2The Whole Picture Focused Writing Mini Lessons Unassisted Writing daily5 criterianot modeledvariousdomainsand genresmodeleddomain specific
3Expository 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.
4What 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.
5CharacterSettingEventOne complete thought about the event
7Composing in First Grade Observational Comment Writing Level 2: Using a Tree Map, students write three compound sentences using pronouns and connecting words.1st gradea hata bowhasTeddy Bear (He)softfuzzyfeelsbendcuddlecanTeddy Bear has a hat and a bow.He feels soft and fuzzy.Teddy Bear can bend and cuddle.
8Composing 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 gradeTeddy Bear (He)hasfeelscansoft like a pillowfuzzya brown hatA white bowbendcuddleTeddy Bear has a brown hat and a white bow.He feels soft like a pillow and fuzzy.Teddy Bear can bend and cuddle.
91st gradeUse a Flow Map to model the structure of the Personal Recount Narrative.FirstWe lined up and went outside.NextWe looked at a tree.LastWe came in.First we lined up and went outside.Next we looked at a tree.Last we came in.
102nd gradeThis morning our class went on a mini-field trip.We lined up and went outside.FirstAfter thatWe looked at a tree.FinallyWe came in.This was a great way to study trees!wrote storyI was firstfelt bark
11Mini-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
13More information is on page 6 in your Write…From the Beginning Manual Five CriteriaMainIdeaSupportingDetailsCoherenceOrganizationConventionsreaderappealeasy tofollowplaneasyretellsurfacefeaturesreadabilitynarrownofru-frudescriptivewordspreciselanguageadditionalinfoMore information is on page 6 in your Write…From the Beginning Manual
14Kindergarten Mini Lesson grasssun?peasleafMainIdealettuce
15Mr. 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
16Supply 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
17Student A 8 1 2 1 2 1 1 2 18 Student B 8 1 2 1 2 14 Student C 8 1 2 1 218Student B8121214Student C8121113Student D82211216¼ =25%4/4=100%4/4 =100%¼=25%2/4=50%¼=25%4/4=100%0/4=0%¾=75%3502Based on this data, what should the teacher reteach during mini-lessons, and model in her own writing?
18Are your students able to spell high frequency words? Our class proficiency reports tell us that our students have difficulty spelling, especially high frequency words.
19Conventions Mini Lesson SpellingcorrectincorrectgirlgrilwasbecausewuzbecuseThe 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.
20Do 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?
21Students 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.
22Game: Be a Mind Reader This is a word on the word wall: _____________ Clue # _____________Clue # _____________Clue # _____________This word will fit in the followingsentence: _____________
24Chant 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.
25Student Work (Teacher feedback reflects the standard) WFTB Bulletin BoardStandardRubricCriteria ChartStudent Work (Teacher feedback reflects the standard)Student Workis current.
26Inter-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.
27How 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.
28Practice 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.