1. Elizabeth Miller, TC Amanda Cornwell, TC Writing in Elementary Grades Session I - Grades (K-3)

2. 1. Be “in the work” when in the room 2. Determine which information and teaching strategies match your needs 3. Share with colleagues A Norms

3.  Participants will gain a better understanding of CCSS across the grade span.  Participants will gain a better understanding of what student writing looks like in early elementary grades.  Participants will gain insight into writer’s workshop approach that includes various types of writing.  Participants will gain new strategies for teaching writing through the use of mentor texts. E Objectives

4.  Motto  “Teachers Teaching Teachers”  Fostering change in the teaching of writing across grade levels  Focus areas: The craft of writing Digital writing  Summer Institute, Youth Camps, Professional Development  http://chippewariverwp.wikispaces.com/Chippewa+River+W riting+Project for more information http://chippewariverwp.wikispaces.com/Chippewa+River+W riting+Project E About CRWP

5. Writing into the day: Starting the day the CRWP way… What does writing instruction look like in your classroom? A

6.  Shifting student needs  New demands from writing programs  Writing curriculum must include opportunities to practice daily  Focus on informative, opinion & narrative writing  Evolution of writing includes digital tools  CCSS – College & Career Ready Standards Why change now? A

7.  Examine standards for changes and growth across the grade span 1. Highlight nouns * 2. Highlight verbs ** 3. List content & Skills * You may choose to keep in phrases for clear understanding ** Take notice of specific word choices that are made Understanding CCSS Content nouns Skills verbs “What does the student need to know?” “What does the student need to be able to do?” E

8.  How did the “feel” of the standard change?  What new content or skills were added in each grade?  How will we bridge gaps when there are leaps in the learning?  What do the standards look like in our classrooms?  What ways can we increase rigor in our classrooms? Debriefing on CCSS & continuing the work… A

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11.  Read the student samples looking for evidence of what the student knows and can do.  Highlight evidence from student sample that relates to expectations from standard  Imagine what the evidence from other grade levels would look like in student work. Exploring Student Samples A

12. “ My Favorite Book” K, Argument (Opinion) E

13. K, Annotation E

14. “ Owl Moon” Grade 2, Argument (Opinion) A

15. Grade 2, Annotation A

16.  Need for “routine writing”  Writer’s workshop approach Elements: Minilesson = explicit instruction Work session = independent practice Conferencing = guided practice Peer review = editing & revision Share = publication or distribution  Writing includes many types (opinion, informative/explanatory, and narrative) as well as subgenres  Writing across curricular areas Daily Writing Instruction E

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18. Mentor Relationships Watch Video E

19. Nonfiction Mentor Texts By: Lynne Dorfman, Rose Capelli Mentor Texts (defined): "Pieces of literature you and your students can relate to, fall in love with, and return to and reread for many different purposes. They provide the models for the types of writing that can be studied and imitated and that will allow our students to move forward as writers.” (p.2) Author to Author: How Text Influences Young Writers Retrieved from: http://www.ncte.org/positions/statements/writingbeliefshttp://www.ncte.org/positions/statements/writingbeliefs "Writing and reading are related. People who read a lot have a much easier time getting better at writing. In order to write a particular kind of text, it helps if the writer has read that kind of text. In order to take on a particular style of language, the writer needs to have read that language, to have heard it in her mind, so that she can hear it again in order to compose it." Mentor Relationships E

20. Write a persuasive letter – Click Clack Moo Cows That Type Write a persuasive letter – Click Clack Moo Cows That Type BY: Doreen Cronin Step 1 – Read the text at least twice Step 2 – Share and respond to student exemplars Step 3 – Prewrite (*create classroom lists) Step 4 – Offer a shared writing experience Step 5 – Students write letters Step 6 – Peer review *Write a persuasive letter on a topic of your choosing that could be used in your instruction **Refer to CCSS spreadsheet ***Strive to include the necessary components of an opinion piece for your grade level Teaching Demonstration #1 E

21. *Write a descriptive paragraph on a topic of your choosing that could be used in your instruction **Refer to CCSS spreadsheet ***Strive to include the necessary components of an opinion piece for your grade level Teaching Demonstration #2 Write a Descriptive Piece – Write a Descriptive Piece – Coffee By: Student Author Step 1 – Read the mentor text Step 2 – Give Prompt: “Think of a time when you experienced something new…” Step 3 – Journal writing Step 4 – Share as a class A

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23. www.chippewariverwritingproject.org Dorfman, Lynne R., and Rose Cappelli. Mentor texts: teaching writing through children's literature, K-6. Portland, Me.: Stenhouse Publishers, 2007. Print. Mentor Text Lesson: Click Clack Moo Cows That Type By: Vicki Hood http://www.writingfix.com/Picture_Book_Prompts/ClickClackMoo3.htm Retrieved on 2/28/14 Mentor Text Video - Reading Rockets http://www.youtube.com/watch?v=uM0paVzgGHI&feature=player_detailpage Resources