Growing-UP Writing

K- 1 Writing PDDepartment of English Language

ArtsMDCPS

February 18, 2015

Objectives The participants will understand the LAFS (Florida Standards) for

Writing.

The participants will understand the Writer’s 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: KindergartenTake notes during the

presentation to 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 ProcessPlanning:

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 ProcessEditing

read the piece with conventions in mind use grade appropriate checklist work with peers, conference with teacher rewrite based on comments and suggestions language standard 1is emphasized

Publication (Anchor 6) collaborate with peers explore digital tools produce and publish share writing piece

Cluster 1: Conventions of Standard English • Demonstrate command of conventions of

Standard English grammar and usage when writing or speaking.

• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

 

Language StandardsLanguage standards

are assessed when I write!

Writing 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) comparing and contrasting texts

Standards

3.7 and 3.8

–Research/

Writing to

Learn

K

R61

Write About Reading – Analytical Writing

In Reading Wonders, as in the Language Arts 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.

First Grade: Write About Reading

Take notes while rereading to gather evidence in order to answer Open Response (EQ).Use note organizer to respond orally then take to writing

EQ: How are the animals in Click, Clack Moo: Cows That Type like the people in “March On!”?

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

grade

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 skillsStudents learn how to develop real and imagined narratives, opinion writing, and informational/explanatory texts 

Days 3-5Days 1-2

R59

Writing Trait and Skill

Understanding Grade Level Expectations

I must write everyday!

R60

During a writing workshop, you will be teaching a brief mini-lesson and your students will be given time to write – I do, we do, you do model.

Writing/Grammar Format

Writing: 30 minute routine that is predictable and structured

R69

Shared Writing

Interactive Writing

Independent Writing

I I

Ido

We do

You do

My teacher likes the way I used words to

show …

Let’s Share-Out: Making the Grade

Activity

Let’s 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

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

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 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

Let’s 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

writing is a process anchor chart conferring with student writers compliments editing chart (primary) McGraw-Hill Instructional

Handbook p. R63, R64, R65 & 69 produces and publishes writing

pieces using digital tools collaborates with peers to

publish and present

digital tools 5 rules for listening writing TAG writing rubric

builds knowledge about content

organizes, interprets, summarizes, and presents information

McGraw Hill Research and Inquiry Lessons

gathers information from sources to inform or expand on a topic or answer a question

McGraw-Hill Instructional Handbook p. R61 & 62

graphic organizers note taking selective highlighting/underlining oral retells/collaborative

discussions

Let’s Check A Closer Look: First

Grade

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

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

genre anchor chart model for explicit teaching information map McGraw-Hill Instructional

Handbook p. R66 McGraw –Hill Green Pages

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 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

Let’s Check A Closer Look: First Grade

writing is a process anchor chart

conferring with student writers

compliments editing chart (primary) McGraw-Hill Instructional

Handbook p. R63, R64, R65 & R69

• 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

digital tools 5 rules for listening writing TAG

primary writing rubric

builds knowledge about content organizes, interprets,

summarizes, and presents information

McGraw Hill Research and Inquiry Lessons

gathers information from sources to inform or expand knowledge on a topic or answer a question

McGraw-Hill Instructional Handbook p. R61 & 62

graphic organizers note taking selective highlighting/underlining oral retells/collaborative discussions

K - Pacing Guide - Unit 7 Week 2

Click icon to add picture

Day 1: Shared Writing

Let’s practice: teacher writes

Day 2: Interactive Writing

Let’s practice: we write together

Day 3 - 5: Independent Writing

Who writes?

Instruction in Presentation Format

KInformational

Writing

Kindergarten Grammar

K WritingSample #1

K WritingSample #2

1st - Pacing Guide Unit 6 Week 1

A Closer Look at 1st Grade InstructionGather Ideas and Plan:

1

2

3 select topic

Beginning

End

Middle

4

5

1st Grade Grammar

Next Step:Expand on Plan

Story Board

6

7

8

Draft

9

10

11

Revise12

Students revise Peer Review13

14

Publish & Share

15

16

Writers talking to writers.

Writes listen to

other writers.

Teacher Checklist

Let’s look at student pieces!

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  

1st Grade Writing

Sample #1

1st Grade Writing Sample #2

1st Grade Writing

Sample #3

“Children’s 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