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Catawba County Schools Writing Plan

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At the end of the mini-lesson students are given the opportunity to try-out the ... Sharing should be a daily event whether sharing effort or published work ... – PowerPoint PPT presentation

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Title: Catawba County Schools Writing Plan


1
Catawba County Schools Writing Plan
  • 2nd Grade

2
Components of Writing Plan
  • NCSCOS Objectives
  • Essential Questions
  • Activities/Strategies
  • Resources
  • Assessment
  • Rubric
  • Writing Products
  • Portfolios

3
2nd Grade Writing Genres/Products
  • Personal/Imaginative Narratives
  • Journal Entries
  • Short Report
  • Friendly Letters
  • Poems
  • Directions
  • Instructions
  • Learning Logs
  • Diary Entries

4
Turn and Talk
  • Sit knee to knee.
  • Quickly choose who will go first.
  • Partner 1 talks.
  • Partner 2 talks.
  • Speaker speaks loudly and clearly.
  • Listener listens with a calm body.
  • Everyone takes responsibility for their own
    listening.

5
What must the young writer be able to do when
he/she writes?
  • Turn and talk

6
The Writing Process
  • Prewriting
  • Drafting
  • Revising
  • Editing
  • Publishing

7
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8
Getting Started
Reflect on your planning
Welcome Conversations
Teach the features
Embrace Literature
Insure a writing environment
9
Welcome Conversation
  • Essential for meaning making
  • A fundamental skill for learning to tell stories
  • Prepares children for writing
  • Helps children understand how language works

10
Conversation Strategies
  • Think-Pair-Share
  • Turn and Talk
  • Writing Buddies
  • Conferences (peer, group)
  • Recordings

11
Reflect on Your Planning
  • Are best practices used?
  • Is there collaboration?
  • How is the pacing?
  • Is it data-driven?
  • What scaffolding is in place?

12
Anatomy of Writers Workshop
  • Connection
  • Teaching
  • Active Engagement
  • Link
  • Writing
  • Mid-workshop teaching point
  • Confer
  • After the Workshop Share

13
Writers Workshop Time Frame
(45 Minutes daily)
  • Mini Lessons (10-15 minutes)
  • - Teaches the writing process,
    management, skills
  • Writing (20-30 minutes)
  • - Students work through all stages of the
    writing process
  • Teacher/students conferencing to support
    individual needs
  • Share (5-10 minutes)

14
Connection
  • Links what has been done to what is expected to
    be learned in the present lesson
  • May serve as a quick review of previous learning
  • Explicitly name what will
  • be taught/learned

15
Teach(Mini-lesson)
  • Has a Clear Objective - Teaching Point
  • States the Purpose Explicitly
  • Teacher Models Demonstrate
  • May Provide Guided Practice
  • Explains and Gives Examples

16
Mini Lessons
  • Focused and explicit
  • Taught as a whole group lesson
  • Establish expectations
  • Paced effectively
  • Follow a consistent format/structure

17
What do you need to know before planning a mini
lesson?
  • What is easy for the writer to do?
  • What is hard for the writer to do?
  • What do you expect the writer to do ?
  • What do you expect to do for the writer?
  • -Linda
    Dorn, 2002

18
Mini Lesson Format
  • Connect
  • Today I am going to teach you
  • Teach
  • Explicitly model and demonstrate expectations
  • Active Engagement
  • Try it out, talk to a partner
  • Link
  • Look to see where you might be able to use
  • Share

19
Brain Break
  • Read over the Mini Lesson Analysis sheet
  • What ideas would you like to discuss?
  • What do you already do?
  • What parts of the process intimidates you?

20
Mini Lesson Ideas
  • Management
  • Expectations
  • Writing Process
  • Writing Behaviors
  • Curriculum Standards

21
Active Engagement
  • At the end of the mini-lesson students are given
    the opportunity to try-out the lesson through
    sharing with a partner
  • At times students may watch other students trying
    something out

22
Link
  • Before 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.

23
(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

24
Conferring
  • The teacher may meet with students individually.
  • The teacher may meet with small groups of
    students with similar needs
  • The teacher takes the time to record her
    compliment and teaching points

25
Conferring The Compliment
  • The teacher looks for something that the student
    is trying to use in his/her writing.
  • The teacher uses specific language to compliment,
    I am going
  • to compliment you for.

26
ConferringTeaching Points
  • The teacher looks for what the student knows.
  • The teacher looks for what the student needs to
    know next
  • The 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 child

Conferences are conversations, not interrogations
27
Sharing
  • Students 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 to
  • introduce a new writing
  • behavior that was observed.
  • Students are given opportunities
  • to share their work

28
The Writing Process
  • Choosing a seed idea
  • Nurturing the seed idea
  • Celebrating
  • Sharing

Publishing
Prewriting
Editing
Drafting
Revising
29
Prewriting (1-2 days)
  • Brainstorming topic ideas
  • Verbalizing ideas
  • Using a graphic organizer
  • Reading Texts types
  • Researching a topic

30
The Seed Idea (3-4 days)
  • Choosing a seed idea
  • Spend about a day working different ideas in
    order to choose THE ideas they will nurture.
  • Nurturing the seed idea
  • 2-3 days writing and developing the
    story

31
Drafting (2 days)
  • Develop seed idea into complete paper
  • Leave notebook and write on paper
  • - Colored paper for draft
  • - White paper for publishing

32
Revising (3 days)
  • Developing the writing (not fixing)
  • Rethinking ideas
  • Conferencing with peers and teacher
  • Creating a second draft
  • Adding to the gaps
  • Deleting erroneous information
  • Moving ideas around

33
Editing (1-3 days)
  • Eye as an Editor (sunglasses)
  • Rereading for mechanical mistakes that are grade
    appropriate

34
Publishing (1-2 days)
  • Addressing the targeted writing behavior
  • Preparing the final draft
  • Completing another draft
  • Coming to closure with piece of writing

35
Sharing/Celebrating
  • Sharing should be a daily event whether sharing
    effort or published work
  • Celebrating is a day for all to share published
    work monthly

36
Ensure a Writing Environment
  • Expectations are clear and consistent.
  • Writing is a process
  • Effort is celebration
  • Imperfection is normal
  • Materials are easily accessible
  • Writing is everyday, everywhere.

37
Teach the Features
  • The (NC) Fab Five of Writing
  • Focus
  • Organization
  • Support and Elaboration
  • Style
  • Conventions

38
Embrace Literature
  • Provide touchtone texts
  • Choose mentor texts
  • Plan units of study
  • Author
  • Genre

39
Balanced Literacy
  • Modeled Writing/Reading
  • Shared Writing/Reading
  • Guided Writing/Reading
  • Collaborative Writing/Reading
  • Independent Writing/Reading

40
The Write Plan

Conferencing
Features of Writing
Mini Lessons
Writers Workshop
Writing Process
Balanced Literacy
41
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42
Writing Time
  • Students write
  • Teacher confers with individual students or small
    groups

43
Personal Narrative
44
Descriptive Writing
45
Report on an Animal
46
Cloze Sentences- Character Sketch
47
Writing in Math
48
Lesson OneBegin with the Whole
  • We dont begin by breaking the process of
    writing down and asking children to do just one
    small part of the process. We believe it helps
    learners to have an image of the whole thing
    theyll be trying to do, even though it can feel
    ambitious to show them the whole thing and say
    Get started doing this
  • -Lucy Calkins, 2005

49
Writers Workshop Times
  • Gather on the carpet (2 minutes)
  • Mini lesson (7-10 minutes)
  • Write (25-35 minutes)
  • Confer (while students write)
  • Share (3-5 minutes)

50
Lesson OneGather on the carpet
  • Dont worry about assigning partners the first
    day.
  • Designate an area for students to gather.

51
Lesson OneSet the Purpose for
Writers Workshop
  • We are going to write books like the authors of
    the books we like to read.
  • We will write songs like the ones we sing.
  • We will write letters.
  • We are all going to be authors.

52
Why write?
  • List all of the examples writing that people do
    on a daily basis
  • Laws
  • Emails
  • What else?....

53
Writing is all around us
54
Lesson One Connection
  • Explain that every day students will work in a
    writers workshop and that it will always begin
    with a meeting.
  • Share that they will become writers.

55
Lesson One Teaching
  • Show how you go about choosing a topic you know
    and care about.
  • Think aloud. Highlight the kind of thinking that
    you hope the students will do.

56
Lesson One Sketch
  • Show how you are thinking about your story.
  • Make your sketch simple.
  • Show your whole idea and then separate it into
    parts.

57
Lesson One Label the Sketch
  • Label the parts that are important to the story.
  • Expect students to try even if they do not know
    enough about graphophonics to do as the teacher
    does.

58
sledding
freezing
earmuffs
toboggan
scarf
mittens
hill
snow
boots
Illustration retrieved from www.jmeacham.com/
59
Lesson OneThe teacher restates what she
did in the mini-lesson
  • A writer thinks in his head about something he
    enjoyed or was important.
  • Then he sketches it quickly.
  • Then he labels the parts of the sketch that are
    important.

60
Lesson OneActive Engagement
  • Have students close their eyes.
  • Have students think of something that they have
    done recently or something that they do often.
  • After a moment, have students open their eyes and
    tell someone sitting
  • next to them what they might
  • write about (Turn and talk).

61
Lesson OneMaking a Link
  • Let students know that they will be thinking of
    something they know about or happened
  • Students can write by sketching and writing

62
Lesson One The Teacher Passes
Out Paper
  • Have paper ready
  • Have one sheet and one pencil for each student
  • Be prepared with a system to pass out
  • paper quickly

63
Lesson One Practice
  • Close your eyes, think of something that you
    would like to draw and write about.
  • Turn and talk to someone about your story.
  • Sketch your story.
  • Label the important parts.

64
Lesson OneThe teacher confers
as students write
  • Conferring is the heart of teaching writing.
  • Students will learn to write for longer periods
    of time as they become more experienced.

65
Lesson One Share
  • Options for sharing
  • Authors Chair
  • Partners
  • Small Groups
  • Authors Tea (parents)
  • Writing Cafe
  • Praise and celebrate

66
Lesson OneDemonstrate How to Put
Away Writing
  • Tell students that everyday they will keep their
    work in a folder.
  • For the first day, have a place that
  • students can quickly put their folder
  • Instruct students to come to the carpet.

67
Lesson OneOn the Carpet-Sharing
  • Share one or two students work.
  • It may not be necessary to highlight the entire
    work. Focus on the part that needs to be
    emulated.
  • Make the students know
  • that writers workshop
  • is special.

68
The Mini-Lesson Lesson Two
  • Focus on what happens in the mini-lesson.
  • Today, and everyday, we will start the
    writers workshop with a mini-lesson. In a
    mini-lesson, I will remind you what we have been
    doing in writing and then I will tell you what
    well learn today.
  • -Lucy
    Calkins, 2005

69
Lesson Two Revisit the Procedures of
Writers Workshop
  • Remind student of what occurs in the mini lesson
  • Have a students sample from Lesson One ready to
    share
  • Celebrate

70
Lesson Three-What Do You Do When You Think That
You Are Done?
  • Students will work beyond when they first
    consider themselves finished.
  • Students will add more to their picture or words
    or start a new picture.

71
Confidence
  • Recognize that it is scary to begin.
  • Be prepared - have your materials on hand.
  • Turn and Talk
  • What are the things you fear most with beginning
    the Writers Workshop?

72
Anchor Charts
  • Aids teacher and students in remembering
    procedures and expectations
  • Added to during the year

73
Activity
  • Break up into groups of 3-5
  • Brainstorm a list of Launching Lessons titles
  • Put them in order

74
What materials/resources do I need to begin
Writing Workshop in my classroom?
  • Student notebooks
  • Student portfolios
  • Writing Mini-offices
  • Publishing Center

75
Plan
  • How will you launch Writers Workshop?
  • What will you do to help others learn about this
    important unit?
  • Turn and talk.

76
  • Questions ????
  • How to I get access to the writing plan?
  • What materials and resources will be provided?
  • What about portfolios?

77
Portfolios
  • Individual Writing Portfolios will be kept on
    each student
  • At least one final product for each nine week
    will be selected for inclusion
  • A variety of writing genres must be
  • represented in the portfolio

78
Predictable Charts
79
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80
Buzz Books
81
More Buzzing
82
(No Transcript)
83

Descriptive - Setting Description
                                                  
                                                  
                                                
                                                  
                                           
                                               
                                                  
                        

Mini Report- Descriptive Setting
84
Shared Writing
Predictable Charts Morning Messages
85
Interactive Writing
Shared Writing
Morning Messages Kinder Interactive
Writing JMeacham's Interactive Writing Mrs.
Nelson's Morning Messages Pre-K morning
messages Meacham Morning Messages Buzz
Messages The K Crew
86
Mini- Offices
Teaching Heart www.vp.k12.mo.us/eschool/es/dfenwic
k/mini20office.htm Reagans Kinder
Bears JMeacham's Mini Offices
87
  • Woulda Coulda Shoulda
  • by Shel Silverstein
  • All the Woulda-Coulda-Shouldas
  • Layin in the sun,
  • Talkin bout the things
  • They woulda-coulda-shoulda done,
  • But those Woulda-Coulda-Shouldas
  • All ran away and hid
  • From one little did.

88
Be fruitful and multiply
89
References
  • Calkins, L., and L Memmelstein. 2003. Launching
    the Writing Workshop. Portsmouth, NH Heinemann.
  • Dorn, L J, and C. Soffas. 2001. Scaffolding
    Young Writers A Writers Workshop Approach.
  • USA Stenhouse.

90
References
  • Healy, J. 1994. Your Childs Growing Mind. New
    York, NY Doubleday.
  • Ray, K W, and L Cleveland. 2004. About the
    Authors, Writing Workshop
  • with Our Youngest Writers.
  • Portsmouth, NH. Heinemann.
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