Presentation on theme: "Are Area Superintendents Area Directors Area Support Teams Presented by Tara Smith & Lisa Collum February 8, 2011."— Presentation transcript:
Are Area Superintendents Area Directors Area Support Teams Presented by Tara Smith & Lisa Collum February 8, 2011
Incentives Time Management Planning Strategies Organization Strategies Support Strategies Proofreading and Revising Strategy Last-minute Tips and Reminders
Principal’s Challenge Incentives Goal Sheet (Handout) Feeding the Principal Scores Conferencing with Students Instruction
Hand out planning sheet and lined paper. Start with planning. Say “ready, set, go!” Time students for 5 minutes. Go through each paragraph of the essay and time students. Make it a game! You can even use raffle tickets after they finish each paragraph and do a raffle at the end of class. Planning – 5 minutes Introduction – 5 minutes 1 st Middle Paragraph – 9 minutes 2 nd Middle Paragraph – 9 minutes 3 rd Middle Paragraph – 9 minutes Conclusion – 5 minutes Proofread and Edit – 3 minutes
Students should practice locating and marking key words and phrases in the prompt to help them determine important aspects of the writing scenario. Topic Audience Purpose Students should also practice asking key questions to understand what the prompt requires of them. Topic: What am I supposed to do? Do I have more than one job? Audience: Who am I writing to? What should my writing sound like? What language should I use? Purpose: Why am I writing? To explain or convince? Support: What will my reasons or main points be? What details should I use?
Have students narrow their main points/reasons to 3 so they can elaborate rather than simply list. Goal: If students pick 3 main points/reasons to write about in their middle paragraphs, they can elaborate on those reasons in 10-12 lines (Grade 8) 12-14 lines (Grade 10) with ample details. Problem: If students have 5 or 6 reasons, they tend to list and only write a small amount about each. Problem: If students have only 2 reasons, they tend not to write enough in their middle paragraphs.
Topic: Audience: Purpose: #1: Example: #2: Anecdote: #3: Personal Experience: TOPIC Reason #1 Reason #2 Reason #3 Example AnecdoteExample
Give students a planning sheet and prompt (similar to Palm Beach Writes). Writing Situation Writing Directions Set a timer or stop watch and allow students 5 minutes to plan. Let students know when time is up. Give another prompt and repeat the process. Attempt to get through 8-10 prompts in one block. Goal: Help students plan quickly so they do not waste time on day of test.
Encourage students to picture their essays as they would a hamburger. Introduction = top bun Middle = meaty layers Conclusion = bottom bun
Introduction Lead/Opener: Connection to Prompt/Reasons: Thesis: Reason #1: Reason #2: Reason #3: Middle Conclusion Thesis: Supports: Final Thought:
Teach students the key parts of an expository or persuasive introduction by illustrating the Funnel Method. A Broad Opening Statement Listing Supporting Reasons OR Connecting to Prompt The Thesis Statement Start with… Continue by… Finish with…
Lead Supporting Reasons Thesis with Ending Thought
Problem: Students having difficulty following the order of reasons given in the introduction Solution: Color code or number each reason a different color in the introduction. Highlight the reason statements in the detail paragraphs accordingly. Detail Paragraph #1 Topic Sentence Detail Paragraph #2 Topic Sentence Detail Paragraph #3 Topic Sentence #2 #3 #1
Give students an organization strategy for filling their middle (detail) paragraphs with MEAT! M – Make your point. E – Explain it clearly. A – Add support. T – Tie it together.
-USE A’S AND B’S ON PLANNING SHEET -SUPPORT WITH A (2-3 SENTENCES), GIVE SPECIFIC EXAMPLES AND ELABORATE -SUPPORT WITH B (2-3 SENTENCES), GIVE SPECIFIC EXAMPLES AND ELABORATE -PERSONAL CONNECTION T:T: R1: R2: R3: T:T: a. b.
Encourage students to add a variety of support forms to their detail paragraphs. Students can use a catchy acronym such as FRIES to remember the menu of options for details they can choose from to include in their middle paragraphs. F – Facts and Figurative Language R – Reasons and Recommendations I – Imagery/Incidents E – Examples and Expert Testimony (Quotes) S – Statistics
PROBLEM – STUDENTS MISSING PARTS IN EACH PARAGRAPH Expository Example: If you are modeling the introduction paragraph… Write the hook in one color. Write the 3 reasons (thesis) in another. Place the ending thought in another. SOLUTION – COLOR CODE WHEN TEACHING Expository Example: If you are modeling the middle paragraphs…. Topic sentence in red 1 st supporting sentences in green 2 nd supporting sentences in blue Personal Connection/ Statistic/Quote in black Wrap up in orange
Provide each student with 5 highlighters (all different colors). Students can highlight and label the parts of their middle paragraphs in different colors. Topic Sentence First Supporting Sentences (A) Second Supporting Sentences (B) Personal Story or FRIES Wrap-up Sentences After self checking, students should revise their paragraphs to add the parts they are missing.
FLOCABULARY: HIP-HOP IN THE CLASSROOM BRAIN POP & BRAIN POP JR. Sample Topics Plot Elements How to write a Short Story The How-to Essay Writing about Yourself The Writing Process The Five Paragraph Essay Writing with the 5 Senses http://www.brainpop.com/english/writing/ http://www.brainpopjr.com/readingandwriti ng/storyelements/ http://www.flocabulary.com/fivethings.html
Testing Environment – Make sure you have simulated more than once before FCAT Writes! Display a student friendly version of the rubric in a visible location of the classroom. Link feedback to the scored areas of FCAT Writes (e.g., focus, organization, support, and conventions) Provide a writing review in the days leading up to the test. Review both persuasive nd expository writing as well as test-taking strategies. Mimic FCAT Writes prompt language and format when creating additional writing assessments in the weeks before the test. Only use FCAT lined paper and planning sheets from now until test. Encourage students to write as much as they can in the time they have. Make sure students are using pencils to write with instead of pens. (Go easy on erasers!) Remind students to write their responses only within the lined sections of pages 3 and 4 of the FCAT Writes paper. Incorporate writing activities across the curriculum. Assign one person to monitor attendance daily and follow up with phone calls. (These are the students that usually need the most help!) Strategically assign substitutes in these weeks before FCAT Writes.
Tara J. Smith South Area Support Team Writing Resource Teacher Office: 561-330-3937 PX 73937 Cell: 561-318-9782 Email: firstname.lastname@example.org@palmbeach.k12.fl.us Lisa Collum North Area Support Team Writing Resource Teacher Office: 561-494-1500 PX 81578 Cell: 561-628-3099 Email: email@example.com@palmbeach.k12.fl.us