1. Teaching Writing Are we having fun yet?
TLCP model; importance of audience, purpose and form/ motivation for writing/ products/planning is key

2. Personal Memoir/ Recount
Getting started
Writing Bingo activity/ group share/for grades 3 and up/read aloud: “the relatives came/’ love it or loathe it; grade 1: shopping list; GRoR; adapt to grade/ grade 2:structural features of genre: 5 W’s with teacher writing

3. Beyond “My summer holiday”
Grade 5: a biographical sketch, based on research
Grade 4: a timeline of significant events in the writer’s life, to accompany a biography for a class collection
Grade 6: an “autobiography” in the role of a historical or contemporary person, based on research
Language document: writing by grade

4. Pre-writing a biographical sketch
Mentor texts- immersion
What might the biographical sketch template look like?
What might research template look like?
Group work; gallery walk

5. Pre-writing a timeline
Mentor texts- immersion
What might a timeline template look like?
(The Write Genre, p. 45)
What might the biography template look like?
What migth the class book look like?

6. Steps to Teaching the Writing Process
Immersion
What’s Next?
Activity with a partner to match the titles of categories with their definition
;writing process activity in table groups or pairs,trios/ group take-up and explanations/ link to language document, overall expectations

7. Planning R- Role of the writer A- Audience F- Form T- Topic
S- Strong verb: purpose for writing
Different for each division: primary: for teacher planning and to set learning goals and success criteria

8. Why We Write
Social purpose: to recount, to persuade, to entertain, to describe, to instruct, to explain
FS handout

9. Learning goal- Grades 1-3
Recount Possibilities
Write a scientific or mathematical investigation (grade 2)
Write a personal recount of a past experience, including pictures, to share with family or friends (grade 1)
Write a personal or factual recount of events or experiences that includes photographs or drawings and captions (grade 3)
From RAFTS to learning goals and success criteria

10. Learning goal- Grades 4-5
Recount Possibilities
Grade 5: a biographical sketch, based on research
Grade 4: a timeline of significant events in the writer’s life, to accompany a biography for a class collection
Grade 6: an “autobiography” in the role of a historical or contemporary person, based on research
From RAFTS to learning goals and success criteria

11. Success Criteria- grade 2 and 3
Beginning
I included the 5 W’s in my beginning
Middle
I have listed one or more events in order
End
I ended with a summary or personal reaction
Distribute books

12. Success Criteria- grade 5
Beginning
I included the 5 W’s in my beginning
Middle
I have listed one or more achievements that are important to that person’s life
End
I ended with a summary or personal reaction
Distribute books

13. Success Criteria- grade 4
Beginning
I included the 5 W’s in my beginning and my timeline
Middle
I have written details about two of the important events in my life
End
I ended with a summary or personal reaction and my timeline
Distribute books

14. Marker Student Work
With a partner, read marker student work and use the success criteria to find one praise point and one teaching point; remember to include the focus of instruction
Handout blue conference sheet

15. Next time: December 2 Choose one form of writing that you’ve done
Bring in one anchor chart: either the learning goal, success criteria, exemplar, shared writing,
Bring in two pieces of writing, one from each of your marker students

16. Meanwhile….
Wiki

17. Learning Goals-grade 1
I learning how to write about something that happened to me. OR
I am learning how to write about something I did.

18. Success Criteria- grade 1
I know I did it well because:
I can draw a picture about what happened.
I can label my picture.
I can write about what happened.

19. Success Criteria- grade 1- other possibility
My writing looks like :
I can draw a pictures
I can label.
I can write a story.