Brandon Lit Leaders Jan2010

Writing/Comprehending/Organizing/Thinking
Brandon Literacy Support Teachers
January 27th, 2010
Presented by Faye Brownlie
References:
Grand Conversations, Thoughtful Responses
Student Diversity, 2nd Ed
It’s All about Thinking

Managing the Writers Workshop
Work with large chunks of time
Build criteria with students
Teach one specific criteria at a time, over time
Model, model, model
Focus on pre-writing
Coach students as they are writing
Goal-set with students
Increase your silent writing time

The Gradual Release Model
Model
Guided practice
Independent practice
Independent application
Pearson & Gallagher (1983)

How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?

Students need:
To see themselves as writers
To have fun
To develop a sense of sound/symbol relationships
To find their stories
To work with criteria
Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)

The Gradual Release Model
K-1 Writing:
Model - pictures & print
Refer to criteria
Kids draw & write
Refer to criteria

Power Paragraphs
Create a power structure:
Power 1 – the big idea
Power 2 – 3 big details about the big idea
Power 3 – 2 more precise details/examples about the 2nd powers
Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)
Reread for fluency
Do several together, then students can create their structure, get feedback before writing, then write independently

power 1
power 2 power 2 power 2
2 details 2 details (power 3)

Response Journals

double-entry journals
initially, written in class, together
develop criteria for powerful responses

Online literacy videos
www.sd72.bc.ca Literacy Videos
Clustering from Text
Squiggles
It’s All in the Bag

Learning Intention:
I can examine a picture and infer what is happening
I can provide ‘because’ reasoning (evidence) for my inference

Peter’s Poofect Pet - Tina Powell
www.bigfatpen.com

Learning Intention: I can write and describe a small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria

Choose a topic
Write in front of the students
Students describe ‘what works’ in your writing
Students choose a ‘morning’ topic
Students write
Students self-assess
Students meet with peers to share and provide feedback

All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!”
The sign said, “Road closed”.
“Help,” I thought. “What am I going to do?”

Notices…criteria
Mystery
Opening
Detailed
Sounds like you (Voice)

Lori Johnson
Grade1
ColdstreamElementary
Richmond
Learning Intentions
Self Assessment
Descriptive Feedback
Ownership

Browsing Bags– Lousesa Newman, Jennifer HallTait Elementary

Browsing Bags

What’s working?
What’s not?
What’s next?

Give a specific compliment
Set a goal
Have an action plan

In guided reading groups
In 1:1 reading conferences
In whole class strategy sequences
Choose a partner. What does descriptive feedback look like in this scenario?
Report back to your table group.

Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

My students need to learn to record notes when reading information text.
Can I introduce the double-entry journal to my grade 2/3 class?

Students need:
A model
Guided practice in following the model
An opportunity to practice the strategy, with support as needed
Choice in the degree of complexity they use to complete the task

Brandon Lit Leaders Jan2010

by Faye Brownlie

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