinuumWeek 7

Agenda Deb Miller Allen Discussion Activity: Text Chap. 8 Content unit plans due Other announcements Spelling rules practice The Writing Process: Extending Applications Breaks at about 5:15 and 6:30

Spelling Rules

Spelling Rules ReviewC-K Rule

If a word ends in , the last part of the word is spelled with c-k.Examples?

D-G-E RuleIf a word ends in , the last part of the word is spelled with d-g-e.Examples?

Spelling Rules

T-C-H RuleIf a word ends in , the last part of the word is spelled with t-c-h.

Examples? 

Spelling Rules

Final E Rule make + ing = makingWhen a word ends in and you add an ending that

, drop the E.bore + ed =love + ly =agree + able =

 

Spelling Rules

Final E Rule make + ing = makingWhen a word ends in and you add an ending that

, drop the E.bore + ed = boredlove + ly =agree + able =

 

Spelling Rules

Final E Rule make + ing = makingWhen a word ends in and you add an ending that

, drop the E.bore + ed = boredlove + ly = lovelyagree + able =

 

Spelling Rules

Final E Rule make + ing = makingWhen a word ends in and you add an ending that

, drop the E.bore + ed = boredlove + ly = lovelyagree + able = agreeable

 

Spelling Rules

Doubling Rulegrab + ed = grabbed

When a word ends in , and

you add an ending that begins with a vowel, you .

run + ing =break + able =glad + ness =

Spelling Rules

Doubling Rulegrab + ed = grabbed

When a word ends in , and

you add an ending that begins with a vowel, you .

run + ing = runningbreak + able = glad + ness =

Spelling Rules

Doubling Rulegrab + ed = grabbed

When a word ends in , and

you add an ending that begins with a vowel, you .

run + ing = runningbreak + able = breakableglad + ness =

Spelling Rules

Doubling Rulegrab + ed = grabbed

When a word ends in , and

you add an ending that begins with a vowel, you .

run + ing = runningbreak + able = breakableglad + ness = gladness

Spelling Rules

Y to I Rulehappy + ness = happiness

When a word ends in ,

and you add any ending except , you .

friendly + er =carry + ing =scary + est =

Spelling Rules

Y to I Rulehappy + ness = happiness

When a word ends in ,

and you add any ending except , you .

friendly + er = friendliercarry + ing =scary + est =

Spelling Rules

Y to I Rulehappy + ness = happiness

When a word ends in ,

and you add any ending except , you .

friendly + er = friendliercarry + ing = carryingscary + est =

Spelling Rules

Y to I Rulehappy + ness = happiness

When a word ends in ,

and you add any ending except , you .

friendly + er = friendliercarry + ing = carryingscary + est = scariest

Spelling Rules

Plural VariationIf a word ends in , you add to make it plural.

Examples?

Spelling Rules

ContractionsA contraction is made from two words. The apostrophe shows .

Examples?

THE WRITING PROCESSEXTENDING THE

APPLICATIONS

SPED 510 Reading & Writing Across the Continuum

Writing Instruction

Review: Teaching the Writing Process Explicitly

Lesson 1. Concept instruction–teaching the critical features with examples and flawed examples

Lesson 2. Teaching the processModeling how to Prepare, Organize, and Write using a think sheet

Lesson 3. Prompting students to plan and write a first draft together

Lesson 4. Modeling Edit using an editing think sheetPrompted practice using flawed examplesPartner editing

Review: Teaching the Writing Process Explicitly

Lesson 5. Model revisingPrompted practice using flawed examplesWriting final draft

Lesson 6. Proofreading

Lesson 7. Individually selected topics

Lesson 8. Individually selected topics (continued)

Lesson 9. Individually selected topics (continued)

Teaching the Writing Process

Extending the ApplicationCritical Questions:How can fact paragraphs be extended to writing

expository/informational reports?What are the critical features of an expository report,

a descriptive paragraph, and a personal narrative.What are the text structures for imaginative stories

and persuasive essays?How does the method of teaching critical features

differ for imaginative stories than for other modes of writing?

Expository/Informational Reports

Bird by BirdStarting with short reportsWriting longer reportsAcknowledgement: Based on ideas and

materials from Anita Archer

Short Reports

Prerequisite skill: Writing a fact paragraph.

A. Start by examining the product. Lesson 1. Concept instructiona. Introduce the product by talking about its

purpose: A short report explains or gives information about a specific topic using facts, details, and examples.

Present a short but well-written example. Read together and point out critical features.

Short Reports

Short Reports

c. List critical features: A short report has several paragraphs. It tells about one specific topic. The first paragraph tells what it is or what

it does. It answers questions the reader might

have about the topic. It has facts, details and examples that

make it easy to understand.

Short Reports

d. Examine a second example. Read the example together, discussing its features as you read. : Does it have several paragraphs? Does it tell about one specific topic? Does the first paragraph tells what it is or

what it does? Does it answer questions the reader might

have about the topic? Does it have facts, details and examples that

make it easy to understand?

Short Reports

B. Continue by teaching the process. Lesson 2. Review of the process and demonstration of planninga. Review critical features.b. Review the process (POWER): Prepare,

Organize, Write, Edit, Rewrite.Briefly describe each step.

c. Explain and model the Prepare part of the process while students observe.

Prepare

1. Pick a report topic. Make it specific.

Topic Narrowed Topicbirds sparrowsdesert Saguaro cactusU.S. presidentsplantssea life

Prepare

2. Brainstorm questions concerning your topic. Example: traffic jams

What are traffic jams?What causes traffic jams?How can traffic jams be prevented?

PRACTICE ACTIVITY

With your partner, think of another possible topic for an informational report. Make it specific.

Then think of 3-4 possible questions reflecting what the reader may want to know about the topic.

Guiding Questions

Prepare

Gathering facts, information and examples for the report

One idea: Index cardsAnother idea: Gathering Grid

Prepare

Prepare

Better idea!3. Write each question in the center of a

piece of paper.

Prepare

4. Select appropriate reference materials: websites, encyclopedias, trade books, magazine articles. Choose at least two.

5. Read your reference materials and map important facts, details, and examples around the topic label.

Prepare

Lesson 3. Guiding students in preparing a report a. Review the five steps of preparing a report. b. Guide students through the steps of the process.

Choose a broad topic related to a social studies or science unit(1) Pick a report topic; make it specific. (2) Brainstorm questions(3) Make think sheets. (4) Select reference materials.. (5) Map important facts.

Organize

Lesson 4. Demonstration of organizing and first draft writing

1. Put topic sheets in order.2. Show the order by putting a letter on each

sheet.

Organize

3. For each topic sheet:• Cross out

ideas you won’t use.

• Connect ideas that go together.

• Number ideas in the order you want to write about them.

Organize

Teacher models on think sheet A.Teacher prompts students as,

together, they organize think sheet B.Have students organize think sheet C

themselves.

Write

b. Model (or prompt) writing the first paragraph (W) from think sheet A.

• Start with page A.• Write your facts as sentences.• Use paragraph form.

c. Give your report a title. The title should: Tell what the report is about. Make the topic sound interesting to the

reader.

d. Have students begin writing the first drafts of their own report, (referring to the topic chosen and think sheets developed in Lesson 3).

* or prompt

Edit

Lesson 5.Introducing editing First, edit for overall

understanding Next, edit each

paragraph

Rewrite

Lesson 6. Writing the final drafta. Have students write the final draft.b. Students may also add graphics and

illustrations to their report.

Lesson 7. Proofreadinga. Review the proofreading strategy.b. Have students proofread sentences and make

corrections on their final drafts.

Lesson 8, 9, 10, etc. Reports on other individually selected topics

a. Review the critical features of a short report.b. Review strategy steps.c. Assist students as needed as they plan and

organize first drafts on individually selected topics.

d. Assist students as needed as they edit, partner edit, revise, and rewrite their narratives.

Longer ReportsLesson 1a. Start by examining the product (a long report). b. Point out these differences:

A longer report answers more questions readers might have about the topic.

A longer report uses more references: at least 3.A longer report has more paragraphs.The longer report has an introduction.The longer report has a conclusion.The longer report has a bibliography.

Longer Reports

Lesson 2Guide students through the Prepare steps, modeling the new parts of the process.

For a longer report, you might brainstorm 5-6 questions.

1. What are seashells?2. Where can seashells be found?3. How are seashells formed?4. Are there different kinds of seashells?5. How are seashells used?

Longer Reports

NEW: Create a Bibliography page and write down your references:

Longer Reports

Organize:Add think sheets for the Introduction and

Conclusion.

Longer Reports

Write:Model how to write an introduction. The

introduction should:• Gain the attention of the reader?• Tell what the report is about.

Longer Reports

Have students write the body of the report from their think sheets.

Model how to write a conclusion. The conclusion should:

• Review the major points.• Restate a thoughtful idea from the introduction.

Other Modes of Writing: Sequence

Fact paragraphs

Short reportsLonger reports

Opinion/persuasive essays

Descriptive paragraphs

Personal narratives Imaginative stories

Other narratives

Descriptive Paragraphs

Lesson 1. Concept instructiona. Introduce the product by talking about its

purpose:

Descriptive writing paints a picture with words of an object, or a person, or a place, in a way that makes it seem real to the reader.

 b. Present a short but well-written example

(see Example 1). Read together and point out critical features.

Descriptive

I have a friendly cat that was once a stray. My neighbors named him “Porch Cat” because he liked to spend long hours on their porch. He’s a pretty cat, with big blue eyes and thick white fur that’s very soft to the touch. Sometimes you can see hints of color in his white fur that looks almost orange on the tips of his ears and tail. Believe it or not, Porch Cat has a personality. He can be talkative, playful, quiet, funny, and teasing. Sometimes he talks to me. He’ll sit on my bed and give me a long string of short meows (“Mee-ow, meow, meow, MEOW, meow, meow…”), as if he’s trying to say words. I think he’s happy to have a home.

PRACTICE ACTIVITY

Think-pair-share:Think: Look at the two good examples and

flawed examples (#3, #4, #5) and note the differences.

Pair: With your neighbor, identify the flaws in examples #3, 4, and 5. Then generate a list of 4-5 critical features.

Share.

Descriptive

Lesson 2. Model the PO part of the process using a “think sheet” while students observe.

First think sheet

Descriptive

Another think sheet example:

Descriptive

Final think sheet:

PRACTICE ACTIVITY

Use the planning think sheet to plan—Prepare and Organize—a descriptive composition with your partner. Topic: A favorite place on PSU campus

Prepare • Pick a topic.• Use the think sheet to write down your ideas.

Organize • Cross out ideas you won’t use.

• Group ideas that go together.

• Number ideas in the order you want to write about them.

Descriptive

Lesson 3. Prompting students to plan and write a first drafta. Review critical features.b. Review the steps of the process (POWER).c. Choose a new topic and brainstorm content

ideas with students.Possible new topics:(1)______Think-pair-share____________(2)______________________________(3)______________________________

Descriptive

Lesson 4 Introducing editingModel how to edit your own composition on a flawed version of the paragraph

Descriptive

Lesson 5 Writing the final draft

a. Model how to use peer suggestions to make content changes on the first draft. Changes should include:• Something you can

cross out• Wording you can

change• Something you can add

to make it clearer or more interesting.