Teaching Writing Are we having fun yet? TLCP model; importance of audience, purpose and form/ motivation for writing/ products/planning is key

Personal Memoir/ Recount Getting started Writing Bingo activity/ group share/for grades 3 and up/read aloud: “the relatives came/’ love it or loathe it; grade 1: shopping list; GRoR; adapt to grade/ grade 2:structural features of genre: 5 W’s with teacher writing

Beyond “My summer holiday” Grade 5: a biographical sketch, based on research Grade 4: a timeline of significant events in the writer’s life, to accompany a biography for a class collection Grade 6: an “autobiography” in the role of a historical or contemporary person, based on research Language document: writing by grade

Pre-writing a biographical sketch Mentor texts- immersion What might the biographical sketch template look like? What might research template look like? Group work; gallery walk

Pre-writing a timeline Mentor texts- immersion What might a timeline template look like? (The Write Genre, p. 45) What might the biography template look like? What migth the class book look like?

Steps to Teaching the Writing Process Immersion What’s Next? Activity with a partner to match the titles of categories with their definition ;writing process activity in table groups or pairs,trios/ group take-up and explanations/ link to language document, overall expectations

Planning R- Role of the writer A- Audience F- Form T- Topic S- Strong verb: purpose for writing Different for each division: primary: for teacher planning and to set learning goals and success criteria

Why We Write Social purpose: to recount, to persuade, to entertain, to describe, to instruct, to explain FS handout

Learning goal- Grades 1-3 Recount Possibilities Write a scientific or mathematical investigation (grade 2) Write a personal recount of a past experience, including pictures, to share with family or friends (grade 1) Write a personal or factual recount of events or experiences that includes photographs or drawings and captions (grade 3) From RAFTS to learning goals and success criteria

Learning goal- Grades 4-5 Recount Possibilities Grade 5: a biographical sketch, based on research Grade 4: a timeline of significant events in the writer’s life, to accompany a biography for a class collection Grade 6: an “autobiography” in the role of a historical or contemporary person, based on research From RAFTS to learning goals and success criteria

Success Criteria- grade 2 and 3 Beginning I included the 5 W’s in my beginning Middle I have listed one or more events in order End I ended with a summary or personal reaction Distribute books

Success Criteria- grade 5 Beginning I included the 5 W’s in my beginning Middle I have listed one or more achievements that are important to that person’s life End I ended with a summary or personal reaction Distribute books

Success Criteria- grade 4 Beginning I included the 5 W’s in my beginning and my timeline Middle I have written details about two of the important events in my life End I ended with a summary or personal reaction and my timeline Distribute books

Marker Student Work With a partner, read marker student work and use the success criteria to find one praise point and one teaching point; remember to include the focus of instruction Handout blue conference sheet

Next time: December 2 Choose one form of writing that you’ve done Bring in one anchor chart: either the learning goal, success criteria, exemplar, shared writing, Bring in two pieces of writing, one from each of your marker students

Meanwhile…. Wiki http://southeast-onederfulwikkispaces.com

Learning Goals-grade 1 I learning how to write about something that happened to me. OR I am learning how to write about something I did.

Success Criteria- grade 1 I know I did it well because: I can draw a picture about what happened. I can label my picture. I can write about what happened.

Success Criteria- grade 1- other possibility My writing looks like : I can draw a pictures I can label. I can write a story.