Writing is a Process - English Language Arts (ELA)

Writing is a Process - English Language Arts (ELA)

Growing-UP Writing K- 1 Writing PD Department of English Language Arts MDCPS February 18, 2015 Objectives The participants will understand the LAFS (Florida Standards) for Writing. The participants will understand the Writers Workshop format/McGraw

format with traits. The participants will understand how to apply McGraw Hill green pages to address instruction in language and writing. The participants will understand how to use District Writing Pacing Guide. The participants will understand the developmental stages of writing and the primary writing rubrics in order to score student pieces. opinion informative

narrativ e writing proces s publish writing to learn A Closer Look: Take notes during the presentation toKindergarten

gather information / complete content foci and instructional tools Be ready to share! A Closer Look: Kindergarten A Closer Look: First Grade A Closer Look: First Grade I love to write!

Writing is a Process Planning: identify topic identify genre/text type think, talk, draw, jot down notes, use a planner/organizer Drafting: write to get ideas down focus on meaningful content language standard 3 is emphasized Revising: rework for clarity, content, coherence share with peers, conference with teacher

rewrite based on comments and suggestions R63 Writing is a Process Editing read the piece with conventions in mind use grade appropriate checklist

work with peers, conference with teacher Cluster 1: Conventions of Standard English Demonstrate command of conventions of rewrite based on comments and suggestions Standard English grammar and usage when writing or speaking. language standard 1is emphasized Publication (Anchor 6) collaborate with peers

explore digital tools produce and publish share writing piece Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Language Standards Language standards are assessed when I write!

Write About Reading Analytical Writi Writingng about reading includes many types of meaningful writing tasks: drawing in response to reading (retell, draw conclusions, infer what will happen next) labeling illustrations in response to reading (show understanding of process, cycle, character development ...) taking notes while reading responding to text-dependent questions writing a summary writing an extended response(Essential

Question) Incomparing and contrasting Reading Wonders, as in the texts Language Arts K ds r a nd Sta nd 3.8 a /

3.7 earch s Re ing to t Wri arn Le Florida Standards, students are expected to write structured analytical responses that require them to communicate a particular central idea or opinion and to provide information to explain or develop that idea. R61 First Grade: Write About Reading

EQ: How are the animals in Click, Clack Moo: Cows That Type like the people in March On!? Take notes while rereading to gather evidence in order to answer Open Response (EQ). Use note organizer to respond orally then take to writing The animals in Click, Clack, Moo: Cows That Type are like the people in March On!because they worked together to make their lives better. In both texts, the characters and people protested and worked together peacefully to get what they wanted (blankets and fair living conditions). 1st To help students develop writing proficiency and create effective

writing pieces, Reading Wonders teaches students: Writing Traits and Skills how to analyze expert models of writing for specific traits and skills how to analyze models of student revisions to apply those skills in their own writing Writing Process shared writing to model process interactive writing - allow students to participate in creating longer writing pieces independent writing to compose and apply skills Students learn how to develop real and imagined

narratives, opinion writing, and informational/explanatory texts Days 1-2 Days 3-5 R5 9 Writing Trait and Skill Understanding Grade

Level Expectations R60 I must write everyday! Writing/Grammar Format During a writing workshop, you will be teaching a brief minilesson and your students will be given

time to write I do, we do, you do model. R6 9 Writing: 30 minute routine that is predictable and structured Indep end Writi ent

ng Shared Writing I I do I Interactive Writing You We

do do My teacher likes the way I used words to show Lets Share-Out: Making the Grade Activity Lets Check A Closer Look: Kindergarten

states an opinion about topic or title of book they

are writing about uses words or drawings to express opinion names the point the author makes gathers and names some information about the topic author gives for this point tells story includes single event or several loosely linked events includes a beginning, middle, and end and writes/ draws these events in order

includes character reaction to what happened

genre anchor chart model for explicit teaching opinion map using words to express an opinion chart McGraw-Hill Instructional Handbook p.

R66 McGraw-Hill Green pages genre anchor chart model for explicit teaching information map McGraw-Hill Instructional Handbook p. R66 McGraw-Hill Green pages genre anchor chart model for explicit teaching narrative map story elements (story map organizer)

somebody wanted but so plan traffic light sequencing (BME) McGraw-Hill Instructional Handbook p. R66 McGraw-Hill Green pages Lets Check A Closer Look: Kindergarten

plans, drafts, and revises, writing based on questions and suggestions from peers and teacher adds details to strengthen writing removes extraneous information produces and publishes writing pieces using digital tools collaborates with peers to publish and present builds knowledge about

content organizes, interprets, summarizes, and presents information gathers information from sources to inform or expand on a topic or answer a question

writing is a process anchor chart conferring with student writers compliments editing chart (primary) McGraw-Hill Instructional Handbook p. R63, R64, R65 & 69

digital tools 5 rules for listening writing TAG writing rubric McGraw Hill Research and Inquiry Lessons

McGraw-Hill Instructional Handbook p. R61 & 62 graphic organizers note taking selective highlighting/underlining oral retells/collaborative discussions Lets Check A Closer Look: First

Grade states an opinion about topic or title of book they are writing about uses words to express opinion organizes information supplies a reason for opinion provides closure

names topic/point the

author makes supplies some facts from the text to support a specific point organizes information provides closure writes a story describes two or more appropriately sequenced events includes details about what happened specificity organizes events: beginning, middle and end and uses temporal words to signal event order provides closure

genre anchor chart

model for explicit teaching opinion map using words to express an opinion chart McGraw-Hill Instructional Handbook p. R66 McGraw-Hill Green Pages genre anchor chart model for explicit teaching information map McGraw-Hill Instructional Handbook p. R66 McGraw Hill Green Pages

genre anchor chart model for explicit teaching narrative map story elements (story map organizer) somebody wanted but so plan temporal words anchor chart McGraw-Hill Instructional Handbook

p. R66 McGraw Hill Green Pages Lets Check A Closer Look: First Grade plans, drafts, and revises, writing based on questions and suggestions from peers and teacher

adds details to strengthen writing removes extraneous information primary writing rubric produces and publishes writing pieces using digital tools collaborates with peers to publish and present

builds knowledge about content organizes, interprets, summarizes, and presents information gathers information from

sources to inform or expand knowledge on a topic or answer a question writing is a process anchor chart conferring with student writers compliments editing chart (primary) McGraw-Hill Instructional

Handbook p. R63, R64, R65 & R69 digital tools 5 rules for listening writing TAG McGraw Hill Research and Inquiry Lessons McGraw-Hill Instructional Handbook p. R61 & 62

graphic organizers note taking selective highlighting/underlining oral retells/collaborative discussions 2 Click icon to add picture Day 1: Shared Writing

Lets practice: teacher writes Day 2: Interactive Writing Lets practice: we write together Day 3 - 5: Independent Writing Who writes?

K Informational Writing Instruction in Presentation Format Kindergarten Grammar K Writing Sample #1 K Writing Sample #2

1st - Pacing Guide Unit 6 Week 1 A Closer Look at 1st Grade Gather Ideas and Instruction Plan: 2 1 3

select topic 4 Beginning Middle End 5 1 Grade Grammar st

Next Step: Expand on Plan Story Board 7 6 8 10 Draft 9 11

Revise 12 13 Students revise Peer Review 14 15

Publish & Share 16 Writers talking to writers. Writes listen to other writers. Teacher Checklist

Fantasy Story Teacher Checklist: topic: taking action two or more sequenced events details of what happened problem/solution temporal words to signal event order sense of closure sentence variety Lets look at student pieces! 1 Grade

Writing Sample #1 st 1 st Grade Writing Sample #2 1 Grade Writing Sample #3 st

Childrens success in many disciplines is utterly reliant on their abilities to write; children deserve writing to be a subject that is taught and studied just like reading or math. . . .it is nonnegotiable that every child spends time every day learning to write, and that during that time, the teacher is teaching writing. The Art of Teaching Writing Lucy Calkins Teachers College, Columbia University

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