1. Beyond the Basal: Day #6, Reading/Writing Connection Everything we know as writers, we know as readers first. - Katy Ray Wood

2. Today’s Class Discuss the reading/writing connection- Reading like a writer Explore mentor texts Discuss strategies that teachers can use to develop language and vocabulary Participate in vocabulary instruction minilessons Time to work with Inquiry

3. Thoughts about Writing (Lucy Caulkins, Katie Ray Wood, Donald Graves and Carl Anderson)  Writers need a sense of purpose. Make plans for what they will do- set goals  To teach writing well, we should know at least 5 details about the lives and interests of each of our students.  Read like a writer- notice how things are written.  The little things that happen everyday make wonderful writing topics- jumping on the bed your brother throwing his food on your plate, your dog getting into the garbage can. (Mentor Text: Night Shift Daddy, Spinelli, The Paperboy, by Dav Pilkey)  Rich conversations cultivate writing  Our goal is to offer children the opportunity to bring their lives to school and put their lives on the page

4. Things to consider when writing with children Writers need to read. Allow children to talk about a story with another. Have them “turn and talk” with a partner to tell their stories before writing them. Focus on Ideas instead of handwriting, spelling and conventions Children should have the opportunity to write throughout the day and throughout the content areas

5. Analyzing your Current Practice What does your writing program look like? Fill out the continuum about writing and your school Then, “Dot the Chart.” What types of writing do the children in your classroom have the opportunity to engage in?

6. Process Writing Components of the Process –Prewriting –Drafting –Revising –Editing –Publishing Things to consider: –Writing is not linear, nor should it be necessarily –Think about how to integrate multiple sign systems into the process (i.e., drama, music, movement/dance, art)

7. The Workshop Approach to Writing Minilessons Independent writing; students writing on a variety of topics Students working at different stages of the writing process Paired revising and editing Publishing center with materials, etc. Conferencing with teacher Authors’ Chair

8. Setting up the Writer’s Workshop Biggest Mistake: Having students jump in too soon –Take at least a week, and perhaps a few weeks to teach your students how to be independent in the workshop –Model, model, model, model, model, model, model!Model Classroom Management Record Keeping Make reading a part of the workshop

9. 6+1 Trait Writing Developed by Education Northwest Gives a framework and language to discuss characteristics of writing Uses 6 Key Qualities to define clear, quality writing –Ideas –Organization –Voice –Sentence Fluency –Word Choice –Conventions – +1, is Presentation (Which is now a part of the Common Core Standards) http://educationnorthwest.org/resource/503

10. Connecting Reading and Writing Teacher writing sample The Small Moment (Lucy Calkins) –Watermelon vs. Seed Use mentor texts to see how authors use the writer’s craft

11. What does this look like? Watch the video and think of the following:video –How do these teachers model writing? –What do you think they had to do with their students to make the environment a safe place to share?

15. Reading like a writer Notice something about the craft of the text. Talk about it and make a theory about why a writer might use this craft. Give the craft a name. Think of other texts/authors you know. Have you seen this craft before? Try to envision using this crafting in your own writing.

16. Noticing What Writer’s Do Leads- What do these authors do for leads?Leads Small Moments Dialogue Tags The Power of Three- three words used in a row to create emphasis. Literary Elements/Figurative Language Repetition Format Patterns Big and Bold/Small and Soft Illustrations- illustrations are an important part of the story when creating picture books. Interesting Punctuation

17. Connecting Reading and Writing How do writers “open the door” for the reader? Looking at leads: Take a look at the leads for some popular children’s books leads Notice what the author did to “open the door” to the story What are some of the different ways they did this?

18. Connecting Reading and Writing Read Like a Writer! What do authors do to share ideas? Your Turn: Select a mentor text. What do you notice in your book? How can you use this text in your classroom to teach about writer’s craft?

19. Several Different Vocabularies Listening Speaking Reading Writing

20. Purple

21. What came to mind? any color having components of both red and blue, such as lavender, especially one deep in tone.redtone cloth or clothing of this hue, especially as formerly worn distinctively by persons of imperial, royal, or other high rank. the rank or office of a cardinal. the office of a bishop. imperial, regal, or princely rank or position. deep red; crimson. any of several nymphalid butterflies How about these?

22. Vocabulary How do people learn words? We notice the names of things We hear others use words and attach the word to a situation We look for parts we might know and then figure out the meaning We experiment and try words out

23. Monitoring Vocabulary Knowledge People have varying levels of knowledge about words Never heard of it Heard the word but don’t know what it means Have some idea of what it means Sure of the meaning Uses the word appropriately in many situations

24. Considerations for Teaching Vocabulary Provide Students with opportunities to extend knowledge of words in meaningful ways Provide direct instruction on how to infer Word Meanings Provide multiple encounters Promote active processing- give opportunities to use the words

25. Today’s Minilessons Share writing Examine writing for overused words Write a Tired Word Poem Go on a Treasure Word Hunt Create a Word Bank of Treasure Words

26. Sources Readwritethink.org- Delicious, Tasty, Yummy: Enriching Writing with Adjectives and Synonyms The Revision Toolbox by Georgia Heard Craft Lessons by Ralph Fletcher

27. Going Beyond Looking up the Definition How might these strategies be modified? How would it look at various grade levels How would you assess vocabulary using the strategies? What adaptations would you make?

28. Inquiry Group Work Time Take this time to read your Inquiry Materials –Do an “author” study (Why is this person writing this? What experiences do they have with the topic and classrooms?) –Make connections to your classroom –Plan how you can use the ideas in your classroom Discuss with the members of your group You will turn in a hard copy of your Inquiry Questions and your list of Resource Meet back in this classroom at 2:30

29. Next Time Meet at ROE 17, 905 N. Main St. We will share text sets and what we learned through Inquiry Upload your Text Set doc to the Wiki page (Bring a hard copy for your folder) Lunch from Kelley’s Bakery Finished by noon