Presentation on theme: "Write…From the Beginning The Whole Picture Focused Writing Mini Lessons Unassisted Writing modeled domain specific daily 5 criteria not modeled various."— Presentation transcript:
Write…From the Beginning
The Whole Picture Focused Writing Mini Lessons Unassisted Writing modeled domain specific daily 5 criteria not modeled various domains and genres
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.
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.
Character Setting Event One complete thought about the event
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Composing in First Grade Observational Comment Writing Level 2: Using a Tree Map, students write three compound sentences using pronouns and connecting words. 1 st grade Teddy Bear has a hat and a bow. He feels soft and fuzzy. Teddy Bear can bend and cuddle. a hat a bow has Teddy Bear (He) soft fuzzy feels bend cuddle can
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. 1 st grade Teddy Bear has a brown hat and a white bow. He feels soft like a pillow and fuzzy. Teddy Bear can bend and cuddle. a brown hat A white bow has Teddy Bear (He) soft like a pillow fuzzy feels bend cuddle can
1 st grade 1 st grade 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. Use a Flow Map to model the structure of the Personal Recount Narrative.
2nd grade After that We looked at a tree. This morning our class went on a mini-field trip. We lined up and went outside. First I was firstfelt bark Finally We came in. wrote story This was a great way to study trees!
Mini Lessons Consistent Simple Brief Focused Concise Reflective Non- threatening Daily Fun
Five Criteria Main Idea Supporting Details CoherenceOrganizationConventions narrow no fru-fru descriptive words precise language additional info plan easy retell surface features readability More information is on page 6 in your Write…From the Beginning Manual reader appeal easy to follow
Kindergarten Mini Lesson ? grass peas lettuce leaf Main Idea sun
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?) 1 st grade mini lesson: 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.
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. 2nd grade mini lesson: Main Idea 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.
Student A Student C Student B Student D ¼ =25% 4/4 =100% 2/4=50% 4/4=100% ¼=25% 4/4=100% 0/4=0% ¾=75% Based on this data, what should the teacher reteach during mini- lessons, and model in her own writing?
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.
Conventions Mini Lesson correct incorrect Spelling grilgirlwas wuzbecuse because 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.
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?
1. Introduce 5 words at a time as you add them to the word wall. Once up, students are responsible for the word. 2. Add to weekly spelling homework. 3. Read and spell as a sponge activity. 4. Sing them. 5. Make up chants for them. 6. Refer to and actively use the word wall when you model writing. 7. Play games using the words on your word wall.
Game: Be a Mind Reader 1. This is a word on the word wall: _____________ 2. Clue #2 _____________ 3. Clue #3 _____________ 4. Clue #4 _____________ 5. This word will fit in the following sentence: _____________
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.
WFTB Bulletin Board StandardRubricCriteria Chart Student Work (Teacher feedback reflects the standard) Student Work is current.
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.
How to Establish Inter-rater Reliability 1. Read and discuss the writing prompt and the rubric. 2. Write your own response to the prompt. 3. Read a student response. 4. Use the rubric to assign a score. Be prepared to explain why you assigned the score you did. 5. Share your scores with a partner. 6. If your scores didn’t agree, partners must come to a consensus through discussion.
1.Read and discuss the writing prompt and the rubric (WFTB p ). 2.Write your own response to the prompt. 3.Read a student response. 4.Use the rubric to assign a score. Be prepared to explain why you assigned the score you did. 5.Share your scores with a partner. 6.If your scores didn’t agree, partners must come to a consensus through discussion.