Brandon Elem Writing

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Writing is Thinking. An all day session of suggestions for engaging all students as writers, K-8. Focus on pre-writing, oral language, working with image and pictures, descriptive feedback and criteria.

Text of Brandon Elem Writing

  • 1.Writing IS Thinking
    Brandon Elementary Teachers
    January 28th, 2010
    Presented by Faye Brownlie
    References:
    Grand Conversations, Thoughtful Responses
    Student Diversity, 2nd Ed
    Its All about Thinking

2. Managing the Workshop
Work with large chunks of time
Build criteria with students
Teach one specific criteria at a time, over time
Model, model, model
Focus on pre-writing
Coach students as they are writing
Goal-set with students
Increase your silent writing time
3. The Gradual Release Model
Model
Guided practice
Independent practice
Independent application
Pearson & Gallagher (1983)
4. Quick Writes
Give a word to students
Give 15 seconds to think about the word, then 3 minutes to free write, using the word
Students reread (mumble) their writing
Students choose a phrase, sentence, powerful word to share if they choose
Share the treasures
Describe what works
Repeat the process
5. How can we best use our resource time together?Can we introduce writing in a playful way to a diverse group of K children?
6. Students need:
To see themselves as writers
To have fun
To develop a sense of sound/symbol relationships
To find their stories
To work with criteria
Teachers Need:Whats Next for This Beginning Writer? Reid, Schultz, Peterson (Pembroke Pub)
7. The Gradual Release Model
K-1 Writing:
Model - pictures & print
Refer to criteria
Kids draw & write
Refer to criteria
Pearson & Gallagher (1983)
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Grade 2/3 Writing Criteria
An opening sentence with a hook
Details
Distinguished words
30. 31. 32. 33. 34. Autumn Bear
Author-Diane Culling
Illustrator - Cindy Vincent
Snowberry Books, 2007
ISBN 978-0-9736678-2-0
35. One September morninga piece of fog touched me.As I looked out my window the gold leaves drifted out of the treeas I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled in a seat as I went down the steps I saw birds migrating south as if leaves followed themit looked like they were air dancing.-Allyson, gr.2
36. As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao.If feel couze with the blaket on you.You feel like you want to stay home forever.The wind hits your face it feels like somebudys teeching except its the breeze. -by Jason, gr.3
37. Autumn Wind
When the Autumn wind blows it makes me shiver. It really makes me quiver.The wind is cold and really bold, it feels refreshing on my face.I get to keep my own pace.My hair would blow I can be slow, I walk on the ground I dont have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play.After the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool.By Samantha, gr.3
38. 39. Grade 1 Writing Criteria
powerful beginning
detail
40. 41. Pinduli
By Janell Cannon
Harcourt, 2004
42. 43. 44. 45. 46. Power Paragraphs
Create a power structure:
Power 1 the big idea
Power 2 3 big details about the big idea
Power 3 2 more precise details/examples about the 2nd powers
Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)
Reread for fluency
Do several together, then students can create their structure, get feedback before writing, then write independently
47. power 1
power 2power 2power 2
2 details2 details (power 3)
48. How can I help my students develop more depth in their responses?They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
49. Students need:
to be a character
support in becoming that character
to use specific detail and precise vocabulary to support their interpretation
choice
practice
to develop models of what works
a chance to revise their work
50. The Plan
Review scene from novel
Review criteria for powerful journey response
Brainstorm who you could be in this scene
4 minute write, using I
Writers mumble
Stand if you can share
What can you change/add/revise?
Share your writing with a partner
51. Criteria
Write in role use I
Use specific names
Phrases/words that show feeling
Particularly descriptive details of the event
Powerful first line
What will you change after listening to others?
52. 53. 54. 55. 56. 57. 58. 59. 60. 61. Direct, explicit comprehension instruction
Secret of the Dance -
Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait
Orca Publishing, 2006
#9 781551 433967
62. Response Journals

  • double-entry journals

63. initially, written in class, together 64. develop criteria for powerful responses

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