Welcome to “Come Write with Us” Individualized Language Arts Brought to you by Deborah Johnson and Penny Arnold GTPTs at Hays STEAM Academy

Austin’s Butterfly http://tinyurl.com/l7969fv

We’re going to learn to cut and paste kids!!

What we want kids to experience. If I can think it, I can say it. If I can say it, I can write it. If I can write it, I can read it. The more I write, the better I read. The more I read, the better I write.

Techniques Techniques- use higher order thinking skills are differentiated for individuals and content are interactive are intended to allow the students to have more control of their learning. Reading, writing, listening and speaking, and thinking skills are highlighted.

Tom Smith called Sarah Lou is here Tom Smith Punctuation Tom Smith called Sarah Lou is here 13

How many ways can you punctuate the sentence?

3 Types of Sentence Tic-Tac-Toe 1

Write 7 sentences with dogs in 1st, 2nd, etc. positions. Dogs are man’s best friend. Five dogs make life very interesting. Cute, fluffy dogs…

Write sentences from given sentence. Dinosaurs are found throughout areas of Texas. have been in twenty states. All sentences can belong to the same theme or concept.

Designate that sentences begin with certain parts of speech. Noun… Verb… Adjective… Adverb… Pronoun… Preposition…

Sentence Combining The Chicken A man lived in a farmhouse. He was old. He lived alone. The house was small. The house was on a mountain. The mountain was high. The house was on the top. He grew vegetables. He grew grain. 2

Wet-Ink-Writing This is a great way to assess prior knowledge or just get kids excited about what’s coming. “Mystery” 3

Writing Roulette 4

Musical Writing 5

Tryptic Writing Flip Books 6

Sentence Slotting The man cried. 7

Up words, down words, in words, out words 8

Stories Told With 26 lines A-Z At Hays STEAM Academy Blaberus Discoidalis are Cared for. D E Etc. 9

Cubing 10

Describe It

Compare It

Associate It

Analyze It

Apply It

Argue for/against it

A Cubing Example

WRITING AS A WAY INTO READING Using Bloom’s taxonomy of cognitive thought, Aristotle’s rhetoric, Purves’ response to literature, Cowan’s concept of cubing, and Emig’s theory that “writing is a mode of learning,” I have developed a schema which enables students to stretch their critical thinking skills. --Joyce Armstrong Carroll 6. Judgment: Write the answer to each of these questions in at least one complete sentence: a) Do I like the work or not? b) Why do I think this way? c) What in the work makes me think this way? (Here extract something specific, place in quotation marks, and explain.) Bloom calls this evaluation; Aristotle: testimony; Purves: evaluative; Cowan proposes arguing for or against it

5. Literary Associations: Write literary allusions 5. Literary Associations: Write literary allusions. What in other works are like or unlike this work? Bloom calls this synthesis; Aristotle: comparison Purves: classificatory; Cowan explicitly says compare it while implicitly saying contrast it. 4. Separate the work into parts: Break the work apart to show how the parts support the whole (theme). Do this either by taking one part (e.g. imagery) and tracing that literary device throughout the work, or by taking several devices (e.g. diction, symbolism) and connecting those to theme. Bloom calls this analysis; Aristotle: consequence & degree Purves: analytic; Cowan advises analyzing it.

3. Theme: Write out the meaning , the message 3. Theme: Write out the meaning , the message. What do you think the author’s purpose was in writing this work? (This often helps the writer/reader to think on the social or universal level). Bloom calls this application; Aristotle: circumstance; Purves: interpretational; Cowan suggests you associate it. 2. Personal Associations: Write personal allusions. What in the work reminds you of something, someone in your life? Bloom calls this comprehension; Aristotle: relationship; Purves: personalistic Cowan suggests you associate it. Literal Level: Write title and author; give plot; retell the work in your own words. Bloom calls this knowledge; Aristotle: definition; Purves: contextual; Cowan says describe it. --Joyce Armstrong Carroll

Hexagonal Writing

Description

Personal Association

Literary Association

Analyze It

Apply It

Evaluation

Parts of Speech Activities Mad Libs Chaos in Puctuatio Jabberwocky http://tinyurl.com/kvsdyju 12

Ratiocination 14

[The] dogs were were funny. [The] people laughed at the dogs

Sharing of Writing Strategies All attachments can be found on our school websites. 15

SEE 16

Owl Moon 17

Sources For your viewing pleasure, our sources for this session are located on the back table.

Thank You for Joining us Today!! deborah.johnson@ectorcountyisd.org penny.arnold@ectorcountyisd.org Have a Great Year!!