Brandon Elem Writing

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Writing is Thinking. An all day session of suggestions for engaging all students as writers, K-8. Focus on pre-writing, oral language, working with image and pictures, descriptive feedback and criteria.

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  • Stephy – Oct 7/09Home sunny thinking of her mom in the thinking bubble.Sound/symbol and drawing knowledge!
  • Stephy – Nov 18/09 – first independent!I get the lunch for duck.
  • Stephy – Dec.7/09 It was a calm day…….can come? Yes said stephy. Lovely said shirley. Mom is in my home. She will …. Yes said yes. The end.
  • Vishal – oct 7/09 rabbit trees mountainsosNotice the letter/sound combinations!
  • Vishal – Nov 23/09 Once upon a time there was a boy. He ….and he was planning a birthday party.
  • Vishal – Dec. 11/09 The monster was playing basketball and the one with the spots scored and he wins the contest. He gets the medal.
  • Armann – Oct 7/09 fm for family.
  • Mika, Oct 7/09
  • Mika, Nov. 23/09The sharks in the water. They were going to school and picking out a new home reading and ‘bathrooms?’
  • Shirley Oct 07/09
  • Shirley Oct. 26/09
  • Shirley
  • Shirley on Dec. 11/09
  • Brandon Elem Writing

    1. 1. Writing IS Thinking<br />Brandon Elementary Teachers<br />January 28th, 2010<br />Presented by Faye Brownlie<br />References:<br />Grand Conversations, Thoughtful Responses<br />Student Diversity, 2nd Ed<br />It’s All about Thinking<br />
    2. 2. Managing the Workshop<br />Work with large chunks of time<br />Build criteria with students<br />Teach one specific criteria at a time, over time<br />Model, model, model<br />Focus on pre-writing <br />Coach students as they are writing<br />Goal-set with students<br />Increase your silent writing time<br />
    3. 3. The Gradual Release Model<br />Model<br />Guided practice<br />Independent practice<br />Independent application<br />Pearson & Gallagher (1983)<br />
    4. 4. Quick Writes<br />Give a word to students<br />Give 15 seconds to think about the word, then 3 minutes to free write, using the word<br />Students reread (mumble) their writing<br />Students choose a phrase, sentence, powerful word to share – if they choose<br />Share the ‘treasures’<br />Describe ‘what works’<br />Repeat the process<br />
    5. 5. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?<br />
    6. 6. Students need:<br />To see themselves as writers<br />To have fun<br />To develop a sense of sound/symbol relationships<br />To find their stories<br />To work with criteria<br />Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)<br />
    7. 7. The Gradual Release Model<br />K-1 Writing:<br />Model - pictures & print<br />Refer to criteria<br />Kids draw & write<br />Refer to criteria<br />Pearson & Gallagher (1983)<br />
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    29. 29. Grade 2/3 Writing Criteria<br />An opening sentence with a hook<br />Details<br />Distinguished words<br />
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    34. 34. Autumn Bear<br />Author-Diane Culling<br />Illustrator - Cindy Vincent<br />Snowberry Books, 2007<br />ISBN 978-0-9736678-2-0<br />
    35. 35. One September morning•a piece of fog touched me. As I looked out my window the gold leaves drifted out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migrating south as if leaves followed them it looked like they were air dancing.• -Allyson, gr.2<br />
    36. 36. As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao. If feel couze with the blaket on you. You feel like you want to stay home forever. The wind hits your face it feels like somebudys teeching except it’s the breeze. -by Jason, gr.3<br />
    37. 37. Autumn Wind<br />When the Autumn wind blows it makes me shiver. It really makes me quiver. The wind is cold and really bold, it feels refreshing on my face. I get to keep my own pace. My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play. After the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool. By Samantha, gr.3<br />
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    39. 39. Grade 1 Writing Criteria<br />•powerful beginning<br />•detail<br />
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    41. 41. Pinduli<br />By Janell Cannon<br />Harcourt, 2004<br />
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    46. 46. Power Paragraphs<br />Create a power structure:<br />Power 1 – the big idea<br />Power 2 – 3 big details about the big idea<br />Power 3 – 2 more precise details/examples about the 2nd powers<br />Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)<br />Reread for fluency<br />Do several together, then students can create their structure, get feedback before writing, then write independently <br />
    47. 47. power 1<br />power 2 power 2 power 2<br />2 details 2 details (power 3)<br />
    48. 48. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.<br />
    49. 49. Students need:<br />to ‘be’ a character<br />support in ‘becoming’ that character<br />to use specific detail and precise vocabulary to support their interpretation<br />choice<br />practice <br />to develop models of ‘what works’<br />a chance to revise their work<br />
    50. 50. The Plan<br />Review scene from novel<br />Review criteria for powerful journey response<br />Brainstorm who you could be in this scene<br />4 minute write, using ‘I’<br />Writers’ mumble<br />Stand if you can share…<br />What can you change/add/revise?<br />Share your writing with a partner<br />
    51. 51. Criteria<br />Write in role – use ‘I’<br />Use specific names<br />Phrases/words that show feeling<br />Particularly descriptive details of the event<br />Powerful first line<br />What will you change after listening to others?<br />
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    61. 61. Direct, explicit comprehension instruction<br />Secret of the Dance - <br />Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait<br />Orca Publishing, 2006<br />#9 781551 433967<br />
    62. 62. Response Journals<br /> <br /><ul><li>double-entry journals
    63. 63.  initially, written in class, together
    64. 64.  develop criteria for powerful responses</li></li></ul><li>
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    74. 74. Found Poems<br />Read a text to the students<br />Students listen for phrases that they love – powerful phrases – phrases they want to remember<br />By birthdays, students stand and say their ‘found poem’<br />Mix the order to hear different variations of the poem<br />Students write their own ‘found poem’<br />
    75. 75. Online literacy videos<br />www.sd72.bc.ca Literacy Videos<br />Clustering from Text<br />Squiggles<br />It’s All in the Bag<br />
    76. 76. References<br />Grand Conversations, Thoughtful Responses – Brownlie(2005). Portage and Main Press.<br />Student Diversity, 2nded (2006) – Brownlie and Schnellert. Pembroke Publishers<br />It’s All about Thinking – Humanities, Social Studies and English (2009) – Brownlie and Schnellert. Portage and Main Press.<br />

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