1. Write…From the Beginning

2. The Whole Picture Focused Writing Mini Lessons Unassisted Writing
daily
5 criteria
not modeled
various
domains
and genres
modeled
domain specific

3. Expository vs. Narrative
Expository writing explains an event, concept, or idea. It contains facts and examples. Non-fiction.
Narrative writing tells a story, or part of a story. It can be fiction or non-fiction.

4. What are the WFTB goals for your grade level?
Task: Look at the WFTB section for your grade level.
Work with your team to create a Thinking Map to show what kinds of writing tasks your students do learn this year.

5. Character
Setting
Event
One complete thought about the event

6. Roses
Lt nt ts ad I wt to rs ad bt a dp trk

7. Composing in First Grade Observational Comment Writing
Level 2: Using a Tree Map, students write three compound sentences using pronouns and connecting words.
1st grade
a hat
a bow
has
Teddy Bear (He)
soft
fuzzy
feels
bend
cuddle
can
Teddy Bear has a hat and a bow.
He feels soft and fuzzy.
Teddy Bear can bend and cuddle.

8. Composing in First Grade Observational Comment Writing
Level 3: Using a Tree Map and connecting words the students write three compound sentences with pronouns and descriptive words.
1st grade
Teddy Bear (He)
has
feels
can
soft like a pillow
fuzzy
a brown hat
A white bow
bend
cuddle
Teddy Bear has a brown hat and a white bow.
He feels soft like a pillow and fuzzy.
Teddy Bear can bend and cuddle.

9. 1st grade
Use a Flow Map to model the structure of the Personal Recount Narrative.
First
We lined up and went outside.
Next
We looked at a tree.
Last
We came in.
First we lined up and went outside.
Next we looked at a tree.
Last we came in.

10. 2nd grade
This morning our class went on a mini-field trip.
We lined up and went outside.
First
After that
We looked at a tree.
Finally
We came in.
This was a great way to study trees!
wrote story
I was first
felt bark

11. Mini-lessons -are conducted daily -are simple and brief (5-15 min) -are direct instruction from teacher -are based on students’ needs -OR can expose students to writing elements before they will be used in student writing -should be balanced among the five criteria -should be fun, and non-threatening

12. Mini Lessons
Simple
Consistent
Brief
Focused
Fun
Concise
Daily
Non-threatening
Reflective

13. More information is on page 6 in your Write…From the Beginning Manual
Five Criteria
Main
Idea
Supporting
Details
Coherence
Organization
Conventions
reader
appeal
easy to
follow
plan
easy
retell
surface
features
readability
narrow no
fru-fru
descriptive
words
precise
language
additional
info
More information is on page 6 in your Write…From the Beginning Manual

14. Kindergarten Mini Lesson
grass
sun ?
peas
leaf
Main
Idea
lettuce

15. Mr. Pig’s Birthday (What do you think this paragraph will be about?)
Today is Mr. Pig’s birthday. Mrs. Toad made him a cake. I like presents. Mr. Fox put the candles on the cake. A fox has sharp teeth. Mrs. Mouse cut the cake. Then everyone sang Happy Birthday to Mr. Pig.
(Are there any sentences which do not tell about the main idea?)
Follow up by giving the students a new paragraph with irrelevant information. They will need to cross out sentences that do not go with the main idea, and add two additional sentences which do contribute to the main idea.
1st grade mini lesson: Main Idea

16. Supply an opening sentence for this paragraph.
_______________. He has a big barn and a lot of land, but no animals. Chuck does not raise animals. He grows trees. Chuck has many kinds of fruit trees. He grows pear, apple, cherry, and plum trees. Each spring and fall he is busy picking their fruit. It is fun to go to Chuck’s farm when the fruit is ripe.
Follow up by displaying a topic sentence such as: Today we woke up and there was snow on the ground. The students will write two or more sentences that relate to the topic.
2nd grade mini lesson: Main Idea

17. Student A 8 1 2 1 2 1 1 2 18 Student B 8 1 2 1 2 14 Student C 8 1 2 12 18
Student B 8 1 2 1 2 14
Student C 8 1 2 1 1 13
Student D 8 2 2 1 1 2 16
¼ =25%
4/4=100%
4/4 =100%
¼=25%
2/4=50%
¼=25%
4/4=100%
0/4=0%
¾=75% 3 50 2
Based on this data, what should the teacher reteach during mini-lessons, and model in her own writing?

18. Are your students able to spell high frequency words?
Our class proficiency reports tell us that our students have difficulty spelling, especially high frequency words.

19. Conventions Mini Lesson
Spelling
correct
incorrect
girl
gril
was
because
wuz
becuse
The brain needs to see the word spelled correctly next to the word spelled incorrectly so that the students can distinguish which one is the conventional spelling. 

20. Do you have a word wall in your room?
TPS: What kinds of activities do you do using your Word Wall or Most Frequently Used Words List?

21. Students need to Interact with the Word Wall and Frequently Used Word List in order to learn to spell the words.
Introduce 5 words at a time as you add them to the word wall. Once up, students are responsible for the word.
Add to weekly spelling homework.
Read and spell as a sponge activity.
Sing them.
Make up chants for them.
Refer to and actively use the word wall when you model writing.
Play games using the words on your word wall.

22. Game: Be a Mind Reader This is a word on the word wall: _____________
Clue # _____________
Clue # _____________
Clue # _____________
This word will fit in the following
sentence: _____________

24. Chant word wall spellings. Add kinesthetics/movement.
H-E-R-E – Here, right here. (Stomp feet)
T-H-E-R-E – It’s outta there..... (Swing a baseball bat.)
Hula spelling – Spell the word out with your hips.
Say – Spell – Say (from SFA- clap out each letter)
Marine Chant: Here are 5 words you need (repeat) if you want to write and read (repeat)
the (t-h-e) where (w-h-e-r-e) who (w-h-o) say (s-a-y) every (e-v-e-r-y)
Make up your own chants.

25. Student Work (Teacher feedback reflects the standard)
WFTB Bulletin Board
Standard
Rubric
Criteria Chart
Student Work (Teacher feedback reflects the standard)
Student Work
is current.

26. Inter-rater reliability
Inter-rater reliability is established when different teachers rate papers in the same way using a rubric. Scores should be the same regardless of which teacher grades the paper.
It increases when all teachers have an understanding of the rubric.
It increases when there are 2 or more teachers scoring the same paper.

27. How to Establish Inter-rater Reliability
Read and discuss the writing prompt and the rubric.
Write your own response to the prompt.
Read a student response.
Use the rubric to assign a score. Be prepared to explain why you assigned the score you did.
Share your scores with a partner.
If your scores didn’t agree, partners must come to a consensus through discussion.

28. Practice inter-rater reliability: Second Grade Performance Assignment #1: Sequencing Write an original story about a trip you took with your family or with friends. You could write about a trip to an amusement park, the zoo, an aquarium, the mountains, or any other exciting place.
Read and discuss the writing prompt and the rubric (WFTB p ).
Write your own response to the prompt.
Read a student response.
Use the rubric to assign a score. Be prepared to explain why you assigned the score you did.
Share your scores with a partner.
If your scores didn’t agree, partners must come to a consensus through discussion.