Presentation on theme: "Catawba County Schools Writing Plan"— Presentation transcript:
1 Catawba County Schools Writing Plan 4th GradeCatawba County Schools Writing Plan
2 Components of Writing Plan NCSCOS ObjectivesEssential QuestionsActivities/StrategiesResourcesAssessmentRubricWriting ProductsPortfolios
3 Writing Genres/Products Taken from:NCSCOS4th GradeWriting Genres/ProductsNotesPoemsDirectionsInstructionsLearning LogsDiary EntriesAutobiographyBiographyPersonal/Imaginative NarrativesJournal EntriesResearch ReportsBusiness Letters:Letters of RequestLetters of ComplaintLetters to the Editor
5 Portfolios4 published pieces will be collected in the Writing PortfolioEach nine weeks one piece of writing will be taken to the publishing stage and submitted to the portfolioEach of the final four published pieces should represent a variety of genres of writingStudents should be involved in the decision making process as to which pieces will be included in their writing portfolio
6 Short ReportsProbesWhat is a probe?- “to search into; examine thoroughly; investigate”; Probes are notebooks (MEAD marble composition books) that are bound together and used for writing research reports on various topics. These will be kept all year.
15 Learning Logs Interactive Notebooks I.N. Examples Right Side of the NotebookNotes on a:mini-lessonlecturelabreadingfilm/video/documentarysmall group or large group discussioncollaborative group processa copied excerpt of a textInteractive NotebooksI.N. ExamplesRubric for Grading I.N.I.N. PowerpointI.N. InformationLeft Side of the NotebookParaphrase or clarify itemsEnter a drawing, photo, sketch, or magazine picture that illustrates the concept, ideas, or factsPose questions about the informationForm and express an opinionPredict outcomes or next stepsCreate a metaphor that captures the essence of the information/issueWrite a reflection on the information or experienceFind a quote that connects to the concept; record it and explain your rationaleMake connections between the information/text and your own life, another text, and/or the worldCreate a mind map that captures the main topic and key concepts and supportive detailCreate an acronym that will help you to remember the information coveredMake connections to the content/processes of other coursesInteractive Notebooks
16 Learning Logs continued What are learning logs?Writing Focus for Learning LogsLearning Logs and Double Entry Journal Explanations
17 Have students write in the Dear Diary… Diary EntriesHave students write in the Dear Diary…format. They can write the entries in their Writer’s Notebook, or on special paper. They can write the entries to a scenario that you have written on the board, or in a center. They can also write to a character in the book they are reading, or one from history.MyDiary
18 NotesNote writing lesson planThank you notesNote taking tips for students
21 What does Writing Workshop look like? Mini LessonIndependent Writing/Collecting Entries(Writer’s Notebooks)ConferringSharing
22 Narrative WritingPersonal ExperiencesSmall Moments in time
23 Lucy Calkins Units of Study Grades 3-5Lucy Calkins Units of StudyComponentsConnectionTeaching (Mini Lesson)Active EngagementLinkWritingMid-workshop Teaching PointConferringSharing
24 ConnectionLinks what has been done to what is expected to be learned in the present lessonMay serve as a quick review of previous learningExplicitly name what willbe taught/learnedThe connection links what has been done before to what is expected in the present lesson. It provides the young writer with the purpose for the skill or objective being taught.
25 Has a Clear Objective - Teaching Point States the Purpose Explicitly Teach (Mini-lesson)Has a Clear Objective - Teaching PointStates the Purpose ExplicitlyTeacher Models – DemonstrateMay Provide Guided PracticeExplains and Gives ExamplesThe mini-lesson last no more than 10 minutes. Younger children may need less time than older children.This is direct teaching to the whole class on a specific topic.It regularly occurs in a specific spot. It follows a similar format each time. The teacher states and restates her objective using the vocabulary that she will use throughout the year.The teacher may use modeling, demonstrations, guided practice, or explanations with examples
26 Mini LessonThe mini-lesson is where the teacher can make a suggestion to the whole class...raise a concern, explore an issue, model a technique, reinforce a strategy. After observing students’ writing and identifying concerns, ask yourself: "What is the one thing I can suggest or demonstrate that might help most?" A mini-lesson generally lasts 5-10 minutes. Try to choose a teaching point that you feel would benefit the majority of the class.
27 Mini-Lesson Ideas Conventions Focus Content Focus Getting an idea -making lists -things you love -writing from emotion -experiences -moments in timeAdding detailAdds responses/telling the inside storyChoice of words/ descriptive languageReplacing tired wordsGreat beginningsWow endingsOne moment in timeObservations"I wonder" writingsSomething ordinaryStaying on focusWorking with a seed ideaDeveloping a plan for writingFinding your voiceGenre studies: -poetry -informational reports -letters -autobiographies -biographiesUse appropriate spacingSpelling phoneticallySpell "High Frequency" words correctlySpell using analogiesCapitalize I, namesCapitalize beginnings of sentencesEnding punctuation marksQuotation marksCommasUse of "and"Using appropriate grammarUsing paragraphsRecognizing and correcting run-on sentencesSample chart created during a Mini-LessonContentFocus
28 Active EngagementAt the end of the mini-lesson students are given the opportunity to try-out the lesson through sharing with a partnerAt times students may watch other students trying something outThis is where turn and talk procedures must be clearly expected.
29 LinkBefore sending student off to write independently, restate the teaching point and encourage students to use the skill taught in the mini-lesson in their ongoing work for the day.Using phrases like “Writers today and everyday you can use______.” helps focus students’ attention on using that skill during the writing time.
30 Writing Time Students write Teacher confers with individual students or small groupsStudent writing time increases as students develop their stamina. The teacher starts the launching unit teaching students how to be independent during writing time. After the first mini-lesson on developing independence, she may revisit what students do during this time. An anchor chart posted serves as a reminder. The teacher must decide what she needs to put in this chart, depending upon her procedures.
31 When something can be read without effort, great effort has gone into its writing. ~Enrique Jardiel Poncela~ The students need to understand that there will be times when they can “free write” for themselves, but there will also be times when their writing needs to be in a form that is easily read by others. This is the published form of writing. The students will have many “unfinished” pieces throughout the year.
32 Independent Writing/Collecting Entries After the mini lesson, students work in their Writer's Notebook to collect entries that may later become published pieces of writing. The total writing time lasts for about 35 minutes, but during that time some students may be involved in conferences with the teacher or with their peers.Students choose entries in their notebooks to take into "draft form." It is these carefully selected pieces of writing that will be taken through the process of editing and revising so that they can be published and shared with others. All entries in the Writer's Notebook do not become published pieces of writing. All published writing is added to each student's Writing Portfolio, and some pieces will even be put into student created books.
33 (Mid-workshop teaching point) Sometimes you will find it necessary to stop and teach/re-teach a concept/skill during the writing workshop- this will be necessary when you are seeing several children struggling with the same issues
34 Conferring The teacher may meet with students individually. The teacher may meet with small groups of students with similar needsThe teacher takes the time to record her compliment and teaching points
35 ConferringWhile students are involved in independent writing, use this time to confer with your writers. Take notes during conferences to document students' progress and to plan future mini-lessons. During this time the teacher may:Listen to students read their entries aloudHelp students decide what they want to sayProvide feedbackRe-teach skills taught during mini lessonsTeach necessary new skillsReinforce a writer's strengthsGive writers new ways of thinking
36 Conferring Teaching Points The teacher looks for what the student knows.The teacher looks for what the student needs to know nextThe teacher asks herself what is the most important thing that she can teach this student next?The teacher must decide how she is going to teach the childThe teacher aids the student(s) learning by saying,”I am going to teach you something. I am going to teach you how to____”During the conference she will repeat several times what she is teaching.Conferences are conversations, not interrogations
37 SharingStudents return to same place that they were for the mini-lesson.The teacher may decide to restate the teaching point of the mini-lesson and share examples of student work.The teacher may decide tointroduce a new writingbehavior that was observed.Students are given opportunitiesto share their workDuring this time the teacher may decide to have students turn and talk.
38 SharingAt the end of writing workshop everyday, students are brought back together for a 5-10 minute group share and reflection. When students sign up to share or are asked to share, they take a seat in our coveted "Author's Chair." Sometimes a writer might come to the author's chair to ask for help or receive feedback from his or her classmates ("I like my story, but I can't think of a good title."). The author might also want to share part of an entry of which he or she is especially proud.During “many” group shares, each student gets a turn to share a small part of an entry, especially if you have asked students to try a particular new skill during the day's mini-lesson.
39 Getting Ready for Writer’s Workshop Getting Your Room and Yourself Ready - Plans for 1st week – First Things FirstHave a carpet large enough for everyone to sit with an assigned partner (A,B)Arrange your room so students are in groups (this is needed for conferencing purposes and sharing materials)Have baskets made up for each group (containing pencils, colored pencils, highlighters, tape, scissors, date stamps) Anchor charts on your walls as you make them with your classHave writing folders with students names on them to house writing resources, rough drafts, and final copies Make sure you have Word Wall and mini offices available for student use Decide how you will record conferences and make appropriate paperwork Introduce parents to your writing program through newsletters, parent night, etc. Establish "writing territories" (place where children write independently) - Decide on writing environment (lights dim, soft music)Decide on transition procedures (song to go to the carpet, etc)
40 Anchor ChartsAnchor charts are tools for students to use during Writers' Workshop and aid children in remembering procedures and expectations. Charts should be made with the children and added to throughout the year. Anchor charts need to be posted in the classroom where they are easily accessible to students.This is an example of an anchor chart used to teach children how to write a small moment story.
42 Writer’s Notebook Entries “Gathering Ideas” PoetryFamily stories that we knowWriting generated from conversations we've had or have heardLists of people or place names of interestEntries about things we care aboutThings we wonder aboutCelebrations or victoriesDreams
43 Once a draft has been completed and students have conferenced with the teacher in the final step of the editing/revising process, students can choose a special themed paper on which to publish their final copy of the story. The Writing Center should be stocked with a variety of decorated paper on which lines have been printed for students to write.PUBLISHING IDEAS
44 PORTFOLIO IDEASThe final product then becomes part of the students' Writing Portfolios.1 Final Product will be selected to be included in each student’s portfolio each nine weeks.Each nine weeks’ final product for the portfolio should be from a different writing genre.
46 Mini- Offices Teaching Heart writing mini offices JMeacham's Mini OfficesBusy Teacher's Cafe
47 Word BagsPurpose: To prevent overuse of words and to encourage accelerated vocabulary.Place a word on the bag and have the studentsfill the bag with synonyms as they come across words in their reading.spectacularmarvelousGoodfabulous
52 Picture Word Induction Model Research In terms of general academic success, vocabulary knowledge is one of the best predictors of overall verbal intelligence, yielding correlations of .80 (Anderson & Freebody, 1981; Sternberg & Powell). Each word a student can comprehend and use appropriately adds to personal cognitive processing abilities. Plus, “one of the most consistent findings of educational research is that having a small vocabulary portends poor school performance” (Anderson & Nagy, 1992).