1. Week 2
September 16, 2015

2. 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

3. 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

4. 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.

5. Clock Partners Share
Use a time for each quick write

6. Reviewing our previous learning
Reviewing from 9/9/15

7. 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!

8. Pull Cards
Share a question and the answer

9. 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 )

10. Groups Share

11. 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? ( , )

12. Mentor Text Recommendation 2.3 IES Report
I am From
Read it three times
I notice / I thought
I wonder/ I think
I’m surprised by/ I wonder

13. 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

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

15. Books

18. Chapter books—beginning readers

19. Picture books and sets

20. Teacher resources

21. Math, Love and Logic, Cooperative learning

22. 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?

23. What are Response Groups?

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

25. 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……

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

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

28. 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

29. Homework
Read The Writer’s Toolbox (pg ) 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