GrowingUP Writing K 1 Writing PD Department of

Growing-UP Writing K- 1 Writing PD Department of English Language Arts MDCPS February 18, 2015

Objectives The participants will understand the LAFS (Florida Standards) for Writing. The participants will understand the Writer’s Workshop format/Mc. Graw format with traits. The participants will understand how to apply Mc. Graw Hill green pages to address instruction in language and writing. The participants will understand how to use District Writing Pacing Guide. The participants will understand the developmental stages of writing and the “primary” writing rubrics in order to score student pieces.

opinion informative narrative writing process publish writing to learn

A Closer Look: Kindergarten Take notes during the presentation to gather information / complete content foci and instructional tools – Be ready to share!

A Closer Look: Kindergarten

A Closer Look: First Grade

A Closer Look: First Grade

I love to write!

Writing is a Process Planning: ü identify topic ü identify genre/text type ü think, talk, draw, jot down notes, use a planner/organizer Drafting: ü write to get ideas down ü focus on meaningful content ü language standard 3 is emphasized Revising: ü rework for clarity, content, coherence ü share with peers, conference with teacher ü rewrite based on comments and suggestions R 63

Editing ü ü ü Writing is a Process read the piece with conventions in mind use grade appropriate checklist work with peers, conference with teacher rewrite based on comments and suggestions language standard 1 is emphasized Publication (Anchor 6) ü ü collaborate with peers explore digital tools produce and publish share writing piece Cluster 1: Conventions of Standard English • Demonstrate command of conventions of Standard English grammar and usage when writing or speaking. • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Language Standards Language standards are assessed when I write!

Write About Reading – Analytical Writing K Writing about reading includes many types of meaningful writing tasks: drawing in response to reading (retell, draw conclusions, infer what will happen next…) labeling illustrations in response to reading (show understanding of process, cycle, character development. . . ) taking notes while reading responding to text-dependent questions writing a summary writing an extended response(Essential Question) comparing and contrasting texts . 7 3 s d dar – n a t S 3. 8 and rch/ a Rese ng to i Writ rn Lea In Reading Wonders, as in the Language Arts Florida Standards, students are expected to write structured analytical responses that require them to communicate a particular central idea or opinion and to provide information to explain or develop that idea. R 61

First Grade: Write About Reading EQ: How are the animals in Click, Clack Moo: Cows That Type like the people in “March On!”? Take notes while rereading to gather evidence in order to answer Open Response (EQ). Use note organizer to respond orally then take to writing The animals in Click, Clack, Moo: Cows That Type are like the people in “March On!”because they worked together to make their lives better. In both texts, the characters and people protested and worked together peacefully to get what they wanted (blankets and fair living conditions). 1 st grade

To help students develop writing proficiency and create effective writing pieces, Reading Wonders teaches students: Writing Traits and Skills how to analyze expert models of writing for specific traits and skills how to analyze models of student revisions to apply those skills in their own writing Writing Process shared writing to model process interactive writing - allow students to participate in creating longer writing pieces independent writing to compose and apply skills Students learn how to develop real and imagined narratives, opinion writing, and informational/explanatory texts Days 1 -2 Days 3 -5 R 59

Writing Trait and Skill

Understanding Grade Level Expectations R 60 I must write everyday!

Writing/Grammar Format During a writing workshop, you will be teaching a brief mini-lesson and your students will be given time to write – I do, we do, you do model. R 69 Writing: 30 minute routine that is predictable and structured

Indep ende Writin nt g Shared Writing II I do Interactive Writing You do We do

My teacher likes the way I used words to show …

Let’s Share-Out: Making the Grade Activity

Let’s Check A Closer Look: Kindergarten states an opinion about topic or title of book they are writing about uses words or drawings to express opinion names the point the author makes gathers and names some information about the topic author gives for this point tells story includes single event or several loosely linked events includes a beginning, middle, and end and writes/draws these events in order includes character reaction to what happened genre anchor chart model for explicit teaching opinion map using words to express an opinion chart Mc. Graw-Hill Instructional Handbook p. R 66 Mc. Graw-Hill Green pages genre anchor chart model for explicit teaching information map Mc. Graw-Hill Instructional Handbook p. R 66 Mc. Graw-Hill Green pages genre anchor chart model for explicit teaching narrative map story elements (story map organizer) somebody wanted but so plan traffic light sequencing (BME) Mc. Graw-Hill Instructional Handbook p. R 66 Mc. Graw-Hill Green pages

Let’s Check A Closer Look: Kindergarten plans, drafts, and revises, writing based on questions and suggestions from peers and teacher adds details to strengthen writing removes extraneous information produces and publishes writing pieces using digital tools collaborates with peers to publish and present builds knowledge about content organizes, interprets, summarizes, and presents information writing is a process anchor chart conferring with student writers compliments editing chart (primary) Mc. Graw-Hill Instructional Handbook p. R 63, R 64, R 65 & 69 digital tools 5 rules for listening writing TAG writing rubric Mc. Graw Hill Research and Inquiry Lessons Mc. Graw-Hill Instructional Handbook p. R 61 & 62 graphic organizers note taking selective highlighting/underlining oral retells/collaborative discussions gathers information from sources to inform or expand on a topic or answer a question

Let’s Check A Closer Look: First Grade states an opinion about topic or title of book they are writing about uses words to express opinion organizes information supplies a reason for opinion provides closure names topic/point the author makes supplies some facts from the text to support a specific point organizes information provides closure writes a story describes two or more appropriately sequenced events includes details about what happened – specificity organizes events: beginning, middle and end and uses temporal words to signal event order provides closure genre anchor chart model for explicit teaching opinion map using words to express an opinion chart Mc. Graw-Hill Instructional Handbook p. R 66 Mc. Graw-Hill Green Pages genre anchor chart model for explicit teaching information map Mc. Graw-Hill Instructional Handbook p. R 66 Mc. Graw –Hill Green Pages genre anchor chart model for explicit teaching narrative map story elements (story map organizer) somebody wanted but so plan temporal words anchor chart Mc. Graw-Hill Instructional Handbook p. R 66 Mc. Graw –Hill Green Pages

Let’s Check A Closer Look: First Grade • plans, drafts, and revises, writing based on questions and suggestions from peers and teacher • adds details to strengthen writing • removes extraneous information primary writing rubric produces and publishes writing pieces using digital tools collaborates with peers to publish and present builds knowledge about content organizes, interprets, summarizes, and presents information gathers information from sources to inform or expand knowledge on a topic or answer a question writing is a process anchor chart conferring with student writers compliments editing chart (primary) Mc. Graw-Hill Instructional Handbook p. R 63, R 64, R 65 & R 69 digital tools 5 rules for listening writing TAG Mc. Graw Hill Research and Inquiry Lessons Mc. Graw-Hill Instructional Handbook p. R 61 & 62 graphic organizers note taking selective highlighting/underlining oral retells/collaborative discussions

K - Pacing Guide - Unit 7 Week 2

Day 1: Shared Writing Let’s practice: teacher writes

Day 2: Interactive Writing Let’s practice: we write together

Day 3 - 5: Independent Writing Who writes?

K Informational Writing Instruction in Presentation Format

Kindergarten Grammar

K Writing Sample #1

K Writing Sample #2

1 st - Pacing Guide Unit 6 Week 1

A Closer Look at 1 st Grade Instruction Gather Ideas and Plan: 2 1 3 select topic

4 Beginning Middle End 5

st 1 Grade Grammar

Next Step: Expand on Plan Story Board 7 6 8

10 Draft 9 11

Revise 12 13 Students revise Peer Review 14

Publish & Share 15 16

Writers talking to writers.

Writes listen to other writers.

Teacher Checklist Fantasy Story Teacher Checklist: topic: taking action two or more sequenced events details of what happened problem/solution temporal words to signal event order sense of closure sentence variety Let’s look at student pieces!

st 1 Grade Writing Sample #1

st 1 Grade Writing Sample #2

st 1 Grade Writing Sample #3

“Children’s success in many disciplines is utterly reliant on their abilities to write; children deserve writing to be a subject that is taught and studied just like reading or math. . it is nonnegotiable that every child spends time every day learning to write, and that during that time, the teacher is teaching writing. The Art of Teaching Writing Lucy Calkins Teachers College, Columbia University