second grade teacher reading academy - writing · 2016. 11. 1. · checks wills . struggling...

Writing

Second Grade Teacher Reading Academy

These materials are copyrighted © by and are the property of the University of Texas System and the Texas Education Agency. ©2009

©2009 University of Texas System/Texas Education Agency

2TRA: Writing Handout 1 (1 of 1)

The Power of Writing

Place a check by all the ways you have used writing in the past year.

In the blank spaces, write additional writing activities that you have used.

Writing Activity Check √ Writing Activity Check √ Meeting agenda Announcement Invitation Baby book entries Report Brochure Requests Bulletin Thank you cards Contract To do lists Direction Certificates Editorial Lesson plans Epitaph/obituary Family history Essay Campaign speech Grant proposal Readers Theater script Grocery list Children’s book Jokes/riddles Application Letter of Reference Song lyrics Letter to the Editor Class notes Meeting notes E-mail message Memo Curriculum/unit Memoirs Business letter Newspaper/newsletter article Play Novel Signs (e.g., garage sale, schedules)

Poetry

Friendly letter Questionnaire Order form Recipe Anectodal records Report card/progress sheet Journal/diary Short story Party plans Vacation/trip itinerary Checks Wills

Struggling Writers Word Web Activity

How would you describe typical struggling writers in your classroom?

On a piece of paper, create a brainstorming web.

• First, draw a circle in the center of the paper. Then, write Struggling Writers in the circle.

• Brainstorm how you would describe struggling writers and write the descriptors on lines that radiate from the center circle to create your web.

See sample web below.

Struggling Writers



2TRA: Writing

CHARACTERISTICS OF PROFICIENT READERS

CHARACTERISTICS OF STRUGGLING READERS

Before Reading

set goals for their reading

During Reading

read accurately and quickly; connect meaning from sentence to sentence; use background knowledge to make predictions; are selective in what they skip and reread; make inferences; monitor own comprehension.

After Reading

summarize and reflect on what they read

Overall Proficient readers are strategic, metacognitive readers who know how and when to use a number of strategies to help them comprehend what they read.

Struggling readers do not read strategically, nor do they have sufficient metacognitive awareness to develop, select, and apply strategies to enhance comprehension.

Handout 3 (1 of 1)

How Do Proficient Readers Differ From Struggling Readers?

As you read about the characteristics of proficient and struggling readers record the characteristics under these headings: “Before reading,” ”During reading,” ”After reading,” ”Overall.” The “Overall” heading includes general statements that describe each type of reader.




Creating a Classroom Climate for Writing

Journal Writing Vary the way students use their journals: to respond to what they are reading, to communicate with others, and to keep learning logs for different content areas.

Author's Chair Have students read their writing to a small group or to the whole class and receive feedback from peers.

Guest Authors Invite professional authors and other adults to visit and read original pieces, such as poetry, reports, letters, books, etc.

Bulletin Board Displays Include students in making bulletin boards inside and outside of the classroom to display their work.

Writing Resources Provide opportunities for students to use word banks, word lists related to writing topics, dictionaries, thesauruses, and other resources. Have students create their own dictionaries. Post procedures and steps for the writing process.

Checklists and Rubrics Help students create guidelines, checklists, and rubrics for different writing forms. Provide copies of these for students to use as they write. Display models of different writing forms.

Writing Center Stock a corner or other area of the classroom with books, magazines, and other print materials. Include supplies for writing and paper of different colors, shapes, and sizes. Correlate materials to units or topics of study. Include computers and printers.

Message Board Provide a place for students to write messages and letters to one another. Make mailboxes for each student.

Conferences Teach students how to conduct writing conferences with each other. Conference regularly with each student.

Writing Folders Keep writing in pocket folders or manila envelopes. Staple papers to the front and back to list possible topics and to record pieces of writing. Include checklists to indicate stages of the writing process.

Adapted from Bromley, K. (1998). Language arts. Exploring connections (3rd ed.). Boston, MA: Allyn & Bacon.



The Writing Process

WRITING STAGES PROCEDURES

Planning: • Think • Planning: selecting topics, • Brainstorm

generating ideas, organizing ideas • Create webs or maps of ideas and related concepts to write about • Read related information

• Determining purpose, audience, and • List ideas writing form • Make notes

• Outline important points to include

Drafting: • Putting planning ideas into writing • Reading and rereading to see if it

makes sense • Conferencing with teacher and peers

to discuss and review writing

• Have writing materials ready • Get ideas down • Concentrate on meaning and content • Skip lines and write on one side of page • Circle unfamiliar words • Label: "Work-in-progress" • Follow planning organizer • Remember: first drafts aren’t expected to be

perfect

Revising: • Making content changes discussed

during conference(s)

• Conference with peer and/or teacher • Reread, reword, rewrite for clearer meaning • Use self-revising checklist

Editing: • Reread • Making punctuation, capitalization, • Check spelling, capitalization, punctuation,

grammar, and spelling corrections grammar • Conferencing with teacher or peer to • Proofread

proofread and edit • Use peer-editing and/or self-editing checklists

Sharing or publishing: • Preparing and sharing writing on a

regular basis

• Display for others to read in class and in school

• Read work to others • Write to others (e.g., pen pals) • Make own books • Write for class newsletter, local newspaper, or

children’s magazines • Write reports or plays to present/read to class

Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems(5th ed.). Boston, MA: Allyn & Bacon; Bromley, K. (1998). Language arts: Exploring connections (3rd ed.). Boston, MA: Allyn & Bacon; Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read and write.New York, NY: Addison-Wesley Longman; Gunning, T. G. (2002). Assessing and correcting reading and writingdifficulties (2nd ed.). Boston, MA: Allyn & Bacon.


El proceso de escribir

• Plan de escritura: Realizar una lluvia de ideas; discutir y escoger temas, conceptos e ideas para escribir. Determinar el propósito y el público para el cual se va a escribir.

• Escribir un borrador: Poner las ideas que se obtuvieron al planear la escritura en palabras y oraciones escritas.

• Discutir o tener una entrevista: Trabajar con un maestro o compañero para analizar el contenido del texto escrito.

• Revisar: Cambiar el contenido del texto escrito de acuerdo a la discusión anterior (la entrevista).

• Editar: Corregir la puntuación, la gramática y la ortografía.

• Publicar: Preparar el texto escrito para el público. Escribir una copia final para compartir con los demás.

Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston, MA: Allyn & Bacon; Bromley, K. (1998). Language arts: Exploring connections (3rd ed.). Boston, MA: Allyn & Bacon; Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read and write. New York, NY: Addison-Wesley Longman; Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston, MA: Allyn & Bacon.



Different Forms of Writing

PURPOSE FORMS OR GENRES

Writing to convey feelings or to Journal writingexpress inner thoughts • Personal journals • Illustrations are often the first • Response journals

step to this kind of writing • Dialogue journals • Buddy journals

Letters Poems

Writing to narrate Narratives • Writing includes an Sequels

introduction, a sequence of events, and a conclusion Newscasts

• May use dialogue Skits Obituaries Biographies

Writing to explain, inform, or Notes provide factual information Messages• Expository writing • Can involve research skills Reports

• Use of webs, concept maps, Letters illustrations, and/or Venn Essays diagrams Lists

Interviews Character descriptions

Writing to persuade Letters • Attempts to change a reader's Essays

opinion Book reviews Advertisements/product descriptions Travel guides

Adapted from Bromley, K. (1998). Language arts: Exploring connections (3rd ed.). Boston, MA: Allyn & Bacon.



Collaborative Writing

Collaborative writing helps students learn how to write and spell with teacher support.

Collaborative writing: • Emphasizes a purpose for writing • Builds and activates background knowledge of the topic • Repeats words aloud as they are written • Encourages students to say words slowly to hear individual sounds as words are spelled • Includes rereading of the text after writing to enhance comprehension • Incorporates word study to show the connections between sounds, letters, and

spelling patterns

• Provides a model for future writing

Types of Collaborative Writing

Shared Writing

Shared writing (or experience charts) transforms students’ spoken words into print.

Shared writing involves students narrating a story or message while the teacher records their words. Students do not do the handwriting themselves.

You and your students share what to write about and the rereading of the text.

Identify students’ words by writing their names beside their contributions.

Shared writing can be displayed and reread by students throughout the year.

Shared writing activities provide a concrete demonstration of many print concepts and an awareness of words, their spellings, and the conventions of written language.

Interactive Writing

Interactive writing is a form of shared writing that scaffolds writing by having students “share” the pen as the words are written.

Teacher and students share what to write about, the actual writing of the words, and the rereading of the text.

Teachers are expected to write known words and help students write unknown words by identifying the sounds they hear. Teachers scaffold and write less and less of the text as the year progresses. The goal is for the students to write independently.



Interactive writing can be used as a whole-group lesson, with small groups, or with individual students.

Writing Aloud

Writing aloud is similar to a “think aloud.”

Teachers vocalize what they are thinking as they write and ask students to assist at various times.

Teachers lead the discussion, encouraging students to contribute, expand, and sequence ideas.

The purpose of writing aloud is to demonstrate how to write different text structures.

Writing aloud provides opportunities for students to learn how to select topics,

organize ideas, and compose text.

Adapted from Button, K., Johnson, M. J., & Furgerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6), 446–454; Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions across reading and writing. York, ME: Stenhouse; Wiley, B. J. (1999). Interactive writing: The how and why ofteaching and learning letters, sounds, and words. In I. C. Fountas & G. S. Pinnell (Eds.), Voices on word matters: Learning about phonics and spelling in the literacy classroom. Portsmouth, NH: Heinemann.


________________________ ______________________

________________________ ______________________


Different Types of Writing Organizers: Think Sheets

1. Writing organizers or “think sheets” provide scaffolding for students’ writing.

2. Writing organizers can help students initially when writing first drafts.

3. Students watch teachers use the organizers and then use the organizer that they have watched being modeled as they write with a partner, in small groups, or independently.

4. Graphic organizers help scaffold students’ efforts, especially students with reading and writing difficulties and second language learners.

5. Think sheets often correspond to different stages of the writing process, such as planning and drafting.

Planning Think Sheet

Possible Topics:

Circle your choice.

What do I know about the topic? Brainstorm ideas.

1._______________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________

Reprinted with permission. Copyright © 1992 by Neuhaus Education Center, Bellaire, TX. All rights reserved. 1.713.664.7676. www.neuhaus.org.


http:www.neuhaus.org

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


Drafting Think Sheet

Name: _____________________________

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________




___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________


Narrative Think Sheet

Title: _____________________________________

BEGINNING (What is the setting? Who are the characters?)

MIDDLE (Action: What is the problem?)

ENDING (How was the problem solved?)





Think Sheet

Name: _____________________________________ Date: ____________

WHO: _______________________________________

WHAT: _______________________________________

WHEN: _______________________________________

WHERE: _______________________________________

WHY: _______________________________________

HOW: _______________________________________




______________________________________________ ______________________________________________


Think Sheet

Topic: _____________________________________________

Sentence Describing Topic:

FIRST, _______________________________________

NEXT, _______________________________________

THEN, _______________________________________

FINALLY, ______________________________________





Story Innovation Think Sheet

Using short poems and pattern books can be an excellent way to scaffold writing, especially for those who have difficult thinking of topics.

Story innovations can be an effective way to motivate students to write and help students to see themselves as writers.

Procedures

• Select a favorite pattern book and model rewriting with the whole class.

• Select the part of the text that you are going to change.

For example, you might change the characters, the setting, what the characters do, or a combination of these.

Example Story:

The cat likes to lay on the rug.

The cat likes to drink milk.

The cat likes to sit in the sun.

The cat likes to jump on me.

Innovation: The dog likes to lay on the bed.

The dog likes to drink water.

The dog likes to sit in the car.

The dog likes to jump on my baby brother.




________________________ ______________________

________________________ ______________________


Diferentes tipos de organizadores gráficos para escribir

1. Los organizadores gráficos para escribir ofrecen apoyo estratégico a los estudiantes para escribir y desarrollar sus ideas.

2. Los organizadores gráficos para escribir ayudan a los estudiantes a escribir sus primeros borradores.

3. Los estudiantes observan a la maestra(o) utilizar los organizadores gráficos y después ellos utilizan el mismo organizador que demostró la maestra(o) al escribir con un compañero, en grupos pequeños o independientemente.

4. Los organizadores gráficos ofrecen apoyo estratégico y específico a los estudiantes con problemas de lectura y escritura y a los estudiantes que aprenden inglés como segunda lengua.

5. Los organizadores gráficos para escribir generalmente corresponden a las diferentes etapas del proceso de escritura tales como Planeando la Escritura y Escribiendo un Borrador.

Para pensar y planear

Posibles temas:

Encierra en un círculo tu elección.

Pregúntate: “¿Qué sé sobre el tema?” Escribe tus ideas.

1._______________________________________________

2._______________________________________________

3._______________________________________________

4._______________________________________________




___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


Elaboración de ideas

Nombre: _____________________________

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________




___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________


Planeando un texto narrativo

Título: _____________________________________

PRINCIPIO (¿Cuál es el escenario? ¿Quiénes son los personajes?)

INTERMEDIO (La acción: ¿Cuál es el problema?)

FINAL (¿Cómo se resolvió el problema?)





Organizador de ideas

Nombre: ___________________________________ Fecha: ____________

QUIÉN: _______________________________________

QUÉ: _______________________________________

CUÁNDO: ______________________________________

DÓNDE: _______________________________________

POR QUÉ: ______________________________________

CÓMO: _______________________________________




______________________________________________ ______________________________________________


Organizador de ideas

El tema:____________________________________________

Una oración que describe el tema:

PRIMERO,______________________________________

LUEGO, _______________________________________

DESPUÉS, ______________________________________

AL FINAL, _____________________________________





Innovando una historia

Poemas cortos o libros con estructuras repetidas pueden ser una gran ayuda para facilitar el proceso de escritura para los estudiantes a los que se les dificulta pensar en temas para escribir.

Este proceso puede ser muy efectivo para motivar los estudiantes a escribir y ayudarles a verse como escritores exitosos.

Procedimiento

• Seleccione un libro con estructura repetida y muéstrele a los estudiantes como rescribir o modificar la historia.

• Seleccione la parte del libro que va a ser modificada. Por ejemplo, se pueden cambiar los personajes, el escenario, o lo que los personajes hacen o una combinación de estos elementos.

Ejemplo: Historia:

A mi gato le gusta acostarse en la alfombra.

A mi gato le gusta beber leche.

A mi gato le gusta sentarse en el patio.

A mi gato le gusta brincar sobre mí.

Innovación A mi perro le gusta acostarse en mi cama.

A mi perro le gusta beber agua.

A mi perro le gusta sentarse adentro del carro.

A mi perro le gusta brincar sobre mi hermanito.






Editing Checklist

YES NO EDITS MADE

1. Does each sentence end with a period, exclamation point, or question mark?

2. Does each sentence start with a capital letter?

3. Are there quotation marks to show when someone is talking?

4. Did I use a dictionary and/or thesaurus to check my spelling?

5. Did I circle words I think are misspelled?

Adapted from Areglado, N., & Dill, M. (1997). Let's write. New York, NY: Scholastic.



Partner Editing Checklist

YES NO EDITS MADE

1. Did my partner end each sentence with a period, exclamation point, or question mark?

2. Did my partner start each sentence with a capital letter?

3. Did my partner use quotation marks to show when someone is talking?

4. Did my partner use a dictionary and/or thesaurus to check spelling?

5. Did my partner circle words that may be misspelled?




Proofreading Checklist

Did I remember:

Punctuation

Capitals

Spelling

Margins

Indenting

Neatness

Complete sentences

Beginning and ending sentences or paragraphs

Sentences in order



Convention Game

Materials: Students’ writing notebooks or paper; books they are reading

Procedures:

• Group students in teams of three (mixed-ability groups).

• Write a sentence on the board, overhead, or chart paper that illustrates a

particular convention.

• For example: Did the snake jump into the boat from the tree branch, the water, or the rock?

• Circle the convention (i.e., “the tree branch, the water, or the rock”).

• Ask students to look for an example(s) of the convention (i.e., items in a series separated by commas) in their books.

• When a student finds an example(s) of the convention, the team checks to see if the example(s) is correct.

• If correct, the team answers the following question: How does the convention help the reader understand the sentence?

• Have students copy the teacher’s example and/or their own examples in their notebooks. Title the page: “Writing Conventions.” This list becomes a resource as they write.

Variation: To encourage each group to participate, set a timer for X number of minutes.

Let every team who finds an example within that time period share their example(s) and answer the question.

The first team to find an example receives two points and other teams who found examples, one point.

Note: Donald Graves, the author of the game, suggests playing every couple of weeks for approximately 15 minutes. He reports that students often incorporate the conventions used in the game into their own writing.

Adapted from Graves, D. H. (1994, November/December). Be a better writing teacher. Instructor, 43–45.




Promoting Writing Fluency

Writing fluency is the ability to write quickly and with ease.

To improve writing fluency, encourage students to write as quickly as they can while still maintaining good letter formation. Provide many opportunities for practice, including copying and dictation.

Handwriting instruction helps students communicate more effectively. It includes modeling and teaching letter formation and size, pencil grip, paper position, stroke, posture, spacing, and fluency.

This instruction is one important part of your total writing program and is essential for students who struggle to get print on paper. Handwriting programs vary from district to district.

Handwriting habits are not easily changed, so it is important that students initially learn to write correctly.

Components of effective handwriting instruction: • Include frequent, explicit instruction.

• Model the formation of letters, correct posture, pencil grip, and position of paper.

• Provide opportunities for handwriting practice that focuses on the ability to write

fluently and on the formation of letters, both in isolation and in context.

• Incorporate a variety of techniques and methods to match individual students’

needs.

Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston, MA: Allyn & Bacon; Stempel-Mathey, L., & Wolf, B. J. (1999). Teaching handwriting. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 257–280). Baltimore, MD: Brookes.



Planning: Ways to Scaffold Instruction

“Today, I want to teach you how to decide on a topic and generate some ideas to guide you as you write.”

Write “Possible Topics” on a piece of chart paper.

“I am thinking about writing a paragraph about tornadoes. Last night I saw on the news that a tornado caused some damage to a small suburb. No one was injured, but there was a lot of damage to homes and businesses.”

Model by writing “tornadoes” on chart paper.

“Can you help me think of other topics that I might write about?”

Write ideas on the chart paper.

“Now, I will decide which topic I want to write about today. I think I will write about tornadoes.”

Circle choice.

“Later, I will write these other topics in my writing folder. I may want to write about one of them on another day.”

Write: “What do I know about the topic?” on the chart paper.

“Now, let’s answer the question: What do I know about the topic? I know that

tornadoes often occur during a thunderstorm.”

Write the sentence under the question. Label it number 1. Write numbers 2, 3, and 4 on the chart paper.

“Can someone else tell me something about tornadoes?”

Write three more ideas on chart paper.

“I am ready to start writing my paragraph. I have a topic and four ideas about

tornadoes. I can elaborate each idea as I write my paragraph.”

“Now, it’s your turn. Use the Planning Think Sheet. Follow the steps and plan a

paragraph that you will write about.”

Note: The Planning Think Sheet is provided in “Different Types of Writing Organizers: Think Sheets.”


Integrating Writing Across the Curriculum

Quick Writes Quick writes are opportunities for students to take a few minutes to write in different content areas, such as math, science, and social studies. Quick writes can be read and discussed to monitor student progress and understanding.

TYPES OF QUICK WRITES EXAMPLES

Previewing Helps both students and teachers determine prior knowledge

We are beginning a unit about the ocean. Write down all the words you think of when you think of the ocean. You have 1 minute. Begin.

Before we begin fractions, write two sentences telling what you know about fractions.

Summarizing Reflects knowledge and concepts learned during a lesson

We have been learning about mammals today. Write one sentence to give your definition of a mammal.

We have been discussing the different parts of flowers today. List as many parts as you can in 30 seconds.

Self-assessment Assesses and checks student understanding of important information

Today, we learned a lot of new information about graphs. Write one thing you are not sure you understand.

Tell me in one or two sentences what you learned about volume by doing the experiment.



Content Journals and Learning Logs A content journal is a place for students to record their questions, insights, confusions, and ideas about what they are learning.

Journal entries are more extended entries than quick writes.

Students can incorporate what they are learning and how they may use it. They can write scientific observations, results of experiments, descriptions of how math problems are solved, plans for reports, or responses to questions that the class has brainstormed.

Some students include drawings, charts, graphs, and time lines.

Students can choose a subtopic connected to the content, or they can respond to assigned topics from the teacher. Students can write in journals in the beginning or at the end of a lesson. Students can also write brief comments or pose questions during reading or a lesson.

Examples of journal entries in math include: • Draw and label the shapes we have learned. • Write what will help you work fraction problems. • Write a paragraph using math terms from our content word wall.

Adapted from Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Boston, MA: Allyn & Bacon; Moore, D., Moore, S., Cunningham, P., & Cunningham, J. (1998). Developing readers andwriters in the content areas K-12 (3rd ed.). New York, NY: Addison-Wesley Longman.




Writing and Math

Develop three Quick Writes you can use in math next year.

Include how much time or how many words or sentences you want students to write. Use the examples on Handout 15: “Integrating Writing Across the Curriculum.”

TYPES OF QUICK WRITES QUICK WRITES FOR MATH

Previewing Helps both students and teachers determine prior knowledge

Summarizing Reflects knowledge and concepts learned during a lesson

Self-reflections Assesses and checks student understanding of important information



Ways for Teachers and Peers to Respond to Writing

Suggestions to compliment writing:

1. I like the way your paper began because…

2. I like the part where…

3. I like the way you explained…

4. I like the order you used in your paper because…

5. I liked the details you used to describe…

6. I like the way you used dialogue to make your story sound real.

7. I like the words you used in your writing, such as…

8. I like the facts you used like…

9. I like the way the paper ended because…

10. I like the mood of your writing because it made me feel…

Questions and suggestions to improve writing:

1. I got confused in the part about…

2. Could you add an example to the part about…

3. Could you add more to this _____________ part because…

4. Do you think your order would make more sense if you…

5. Do you think you could leave this part out because…

6. Could you use a different word for _____________ because…

7. Is this _________ paragraph on one topic?

8. Could you write a beginning sentence to “grab” your readers?


Cómo responder a los textos escritos por los estudiantes

Sugerencias para felicitar a los alumnos por la escritura

1. Me gustó cómo empezaste tu cuento porque...

2. Me gustó la parte cuando…

3. Me gustó cómo explicaste…

4. Me gustó el orden de los eventos porque…

5. Me gustaron los detalles que utilizaste porque…

6. Me gustó cómo escribiste el diálogo…

7. Me gustaron las palabras que escogiste al escribir tu cuento, cómo por

ejemplo…

8. Me gustaron los hechos cómo…

9. Me gustó cómo terminó tu cuento porque…

10. Me gustó el ambiente de tu cuento porque me hizo sentir…

Preguntas y sugerencias para los estudiantes para mejorar sus textos escritos:

1. Me confundió la parte cuando…

2. ¿Podrías dar un ejemplo en la parte sobre…

3. ¿Podrías escribir más en esta parte sobre ___ porque…

4. ¿Crees que la secuencia de eventos estaría más clara si…

5. ¿Crees que podrías eliminir la parte sobre ___ porque…

6. ¿Podrías usar otra palabra en vez de ___ porque…

7. ¿Trata este párrafo de un solo tema?

8. ¿Podrías escribir una oración al principio que sirva para atraer la atención

de los lectores?




Monitoring Students’ Writing Progress

Help students learn to monitor and evaluate their own writing and the writing of others.

Provide opportunities for peer collaboration and sharing.

Model correct procedures for peer conferencing.

Teach students how to use checklists. Use checklists and rubrics to remind students of elements to include in their writing or to provide a record for documenting progress. Examples of checklists are provided in this handout.

Use conferences, anecdotal records, and writing products to guide your instruction so that it meets students’ needs. A sample way to record observations is provided on the last page of this handout.

Teacher-Student Conferences Regularly conduct teacher-student conferences. Conferences between you and your students are times to discuss what has been written, to encourage reluctant students to continue writing, and to assess progress of written expression.

There are many types of teacher-student writing conferences. For example, teachers can help students brainstorm writing topics, revise their work by adding more information, or edit for spelling and punctuation.

Provide positive and specific feedback.

Listen carefully and accept all students’ responses. Be positive and work to ensure that students are proud of their writing accomplishments. Make constructive suggestions, such as, “I’m having trouble understanding what it’s saying here . . .” or, “I like the way you described . . . Can you tell more about it so the reader will have a better understanding?”

Focus on one or two elements of the writing. Begin by looking at the content first. Help students revise what they have written. Tell what you liked about it. Avoid taking over the writing, or making too many suggestions at once.

Concentrate on a specific convention or usage problem to help students improve their writing one step at a time. For example, discuss using question marks if students are having difficulty remembering to include them in their writing, or discuss how to add details to make the writing more interesting.



Response Guide

Title: ________________________________________________________

Author/Speaker: _______________________________________________

Praise and Encouragement

Questions

Suggestions for Improvement

Signed ___________________________________________________________

Adapted from Bromley, K. (1998). Language Arts. Exploring connections (3rd ed.). Boston, MA: Allyn & Bacon.



Partner Response Sheet

1. What do you like most about this writing?

2. What suggestions do you have for the author?

Author’s Name Partner’s Name



Writing Rubric

Name: Date:

Assignment:

Excellent

Good

Satisfactory

Unsatisfactory

Comments:




Revising Checklist

YES NO I MADE

CHANGES

1. Does it make sense?

2. Does it sound right?

3. Are there enough details?

4. Is there a beginning, middle, and end?

5. Does the title match the story?




Partner Revising Checklist

YES NO WE MADE CHANGES

1. Does my partner’s writing make sense?

2. Does it sound right?

3. Does my partner’s writing have enough details?

4. Does my partner’s writing have a beginning, middle, and end?

5. Does my partner’s title match the story?




Anecdotal Notes

Abby Bernardo Cara Darcy Devin

Eduardo Evan Frankie Greg Hannah

Isabella Justin Kevin Lupe May Lin

Pedro Quan Ryan Soojin Virginia

Adapted from Tompkins, G. E. (1998). Fifty literacy strategies: Step by step. Upper Saddle River, NJ: Merrill.


Monitoreando el progreso de los estudiantes al escribir

Ayude a los estudiantes a aprender cómo monitorear y evaluar sus propios escritos y los escritos de otros.

Provea oportunidades para que los estudiantes colaboren y compartan ideas al escribir.

Modele los procedimientos correctos para usar en una conferencia con compañeros.

Enseñe a los estudiantes cómo utilizar listas de control (checklists). Utilice listas de control y rúbricas para recordar a los estudiantes los elementos que deben incluir en sus escritos o para proveer un registro donde documentar su progreso. Este documento provee varios ejemplos de listas de control.

Utilice conferencias, registros anecdóticos, y textos escritos para guiar su instrucción de manera que satisfaga las necesidades de sus alumnos. Este documento provee un modelo de cómo anotar observaciones sobre los escritos de sus alumnos.

Conferencias entre estudiantes y maestras(os) Lleve a cabo conferencias con sus estudiantes sobre lo que están escribiendo regularmente. Estas conferencias son momentos en los que pueden discutir los escritos de los estudiantes, alentar a aquellos estudiantes que se resisten a seguir escribiendo y evaluar el progreso de la expresión escrita.

Existen muchos tipos de conferencias entre estudiantes y maestras. Por ejemplo, las maestras pueden ayudar a los estudiantes a hacer una lluvia de ideas sobre los temas de los que pueden escribir. A través de estas conferencias, las maestras también pueden revisar el trabajo de los estudiantes y añadir información faltante o revisar ortografía y puntuación.

Provea una retroalimentación positiva y específica. Este documento también provee una lista de maneras en las que las maestras y los compañeros pueden responder o comentar sobre los textos escritos.

Escuche cuidadosamente y acepte todas las respuestas de los estudiantes. Mantegan una actitud positiva y asegúrese que los estudiantes están orgullosos de sus logros en sus escritos. Sugiera cambios constructivos como por ejemplo, “Tengo dificultad en entender lo que estás diciendo aquí…” o, “Me gusta mucho la manera en que describiste…” o “¿Puedes escribir más al respecto para que el lector pueda entender mejor esta parte?

Enfóquese en uno o dos elementos del escrito. Empiece analizando el contenido primero. Ayude a los estudiantes a revisar y editar lo que han escrito. Mencióneles lo que le gusta de sus escritos. Evite el escribir usted misma el texto o el hacer muchas sugerencias al mismo tiempo.

Concéntrese en un problema específico para ayudar a los estudiantes a mejorar sus escritos un paso a la vez. Por ejemplo, discuta el uso de signos de interrogación si los estudiantes no los están incluyendo en sus escritos o discuta cómo añadir detalles para hacer los textos más interesantes.



Guía para responder a un escrito

Título: ______________________________________________________

Autor:_______________________________________________________

Reconocimiento y Aliento

Preguntas

Sugerencias para mejorar

Firma _______________________________________________________



Reacción de un compañero

1. ¿Qué fue lo que más te gustó de este texto?

2. ¿Qué sugerencias le podrías dar al autor?

Nombre del autor Nombre del compañero




Rúbrica de escritura

Nombre: Fecha:

Escrito:

Excelente

Bueno

Satisfactorio

No satisfactorio

Comentarios:



Reviso mi propio trabajo

SÍ NO HICE

CAMBIOS.

1. ¿Tiene sentido?

2. ¿Se oye bien?

3. ¿Hay suficientes detalles?

4. ¿Hay un principio, un intermedio y un final?

5. ¿Está relacionado el título con la historia?




Revisando el trabajo de mi compañero

SÍ NO HICE

CAMBIOS.

1. ¿Tiene sentido el escrito de mi compañero?

2. ¿Suena bien?

3. ¿Tiene suficiente detalles el escrito de mi compañero?

4. ¿Tiene un principio, un intermedio y un final?

5. ¿Está relacionado el título que escribió mi compañero con su escrito?




Notas anecdóticas

Abby Bernardo Cara Darcy Devin

Eduardo Evan Frankie Greg Hannah

Isabella Justin Kevin Lupe May Lin

Pedro Quan Ryan Soojin Virginia

Adapted from Tompkins, G. E. (1998). Fifty literacy strategies: Step by step. Upper Saddle River, NJ: Merrill.


2TRA: Writing

©2009 University of Texas System/Texas Education Agency©2009 University of Texas System/Texas Education Agency

Wri

ting

Pro

gres

s M

onit

orin

g Ch

art

TEM

PLAT

E

Dire

ctio

ns: E

nter

you

r st

uden

ts’ n

ames

in t

he fi

rst

colu

mn.

The

wri

t-ad

diti

onal

pra

ctic

e, ✓

– no

cha

nge

sinc

e la

st r

evie

w, a

nd –

no

evid

ence

in

g sk

ills

(bot

h st

eps

in t

he p

roce

ss a

nd u

se o

f co

nven

tion

s) a

cros

s or

opp

ortu

nity

. It

is a

lso

a go

od id

ea t

o in

clud

e th

e da

te w

hen

the

the

top

row

rep

rese

nt a

sam

ple

of s

kills

to

docu

men

t as

you

tea

ch a

nd

skill

is m

aste

red.

Be

sure

not

to

docu

men

t m

aste

ry b

ased

onl

y on

one

m

onit

or s

tude

nt p

rogr

ess

thro

ugh

conf

eren

cing

and

rev

iew

of

stud

ent

or t

wo

oppo

rtun

itie

s. R

evis

e th

e ch

art

to r

eflec

t on

goin

g le

arni

ng, bu

t w

riti

ng s

ampl

es. De

term

ine

an a

ppro

pria

te s

yste

m o

f m

arki

ng t

o do

cu-

chan

ging

the

ski

lls t

o m

atch

stu

dent

s’ pr

ogre

ss. Us

ing

reco

rd k

eepi

ng

men

t w

hen

stud

ents

mas

ter

a sk

ill o

r re

quire

add

itio

nal p

ract

ice

or

like

this

will

als

o en

sure

tha

t yo

u pr

ovid

e th

e ne

cess

ary

oppo

rtun

itie

s sc

affo

ldin

g. F

or e

xam

ple,

+ m

aste

red,

✓+

mak

ing

prog

ress

but

nee

ds

for

stud

ents

to

use

and

prac

tice

the

nec

essa

ry s

kills

.

2TRA: Writing

Wri

ting

Pro

cess

(P-p

lann

ing,

D-d

raft

ing,

R-re

visi

ng, E

-edi

ting

)

Wri

ting

For

ms

(Lit

erar

y an

d In

form

atio

nal)

Conv

enti

ons

(Ada

pt t

o fit

app

ropr

iate

co

nven

tion

s fo

r gr

ade

leve

l)

Stud

ent’s

Na

me

P D

R E

Narr

ativ

eSt

ory

(B,

M,

E)

Shor

tPo

em

Pers

uasi

ve

Brie

f ex

posi

tory

Re

sear

chRe

port

Ca

ps

Punc

t.

Spel

ling

(e.g

., C

VC,

CVCe

)

HW

Handout 21 (1 of 2)

Date

: __

____

___

Stud

ents

who

nee

d ad

diti

onal

pra

ctic

e on

___

____

____

____

_:

2TRA: Writing

©2009 University of Texas System/Texas Education Agency©2009 University of Texas System/Texas Education Agency

Wri

ting

Pro

gres

s M

onit

orin

g Ch

art

sAM

PLE

Dire

ctio

ns: E

nter

you

r st

uden

ts’ n

ames

in t

he fi

rst

colu

mn.

The

wri

t-ad

diti

onal

pra

ctic

e, ✓

– no

cha

nge

sinc

e la

st r

evie

w, a

nd –

no

evid

ence

in

g sk

ills

(bot

h st

eps

in t

he p

roce

ss a

nd u

se o

f co

nven

tion

s) a

cros

s or

opp

ortu

nity

. It

is a

lso

a go

od id

ea t

o in

clud

e th

e da

te w

hen

the

the

top

row

rep

rese

nt a

sam

ple

of s

kills

to

docu

men

t as

you

tea

ch a

nd

skill

is m

aste

red.

Be

sure

not

to

docu

men

t m

aste

ry b

ased

onl

y on

one

m

onit

or s

tude

nt p

rogr

ess

thro

ugh

conf

eren

cing

and

rev

iew

of

stud

ent

or t

wo

oppo

rtun

itie

s. R

evis

e th

e ch

art

to r

eflec

t on

goin

g le

arni

ng, bu

t w

riti

ng s

ampl

es. De

term

ine

an a

ppro

pria

te s

yste

m o

f m

arki

ng t

o do

cu-

chan

ging

the

ski

lls t

o m

atch

stu

dent

s’ pr

ogre

ss. Us

ing

reco

rd k

eepi

ng

men

t w

hen

stud

ents

mas

ter

a sk

ill o

r re

quire

add

itio

nal p

ract

ice

or

like

this

will

als

o en

sure

tha

t yo

u pr

ovid

e th

e ne

cess

ary

oppo

rtun

itie

s sc

affo

ldin

g. F

or e

xam

ple,

+ m

aste

red,

✓+

mak

ing

prog

ress

but

nee

ds

for

stud

ents

to

use

and

prac

tice

the

nec

essa

ry s

kills

.

2TRA: Writing

Wri

ting

Pro

cess

(P-p

lann

ing,

D-d

raft

ing,

R-re

visi

ng, E

-edi

ting

)

Wri

ting

For

ms

(Lit

erar

y an

d In

form

atio

nal)

Conv

enti

ons

(Ada

pt t

o fit

app

ropr

iate

co

nven

tion

s fo

r gr

ade

leve

l)

Stud

ent’s

Na

me

P D

R E

Narr

ativ

eSt

ory

(B,

M,

E)

Shor

tPo

em

Pers

uasi

ve

Brie

f ex

posi

tory

Re

sear

chRe

port

Ca

ps

Punc

t.

Spel

ling

(e.g

., C

VC,

CVCe

)

HW

Davi

d ✓

✓

– ✓

+ –

✓

Ange

lina

✓ ✓

✓

– –

✓

Ashl

ey

✓ ✓

✓

–

✓

Garr

ett

✓+ ✓

✓

+ –

✓

Edua

rdo

✓– ✓

✓

+ –

✓

Handout 21 (2 of 2)

Date

: 09

/15/

09

Stu

dent

s w

ho n

eed

addi

tion

al p

ract

ice

on

re

visi

ng

: Da

vid,

Ang

elin

a, G

arre

tt,

Edua

rdo

-



Second-Grade Snapshot: Tamara

Tamara is a monolingual English speaker. Her favorite books are Clifford books, which are on her instructional level (90 94% accuracy). She is able to understand the stories and provide detailed retellings. A sample of the WORDS in these books includes: last, play, summer, train, park, picnics, treat, rolled, and worked. Tamara’s writing is not as developed as her oral skills. Tamara is finished with her story topic and is ready for a teacher conference.

Plan a writing conference with Tamara to discuss her writing found on page 2 of this handout. Complete the Conference Plan.

Conference Plan

1. What will you tell Tamara you liked about her writing?

2. What revisions will you suggest to improve her writing?

3. What writing convention will you focus on based on this piece of writing?

4. Comments:

 


References

Areglado, N., & Dill, M. (1997). Let’s write. New York, NY: Scholastic.

Beach, S. A. (1996). “I can read my own story!”— Becoming literate in the primary grades. Young

Children, 52(1), 22–27.

Birsch, J.R. (1999). Multisensory teaching of basic language skills. Baltimore, MD: Brookes.

Bos, C. S., & Vaughn, S. (1998). Teaching students with learning and behavior problems (4th ed.). Needham Heights, MA: Allyn & Bacon.

Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston, MA: Allyn & Bacon.

Bromley, K. (1998). Language arts. Exploring connections (3rd ed.). Needham Heights, MA: Allyn & Bacon.

Bromley, K. (1999). Key components of sound writing instruction. In L. B. Gambrell, L. M. Morrow, S. B. Neuman, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 152–174). New York, NY: Guilford Press.

Burns, S., Griffin, P., & Snow, C. (1999). Starting out right. Washington, DC: National Academy Press.

Button, K., Johnson, M. J., & Fergerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49(6). 446–454.

Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read and write. New York, NY: Longman.

Dahl, K., & Farnan, N. (1998). Children’s writing: Perspectives from research. Newark, DE: International Reading Association.

Dixon, R. C., Isaacson, S., & Stein, M. (1998). Effective strategies for teaching writing. In E. J. Kame’enui & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners. Columbus, OH: Merrill Education.

Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions across reading and writing. York, ME: Stenhouse.

Farnan, N., Flood, J., & Lapp, D. (1994). Comprehending through reading and writing: Six research-based instructional strategies. In K. Spangenberg-Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students. Newark, DE: International Reading Association.

Graves, D. H. (1994). Be a better writing teacher. Instructor, 104 (4), 43–45.

Graves, D. H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.

Graves, D. H. (1995). Sharing the tools of the writing trade. Instructor, 105 (4), 38–43.

Gunderson, L. (1991). ESL literacy instruction. Englewood Cliffs, NJ: Prentice Hall.

Gunning, T. G. (2002). Assessing and correcting reading and writing difficulties (2nd ed.). Needham Heights, MA: Allyn & Bacon.


Handout 23 (2 of 2) 2TRA: Writing

Hansen, J. (1998). When learners evaluate. Portsmouth, NH: Heinemann.

Hansen, J. (1998). Young writers: The people and purposes that influence their literacy. In F. Lehr & J. Osborn (Eds.), Literacy for all: Issues in teaching and learning (pp. 205–236). New York, NY: Guilford Press.

Hudelson, S. (1984). “Kan yu ret an rayt en ingles”: Children become literate in English as a second language. TESOL Quarterly, 18, 221–238.

Kame’enui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. Columbus, OH: Merrill Education.

Moore, D., Moore, S., Cunningham, P., & Cunningham, J. (1998). Developing readers and writers in the content areas K-12 (3rd ed.). New York, NY: Addison-Wesley Longman.

National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. [Joint position statement of the International Reading Association and the National Association for the Education of Young Children]. Young Children, 53(4), 30–46.

Peregoy, S., & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.). New York, NY: Addison-Wesley Longman.

Perez, B. (1998). Language, literacy, and biliteracy. In B. Perez (Ed.), Sociocultural contexts of language and literacy (pp. 49–65). Mahwah, NJ: Lawrence Erlbaum.

Polloway, E. A., & Patton, J. R. (1997). Strategies for teaching learners with special needs (6th ed.). Columbus, OH: Merrill.

Snow, C. E., Burns, S. M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stempel-Mathey, L., & Wolf, B. J. (1999). Teaching handwriting. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 257–280). Baltimore, MD: Brookes.

Tompkins, G. E. (1998). Fifty literacy strategies: Step by step. Upper Saddle River, NJ: Merrill.

Wiley, B. J. (1999). Interactive writing: The how and why of teaching and learning letters, sounds, and words. In I. C. Fountas & G. S. Pinnell (Eds.), Voices on word matters: Learning about phonics and spelling in the literacy classroom. Portsmouth, NH: Heinemann.

Wray, D. (1994). Text and authorship. The Reading Teacher, 48(1), 52–57.

Zaragoza, N., & Vaughn, S. (1992). The effects of process writing instruction on three second grade students with different achievement profiles. Learning Disabilities Research & Practice, 7, 184–193.


2M8_01_Power of Writing2M8_02_Profic.Strug.Readers2M8_03_Strug.Write.WordWeb2M8_04_CreateWritingClimate2M8_05_WritingProcess2M8_06_Diff.FormsWriting2M8_07_ProcesoEscribir-SPAN2M8_08_OrganizersThinkSheets2M8_09_Organizadores-SPAN2M8_10_CollaborativeWriting2M8_11_EditingChecklists2M8_12-ConventionGame2M8_13_PromotingWrit.Fluency2M8_14_PlanningWaysScaffold2M8_15_IntegrWritingAcrossCurr2M8_16_Writing_andMath2M8_17_Ways to respond2M8_18_Cómo_responder-SPAN2M8_19_MonitorStudWritProg2M8_20_Monitoreando-SPAN2M8_21_WritingProgressChart2M8_22_SecondGrSnapshot2M8_23_References

second grade teacher reading academy - writing · 2016. 11. 1. · checks wills . struggling...

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