2. ‘ What great Teachers Do Differently-14 Things that Matters Most’ by Todd Whitaker #6: Great teachers create a positive atmosphere in their classrooms and schools. They treat every person with respect. In particular, they understand the power of praise. Five important things that help praise work: authentic, specific, immediate, clean and private.

3. Today’s Agenda:  Running Record practice  Assignments 2 and 3  Workstations/Daily 5 The HOW of teaching writing  Writing Workshop  Modeled writing  Shared/interactive writing  Guided writing  Independent writing

4. Two On a Crayon In groups of two, without talking, you are to draw a picture together while holding a crayon simultaneously. You cannot decide ahead of time what you will draw.

5. Let’s do one together from beginning to end (RR, analysis, next steps)

6. Literacy Work Stations /“Daily 5”/ “Weekly Specials”

21. Text Forms: Narrative To entertain Recount To retell Procedure To tell how Persuasive To persuade Report To give information Explanation To explain Elements of Writing:  Ideas/Content  Organization  Voice  Word choice  Sentence Fluency  Conventions  Presentation The Writing Process:  Planning  Writing a Draft  Revising  Editing  Publishing 5 Key Instructional Approaches:  Modeled Writing  Shared Writing  Interactive Writing  Guided Writing  Independent Writing The Goals of Writing Instruction To communicate ideas, thoughts, feelings and experiences. To write clearly and creatively to convey a message. To understand purposes, audiences and forms of writing. To create Life-long writers. Developmentally: Role Play Experimental Early Conventional Proficient

23. The Reading and Writing Connection “We also have to be readers to write well. To write using rich, compelling language, we need to hear and read rich, compelling literature. Only a love of reading will promote an understanding … of imagery, tone, voice, and other nuances of good writing. There is no shortcut. -Regie Routman

24. Dear Mom, I know you don ’ t think I should have Mickey Gulligan ’ s pet iguana when he move but here ’ s why I should. If I don ’ t take him, he ’ s going to Stinky and Stinky ’ s dog will eat him. You don ’ t want that to happen do you? Did you know that iguana ’ s are really quiet and they ’ re cute too. I think they are much cuter than hamsters. You would never even see the iguana. I ’ ll keep his cage in my room on my dresser next to the soccer trophies. Plus he ’ s so small you ’ ll never even know he ’ s there. I know I have a brother but he is just a baby. What fun is that? If I had an iguana I could teach it tricks and things. Ethan doesn ’ t do tricks he just burps and poops. I would feed the iguana everyday (he eats lettuce). I would make sure he has enough water and I would clean out his cage when it got messy. So what do you say? Have I convinced you? Can I have one PLEASE? Your responsible son, Alex

26.  Teacher demonstrates a specific aspect of writing to the whole class  Students should be familiar with the content  Teacher is the scribe, and provides full support by thinking aloud about what a proficient writer does (explicit teaching)

27.  Students and teacher work together  Teacher is the scribe  Students and teacher collaborate to create text

28. Title: MY POSITION OR OPINION *Remember who you are writing to How do you feel about the topic? ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ REASONS Why do you feel the way you do? Convince me! ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ________ WRAP IT UP Finish off by strongly restating what you believe and the main reason why. ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________

29.  Students and teacher share the pen to create a message  Especially helpful to reluctant writers, as it guides and encourages them toward independence

31.  Provides students with the opportunity to review a writing skill in a small-group setting  Students work as a group to compose a text  Students then write their own text independently

32.  Students do their own writing using both self-selected and assigned topics and forms  Students need opportunities to write for a variety of purposes and a range of audiences  Students need frequent opportunities to share and celebrate their writing

33. Web Cast: Non-fiction Writing

34. The Writing Workshop is a structured, organizational strategy that keeps students focused on their writing.

35.  Mini Lesson  ‘Where We’re At’  Writing/Conferencing  Sharing

36. NamePlanningWritingRevisingEditingPublishin g Michae l X Kayla X Taran X

38. Teacher:  Circulates around the room  Conducts student- teacher conferences or conducts guided writing lessons  Prompts class for sharing time Student:  Engages in writing process  May participate in student-teacher, peer conference or guided writing lesson  Prepares for sharing time

39. The more often you talk to a student about writing in process, the more helpful you can be and the more teaching opportunities you will have. Teaching Writing, Jo Phenix, pg. 26  Peer  Teacher-Student

40. Writing!

41. What is the forum for sharing?  Author’s Chair  4 corners  Publishing

42. Not every piece of writing will reach the publishing stage. When their work is published, students must consider the layout of the text and its legibility.

43. Students need an opportunity to reflect on their writing, set goals, share their thinking with others, and consolidate their learning.

44. Readings Hand out: “Think Big Start Small: How to plan using backward design” Unit planning!