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FOCUS on 5
Heather Carrigan
& Kelli Wise
June 25, 2014
Kids say the funniest things!
10-Second Table Talk
• What does writing instruction look
like in your grade level?
T-Chart
What I like about my What I don’t like
writing instruction about my writing
instruction
Our Inspiration
The Sisters
Gail Boushey & Joan Moser
www.thedailycafe.com
Comprehension
Accuracy
Fluency
Expanding Vocabulary
CAFE Wall Menu in Kelli’s Classroom
An Idea is Born
Name That Domain
• clear & logical beginning, middle, & end
• create an opening / hook
• write a thesis statement
• use transitional words and phrases
• maintain the proper text structure
• create a conclusion that wraps up loose
ends
Name That Domain
• clear & logical beginning, middle, & end
• create an opening / hook
• write a thesis statement
• use transitional words and phrases
• maintain the proper text structure
• create a conclusion that wraps up loose
ends
Organization
• create an exciting opening that grabs the audience’s
attention
• choose interesting, descriptive, and precise words
• ensure that No Two Sentences Start With The Same
Word (NTSSWTSW)
• Use a variety of strong nouns, adjectives, & adverbs
• “Show, Don’t Tell”
• Experiment with the rhythms and rhymes of words
and phrases
• Use a variety of sentence lengths, structures, & types
• Take risks with new ways of saying things
• Use figurative language
Name That Domain
Name That Domain
• create an exciting opening that grabs the audience’s
attention
• choose interesting, descriptive, and precise words
• ensure that No Two Sentences Start With The Same
Word (NTSSWTSW)
• Use a variety of strong nouns, adjectives, & adverbs
• “Show, Don’t Tell”
• Experiment with rhythms/rhymes of words/phrases
• Use a variety of sentence lengths, structures, & types
• Take risks with new ways of saying things
• Use figurative language
Style
Name That Domain
• Use proper capitalization
• Use proper punctuation
• Circle words that may not be spelled correctly
• Spell high frequency words correctly
• Write in complete sentences
• Use appropriate grammar
• Accurately proofread your writing
• Use resources when editing your writing
• Indent to create a new paragraph for each new mini-
topic
• Correctly format text features
Name That Domain
• Use proper capitalization
• Use proper punctuation
• Circle words that may not be spelled correctly
• Spell high frequency words correctly
• Write in complete sentences
• Use appropriate grammar
• Accurately proofread your writing
• Use resources when editing your writing
• Indent to create a new paragraph for each new mini-topic
• Correctly format text features
Conventions
Name That Domain
• Use the 5 senses to enhance descriptions
• Include text features such as illustrations, captions,
diagrams, etc. when appropriate
• Include 4-6 sentences in a typical paragraph
• Revise the message by adding, removing, moving, or
substituting ideas in the text
• Use accurate facts, definitions, concrete details,
quotations, examples, or explanations to examine and
convey ideas and information
• Include literary elements (characters, setting, plot)
• Use purposeful dialogue
Name That Domain
• Use the 5 senses to enhance descriptions
• Include text features such as illustrations, captions, diagrams, etc.
when appropriate
• Include 4-6 sentences in a typical paragraph
• Revise the message by adding, removing, moving, or substituting
ideas in the text
• Use accurate facts, definitions, concrete details, quotations,
examples, or explanations to examine and convey ideas and
information
• Include literary elements (characters, setting, plot)
• Use purposeful dialogue
Content
Name That Domain
• Use a variety of planning strategies
• Draft using a planning graphic organizer that fits with your
purpose, mode, and text structure
• Clearly and accurately respond to a prompt
• Generate a topic with a purpose, mode, audience, and text
structure in mind
• Generate a title that matches the topic
• Remain on-topic throughout the beginning, middle, and end
of a piece, maintaining the proper mode
• Write in a variety of modes and distinguish between them:
Opinion, Informational, Narrative, and Poetry
• Maintain a consistent point of view
Name That Domain
• Use a variety of planning strategies
• Draft using a planning graphic organizer that fits with your
purpose, mode, and text structure
• Clearly and accurately respond to a prompt
• Generate a topic with a purpose, mode, audience, and text
structure in mind
• Generate a title that matches the topic
• Remain on-topic throughout the beginning, middle, and end of a
piece, maintaining the proper mode
• Write in a variety of modes and distinguish between them:
Opinion, Informational, Narrative, and Poetry
• Maintain a consistent point of view
Focus
FOCUS on 5
A Menu-Minded System for Writing Instruction & Assessment
★ What is FOCUS on 5?
★ How do I begin FOCUS on 5 in my classroom?
FOCUS on 5 Menu
FOCUS on 5 Wall Menu
How do I begin FOCUS on 5?
★ Give students writing prompts for the 3
modes of writing: Opinion, Informative,
Narrative.
★ Analyze students’ writing to determine
Strengths and Goals using the FOCUS on 5
Menu. This is your baseline data!
Prompt Activity
Beginning of the year
Friendly Letters - Narrative
Prompt Activity
1. Read the yellow writing prompt.
2. Use the PA Rubric to determine which
domain is a strength for the student and
which domain may be an area for
growth. Jot down your notes on the
Writing Super Star form.
3. Use the FOCUS on 5 Menu to choose a
beginning goal for the student.
4. Discuss your results with a partner.
Kelli’s Notes
Prompt 2
Opinion Writing
Kelli’s Notes
Prompt 3
Informative
Writing
Kelli’s Notes
Analyzing the Baseline Data
Whole Group Trends
Model with Mentor
Texts and Teacher
Samples
Small Group and
Individual Trends
Begin/Continue Individual
Record Keeping
Small Group/Individual Goal-
Setting
Small Group/Individual
Modeling with Mentor Texts
and Teacher Samples
Analyze new writing and
share results
Whole Group Trends
● Trends emerge from assessing the initial
writing prompts
● Model with mentor texts and teacher
samples
Analyze New Writings
• After meeting with students in small groups
or individual conferences
• Students produce new writing with their
specific strategy in mind
• Share results for students to graph
• Students reflect and share their perceived
strengths and areas of need
Continuation of Cycle
• New whole group trends may emerge
• New small group trends may emerge
• New individual goals may be set
Miscellaneous
• Mentor Texts
• Writing Process
• Writers’ Brain Books
• Reading and Writing Handbook
• Graphic Organizers
Thank You!
Thank you for spending your time with us this
morning.
Visit our blog & our TpT Stores for more ideas,
resources, and FREEBIES!

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Focus on 5 introduction psy institute june 2014

  • 1. FOCUS on 5 Heather Carrigan & Kelli Wise June 25, 2014
  • 2. Kids say the funniest things!
  • 3.
  • 4. 10-Second Table Talk • What does writing instruction look like in your grade level?
  • 5. T-Chart What I like about my What I don’t like writing instruction about my writing instruction
  • 7. The Sisters Gail Boushey & Joan Moser www.thedailycafe.com Comprehension Accuracy Fluency Expanding Vocabulary
  • 8. CAFE Wall Menu in Kelli’s Classroom
  • 9. An Idea is Born
  • 10. Name That Domain • clear & logical beginning, middle, & end • create an opening / hook • write a thesis statement • use transitional words and phrases • maintain the proper text structure • create a conclusion that wraps up loose ends
  • 11. Name That Domain • clear & logical beginning, middle, & end • create an opening / hook • write a thesis statement • use transitional words and phrases • maintain the proper text structure • create a conclusion that wraps up loose ends Organization
  • 12. • create an exciting opening that grabs the audience’s attention • choose interesting, descriptive, and precise words • ensure that No Two Sentences Start With The Same Word (NTSSWTSW) • Use a variety of strong nouns, adjectives, & adverbs • “Show, Don’t Tell” • Experiment with the rhythms and rhymes of words and phrases • Use a variety of sentence lengths, structures, & types • Take risks with new ways of saying things • Use figurative language Name That Domain
  • 13. Name That Domain • create an exciting opening that grabs the audience’s attention • choose interesting, descriptive, and precise words • ensure that No Two Sentences Start With The Same Word (NTSSWTSW) • Use a variety of strong nouns, adjectives, & adverbs • “Show, Don’t Tell” • Experiment with rhythms/rhymes of words/phrases • Use a variety of sentence lengths, structures, & types • Take risks with new ways of saying things • Use figurative language Style
  • 14. Name That Domain • Use proper capitalization • Use proper punctuation • Circle words that may not be spelled correctly • Spell high frequency words correctly • Write in complete sentences • Use appropriate grammar • Accurately proofread your writing • Use resources when editing your writing • Indent to create a new paragraph for each new mini- topic • Correctly format text features
  • 15. Name That Domain • Use proper capitalization • Use proper punctuation • Circle words that may not be spelled correctly • Spell high frequency words correctly • Write in complete sentences • Use appropriate grammar • Accurately proofread your writing • Use resources when editing your writing • Indent to create a new paragraph for each new mini-topic • Correctly format text features Conventions
  • 16. Name That Domain • Use the 5 senses to enhance descriptions • Include text features such as illustrations, captions, diagrams, etc. when appropriate • Include 4-6 sentences in a typical paragraph • Revise the message by adding, removing, moving, or substituting ideas in the text • Use accurate facts, definitions, concrete details, quotations, examples, or explanations to examine and convey ideas and information • Include literary elements (characters, setting, plot) • Use purposeful dialogue
  • 17. Name That Domain • Use the 5 senses to enhance descriptions • Include text features such as illustrations, captions, diagrams, etc. when appropriate • Include 4-6 sentences in a typical paragraph • Revise the message by adding, removing, moving, or substituting ideas in the text • Use accurate facts, definitions, concrete details, quotations, examples, or explanations to examine and convey ideas and information • Include literary elements (characters, setting, plot) • Use purposeful dialogue Content
  • 18. Name That Domain • Use a variety of planning strategies • Draft using a planning graphic organizer that fits with your purpose, mode, and text structure • Clearly and accurately respond to a prompt • Generate a topic with a purpose, mode, audience, and text structure in mind • Generate a title that matches the topic • Remain on-topic throughout the beginning, middle, and end of a piece, maintaining the proper mode • Write in a variety of modes and distinguish between them: Opinion, Informational, Narrative, and Poetry • Maintain a consistent point of view
  • 19. Name That Domain • Use a variety of planning strategies • Draft using a planning graphic organizer that fits with your purpose, mode, and text structure • Clearly and accurately respond to a prompt • Generate a topic with a purpose, mode, audience, and text structure in mind • Generate a title that matches the topic • Remain on-topic throughout the beginning, middle, and end of a piece, maintaining the proper mode • Write in a variety of modes and distinguish between them: Opinion, Informational, Narrative, and Poetry • Maintain a consistent point of view Focus
  • 20. FOCUS on 5 A Menu-Minded System for Writing Instruction & Assessment ★ What is FOCUS on 5? ★ How do I begin FOCUS on 5 in my classroom?
  • 21. FOCUS on 5 Menu
  • 22. FOCUS on 5 Wall Menu
  • 23. How do I begin FOCUS on 5? ★ Give students writing prompts for the 3 modes of writing: Opinion, Informative, Narrative. ★ Analyze students’ writing to determine Strengths and Goals using the FOCUS on 5 Menu. This is your baseline data!
  • 24. Prompt Activity Beginning of the year Friendly Letters - Narrative
  • 25. Prompt Activity 1. Read the yellow writing prompt. 2. Use the PA Rubric to determine which domain is a strength for the student and which domain may be an area for growth. Jot down your notes on the Writing Super Star form. 3. Use the FOCUS on 5 Menu to choose a beginning goal for the student. 4. Discuss your results with a partner.
  • 31. Analyzing the Baseline Data Whole Group Trends Model with Mentor Texts and Teacher Samples Small Group and Individual Trends Begin/Continue Individual Record Keeping Small Group/Individual Goal- Setting Small Group/Individual Modeling with Mentor Texts and Teacher Samples Analyze new writing and share results
  • 32. Whole Group Trends ● Trends emerge from assessing the initial writing prompts ● Model with mentor texts and teacher samples
  • 33. Analyze New Writings • After meeting with students in small groups or individual conferences • Students produce new writing with their specific strategy in mind • Share results for students to graph • Students reflect and share their perceived strengths and areas of need
  • 34. Continuation of Cycle • New whole group trends may emerge • New small group trends may emerge • New individual goals may be set
  • 35. Miscellaneous • Mentor Texts • Writing Process • Writers’ Brain Books • Reading and Writing Handbook • Graphic Organizers
  • 36. Thank You! Thank you for spending your time with us this morning. Visit our blog & our TpT Stores for more ideas, resources, and FREEBIES!