1. CHAPTER 12 TEACHING CHILDREN TO WRITE

2. LEVELS OF SUPPORT FOR WRITING Modeled Writing Shared Writing Interactive Writing Guided Writing Independent Writing

3. THE WRITING PROCESS Prewriting/Brainstorming Drafting Revising Editing or Proofreading Publishing http://www.youtube.com/watch?v=- Y07L4OrXNA

4. WRITING WORKSHOP Class Meeting Focused Lessons/Minilesson Guided Writing/ Strategic Writing Writing Time Conferences Sharing

5. TEACHING A WRITING STRATEGY Explanation of Strategy Demonstration of Strategy Guided Practice Application Extension Assessment & Review

8. QUICKWRITES Brief Drafts in Response to Short Literature Selections or Other Topics Effective With Struggling Writers Can Later Be Extended

9. GENRES OF WRITING Journals (Dual-Entry, Dialogue) Stories (Story Maps) Poems (Acrostics, Cinquins, etc.) Expository Writing (Venn-diagrams, clusters, cause and effect charts) Persuasive Writing (RAFT- Role, Audience, Format, Topic)

10. POETIC DEVICES Poetic devices are especially important tools because poets express their ideas very concisely. Alliteration http://examples.yourdictionary. com/alliteration-examples.html Repetition ImageryRhyme MetaphorRhythm OnomatopoeiaSimile

11. Poetic Forms Rhymed Verse Narrative Poems Haiku Free Verse Concrete Diamonte Acrostic

12. HAIKU 5 syllables, 7 syllables, 5 syllable pattern An old silent pond... A frog jumps into the pond, splash! Silence again.

13. FREE VERSE Free verse poems will have no set meter, which is the rhythm of the words, no rhyme scheme, or any particular structure. After the Sea-Ship by Walt Whitman After the Sea-Ship—after the whistling winds; After the white-gray sails, taut to their spars and ropes, Below, a myriad, myriad waves, hastening, lifting up their necks, Tending in ceaseless flow toward the track of the ship: Waves of the ocean, bubbling and gurgling, blithely prying, Waves, undulating waves—liquid, uneven, emulous waves, Toward that whirling current, laughing and buoyant, with curves, Where the great Vessel, sailing and tacking, displaced the surface;

14. CONCRETE POEMS A poem that forms a picture of the topic or follows the contours of a shape that is suggested by the topic. These can be used effectively with reports in science or social studies. A GENTLE BREEZE http://www.schools.pinellas. http:// k12.fl.us/educators/tec/pravdatec/pravda 3/concrete.html

16. THE DIAMONTE The purpose of the diamonte is to start with two totally different (sometimes opposite) subjects. You work from the first subject paced at the top of the poem to the second subject placed at the bottom of the poem. Structure: line 1- one noun (subject #1) line 2- two adjectives (describing subject#1) line 3- three Participles (ending in -ing, telling about subject #1) line 4- four nouns (first two related to subject #1, next two related to subject #2) line 5- three Participles (ending in -ing, telling about subject #2) line 6- two adjectives (describing subject#2) line 7- one noun (subject #2)

17. DIAMONTE Winter Gray, White Swirling, Snowing, Freezing Sleigh, sled, skates, skies Swishing, swooshing, zooming Cold, Twelfth December! http://www.readwritethink.org/files/resour ces/interactives/diamante/

18. ACROSTIC POEMS Mommy of 3 boys I love to read Can’t wait for Easter Has a wonderful husband Eats anything and everything Loves shopping Enjoys reality tv

19. GUIDELINES FOR ASSESSING WRITING not everything should be assessed children should learn about writing from the assessment the criteria for assessment should be explicit and clear children should be involved in their own assessment assessment should show strengths, progress, and areas for improvements

20. Tired Words http://bcove.me/0ifjzhbp http://jc-schools.net/write/deadwords.pdf

21. ASSESSING AND IMPROVING WRITING Identify Key Traits Create and Use Rubrics Create Student Portfolios

22. USING RUBRICS What are they?  Rubrics are scoring guides that teachers use to assess oral language, reading, and writing projects How are they used?  Rubrics are used to address several aspects of writing and to explain what constitutes a good job

23. CATEGORIES OF A RUBRIC 6 TRAITS Ideas and Content Organization Voice Word Choice Sentence Fluency Conventions http://educationnorthwest.org/webfm_send/774 http://educationnorthwest.org/webfm_send/774 http://www.laschools.net/146020517114558367/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=55063 http://wvde.state.wv.us/teach21/writingrubrics/West%20Virginia%20Writing%20Rubric%20%20-%20Grade%203.doc

24. WAYS TO INVOLVE PARENTS IN WRITING Greeting cards or letters to friends and relatives Grocery lists Captions on their drawings Refrigerator notes Writing family stories to share on special occasions Writing to a safe circle of friends via email