This document provides information about an upcoming webinar on writing instruction for the course LIST 4373 at the University of Texas at Arlington. It includes details about the date and times for a live webinar as well as a recorded session. Students are instructed to log in 10 minutes early and technical support contact information is provided. An outline of topics to be covered includes writing instruction, mentor texts, behavior management, guided reading lesson plans, and reflection requirements. Links are also provided to join the live webinar session.

1. LIST 4373 , SPRING 2016
WEBINAR 3
4/4 (6:00-7:15 PM) & 4/5 (2:00-3:15 PM)
OR RECORDED SESSION
REFLECTION DUE:
MONDAY OF WEEK 13, 4/11/16 (11:59 PM).
WITH DR. PEGGYSEMINGSON
Note: Please login 10 minutes early to the
webinar.
Tech support (24/7) for the videoconference
if you are having trouble logging in to the sessions:
1 (877) 382-2293

2. Big Ideas for Webinar 3
• Writing Instruction: Be ready to think about writing and write a little bit!
• Mentor Text and Six Traits of Writing: Big Ideas!
• Behavior Management: Key Tips and Pointers!
• Guided Reading Lesson Plan: Reminders for Success!
• Reflection due: Written reflection is due Monday of Week 13, 4/11/16 (11:59
pm).
• Link to join the LIVE webinar: https://elearn.uta.edu/webapps/bb-
collaborate-bb_bb60/launchSession/guest?uid=363e00dd-509d-4469-
95bb-7c82ff0be762

3. Word search
Use the pen
tool to find the
words.

4. The power of modeling and “teacher-as-writer”
Model good writing by
reading aloud and often to
your students from a
variety of genres.
Learn all you can
about good children’s
literature. It will offer
much enjoyment for
you and your students
and it will also serve
as a good model to
inspire young writers.
Develop your own
writing skills so you
can share of your
expertise in writing.
What are ways you
can do this?

5. The Writing Process
Writer’s
Notebook
Drafting Revising Editing Publishing
Modeled
writing,
shared
writing,
guided
writing,
independent
writing.
*Peer editing,
checklists,
self-
assessment
are all key
components
which must
be modeled
and
practiced.

6. Design a lesson
Model the craft
focus with a quality
text or texts
Pre-writing,
brainstorming,
drafting,
revision/editing,
publishing/sharing
I encourage use of
technology and
mobile tools
Assessment:
portfolio, process,
rubrics (Rubistar),
checklists, student
self-assessment
Students can be
provided with a clear
rubric
Self-assessment
Checklists
Include the actual
assessment

7. Studying writing by units of study or genre
What do students need to know about reading and writing within the following
genres?
• Memoir
• Journal diary, vignette (slice-of-life), autobiography
• Poetry
• Non-fiction/Expository
• Biography
• Persuasive
• Other

8. Units of Study/Genre studies
• Fantasy
• Personal Narrative (this can overlap with memoir)
• Other genres….
• Immerse students in the genre.
• Mini-lessons: teacher typically reads-aloud to allow access to the text by all
students.
• At home later, Google “Good books to teach ___ writing” [insert name of genre]

9. Categorizing Mentor Text (3)
ideas, structure, craft
Examples of each
• http://corbettharrison.com/documents/Mentor_Text_classif
ications.pdf

10. Use thinking aloud procedures to model with writing instruction in
modeling component
Critical thinking:
How is this a
powerful tool in
writing instruction?

11. Six Traits of Writing
• Ideas
• Organization
• Voice
• Word Choice
• Sentence Fluency
• Conventions
• Presentation
• Source: http://educationnorthwest.org/resource/503 Explore this site on your
own time!
• Google: “Six Traits of Writing” and “Six Traits Anchor Charts”

12. Pre-writing and mobile tools
Popplet http://popplet.com/
• Dr. S’s sample for personal narrative brainstorm http://popplet.com/app/#/601777

13. Mentor Text ideas
• Author study (select an aspect of the author that will cohere around a craft
focus).
• Craft Lessons and Mentor Text (My Turn/Your Turn lessons)
• Can pick one of six traits
• Can work within a genre: e.g., poetry, expository text, fantasy/sci fi, memoir,
personal narrative,
• Can select multiple authors and can use excerpts. Don’t need to include actual
text, just include short excerpts.
• *I strongly encourage technology integration (more ideas at end of webinar).
Please share your ideas, too.

14. High-interest and universal topics to inspire your
students while allowing for divergent topics
• Sharing topics from your own “writerly life” to inspire students. Topics with
broad appeal:
• Food
• Family
• Travel
• Pets
•What topics are universal?
• Interactive Task: Make a short list of topics you could share from your own life in elementary
literacy writing instruction.

15. Quotes to inspire us….
*I found these on goodreads
“trust the gush”-Tom Romano
“There is no greater agony than bearing an untold story inside
you.”
― Maya Angelou
“If you don't have time to read, you don't have the time (or the
tools) to write. Simple as that.” ― Stephen King
“If there's a book that you want to read, but it hasn't been written
yet, then you must write it.” ― Toni Morrison
“And by the way, everything in life is writable about if you have the
outgoing guts to do it, and the imagination to improvise. The worst
enemy to creativity is self-doubt.” ― Sylvia Plath
“The scariest moment is always just before you start.” ― Stephen
King, On Writing

16. Mini-Reading Workshop (five minutes)
• Please read through the document to review the big ideas of NCTE (National
Council of Teachers of English) and the belief statement (updated on
February, 2016): http://www.ncte.org/positions/statements/teaching-writing
• Guiding Questions:
• What belief statement is “the most important” in your mind and in your current
and future teaching practice and why?
• What belief statement would you like to know further about?
• http://www.ncte.org/positions/statements/teaching-writing

17. Digital Literacies: Trends
• From Arlington ISD:
• Big topics from the previous presentation from Arlington ISD: Paperless
classrooms, blended learning, using learning management systems in K-12,
self-paced learning with technology
•
• Presentation from Jim Holland (definitely worth exploring the resources/links):
https://tackk.com/utaprez
• AISD Wiki with tech tools (excellent!!!!) http://aisdtechtools.wikispaces.com/

18. Webinar Break: Announcement. Upcoming Twitter Chat!
• Storify from highlights of the Twitter chat!
•
• Check out our Storify of Days 1-5 https://t.co/iJjvdcRbCn. Click below to read
posts from UTA faculty, students, graduates, teachers, and partnering school
district colleagues!!! Check us out on Twitter with the hashtag: #UTACOEd
•
• Stay tuned for the next #UTACOEd Twitter chat (#slowchat) on elementary
literacy instruction during the week of April 25-29! Follow us on Twitter at:
#UTACOEd Everyone is welcome to participate!
•
• Video: https://youtu.be/MeSah69M560

19. Next section: Behavior Management/Classroom
Management
• Start a “behavior management” and a “classroom management”
Pinterest board!
• Discussion questions. How will you….
• Get student attention?
• Transition between reading groups and subjects?
• Establish procedures?
• Gain eye contact (non-verbal cues, gestures)
• Set up the classroom for visibility and flow?
• Establish rules for visiting the class library?
• Run independent reading (can they read together?)

20. Behavior Management
• Routines
• Consistency
• Reinforce positive behavior
• Scan the classroom often, especially
during guided reading!
• Great advice in The Daily Five on
rehearsing routines with students.
• Image source: Pense, Katelyn. elementaryclassroom.jpg. June 4, 2015.
Pics4Learning. 4 Apr 2016 <http://pics.tech4learning.com>

21. Short podcast from Dr. Smith
• Dr. Smith: “What can Football Teach us about Classroom Routines”?
https://www.mixcloud.com/UTANewTeachers/what-can-football-teach-us-
about-classroom-routines-advice-from-dr-john-smith/
• How does this connect with what you are reading about in The Daily Five?
• Length: 6:43
• What did you learn from the podcast?
• Further podcast listening is here: https://www.mixcloud.com/utanewteachers/

22. Haim Ginott
• “I've come to the frightening conclusion that I am the decisive element in
the classroom. It's my daily mood that makes the weather. As a teacher, I
possess a tremendous power to make a child's life miserable or joyous. I
can be a tool of torture or an instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations, it is my response that decides
whether a crisis will be escalated or de-escalated and a child humanized
or de-humanized.”

23. Group dynamics and behavior (cont.)
Source:RedlandWattenberginCharles(2007)
Assisting in the moment
overcoming immediate needs (e.g., providing assistance getting
started).
take away distractions
student leaves group-”You can rejoin us when you decide to maintain
self-control.”

24. Reminders about Guided Reading Lesson Plan
• Review the screencast first! Link to screencast: http://screencast-o-
matic.com/watch/c2XtePerbh
• Keep font size consistent.
• Write in third person! These should be procedural steps anyone (theoretically)
can follow. Think of how a recipe is written! Objectively and in third person.
• All work must be your own! Remember to include your anchor chart (original
work).

25. Reminders about GRLP
• Assessment must be student-friendly, e.g., “worksheet format” but rigorous.
Assessment should also be student-friendly, that is, something the student
would see. Include these at the end as Appendices. The anchor chart and the
assessment should be on a separate page.
• This is a comprehension-focused plan with vocabulary development integrated
in. The assessment should focus on comprehension, not vocabulary.
• Align objectives, instruction, and assessment.

26. Closure: what have we talked about?
• 1. Big Ideas of Writing Instruction and Mentor Text
• 2. Discussed and practiced a few instructional methods to learn about writing
instruction.
• 3. Reviewed theoretical ideas about behavior/classroom management and
made connections to The Daily Five.
• 4. Reviewed reminders about the GRLP.
• What else?

27. Resources for New Teachers
• UTA New Teachers Blog: http://utanewteachers.com/
• Recorded Webinars: https://www.youtube.com/user/UTANewTeachers
• Follow my SoundCloud and YouTube channels:
• https://soundcloud.com/peggy-semingson
• https://www.youtube.com/channel/UCcXN5J1i1Yli0Jh0jpswj7g
• Upcoming Literacy Twitter Chat: #UTACOEd April 25-29 #slowchat
Last Twitter chat: https://storify.com/PeggySemingson/the-ut-arlington-college-
of-education-slowchat

28. Goals/Looking ahead/Reflecting:
Respond to one of these prompts in the chat window
What is a goal you have for the
class and managing your own
learning in an online course?
What were your thoughts on
the webinar?

29. Encouragement
• Keep going!
• Reward yourself
• Finish assignments
early.
• Resources on
Blackboard!
• Contact Dr. S if
needed!