Week 2 September 16, 2015

Learning Targets Agenda I can write fluently to a variety of prompts. I can explain structures that build community. I can express my ideas about the IES report and Best Practice. I can write using a mentor text as a model. I can give positive and actionable feedback. I can revise my writing. I can describe what a response group is and how it works. I can describe the Toolbox lesson expectation and the Mentor Text expectations. Quick Writes Remembering our Learning Find Someone Who Line Up Clock Partners I AM From Reading- I saw/ I thought Response Groups : Toolbox Lessons on revision

Clock Buddies Find four partners as quickly as you can Have a different partner for each time on the clock Return to seat when the music stops. C-conversation level 1 with one person at a time H-come to teacher A-completed clock when I give signal to return M- walking to find partners P- writing, talking quietly, filling out sheet

Quick Writes List people in your life who have influenced you Describe one in 3-5 sentences Favorite Memories (times in your life) Create a list Write about a time you first learned something new. Develop one thought- What makes a good teacher? Why? Describe what the classroom looks like, sounds like, feels like, etc.

Clock Partners Share Use a time for each quick write

Reviewing our previous learning Reviewing from 9/9/15

Find Someone Who 1. Review the IES report (3 min) 2. Move and find answers- The person you find tells you what to write. You write it. They sign their initials. (5-10 minute) 3. DO NOT EXCHANGE PAPERS 4. Do Have Fun!

Pull Cards Share a question and the answer

Group Sorting- Line up by birthday Sort into two piles: More Less 1. Pass out the pieces so that each group member has their share. 2. Separate the instructional practices. 3. Be prepared to justify your choices. Write about one that is important to your group. Describe what the instructional practice means to the teacher and students. (Collaborative Writing )

Groups Share

Mentor Text Sharing (3-5) Title Author Summary of the text Mini lesson you would teach How will you use it to teach about writing Which trait will it address? (256-260, 177-178)

Mentor Text Recommendation 2.3 IES Report I am From http://www.georgeellalyon.com/where.html Read it three times I notice / I thought I wonder/ I think I’m surprised by/ I wonder

I am From Read another mentor Write your own (20 minutes) What words brought images? What stood out as good word choice? Nouns, verbs, adjectives, adverbs Write your own (20 minutes) Process the process

Toolbox Lesson Share lesson plan CHAMPS Demonstration Revise a piece of writing using

Books

Chapter books—beginning readers

Picture books and sets

Teacher resources

Math, Love and Logic, Cooperative learning

What is CHAMPS?  Conversation: Can students talk to each other during this activity/transition?  Help: How can students ask questions during this activity/transition? How do they get your attention?  Activity: What is the task/objective of this activity/transition? What is the expected end product?  Movement: Can students move about during this activity/transition? Can they sharpen their pencil?  Participation: What does appropriate student work behavior for this activity/transition look/sound like?

What are Response Groups?

Good Critics Pages 162-169 Barry Lane book The procedure The packet with the steps

Responding to Art and Writing Point out- Something that I noticed that I really like was….. Say back- I think the main idea is or I think this is about…. And Yet- I would like to know more about….. Association-The work made me think about…. Craft-One thing I notice about the writer’s technique is… Between the lines- I think that the writer wants me to feel/think/consider… Huh?- I wonder……

Response Groups Work with your groups.. Each person should get 10 minutes worth of time.

Pick your toolbox lesson and meet How will you divide the lesson? What activities will you include?

Learning Targets Agenda I can write fluently to a variety of prompts. I can explain structures that build community. I can express my ideas about the IES report and Best Practice. I can write using a mentor text as a model. I can give positive and actionable feedback. I can revise my writing. I can describe what a response group is and how it works. I can describe the Toolbox lesson expectation and the Mentor Text expectations. Quick Writes Remembering our Learning Find Someone Who Quiz Quiz Trade Clock Partners I AM From Reading- I saw/ I thought Response Groups : WOW favorite 4 lines Toolbox Lessons on revision

Homework Read The Writer’s Toolbox (pg. 215-221) Barry Lane Book---Use Focused Reading symbols Read Chapter 1 in Kelly Gallagher’s book How does this connect with what we’ve learned so far? Bring a revised version of your I Am From poem Do the Blog