1. + Connellsville ELA Writing Curriculum K-6 Grade 1 October 1, 2014

2. + Agenda Connellsville Writing Curriculum Teaching the Traits using Mentor Texts Writing Across the Curriculum: Science Journals

3. + Connellsville Writing Curriculum Features ELA Integrated Core was pulled from Reading Street Focuses on specific Writing Traits Next Step Determine how student work should drive instruction Integrate writing done in Science, Social Studies and Math so expectations and quality are similar.

4. + 3 Types of Writers Emergent Uses letters, symbols, scribbles and draws pictures Imitates writing Has been read to and interacts with books Has established left-right direction Can re-read piece No sound/symbol relationships Gentry’s Developmental Stages 1. Scribbling 2. Letter-like Symbols 3. Strings of letters

5. + 3 Types of Writers Early Understands that speech can be written down Beginning, middle end of ‘story Consonant sounds appear, vowels are being used Capital letters and some punctuation A personal style starts to develop Gentry’s Developmental Stages 4.Beginning Sounds Emerge 5.Consonants Represent Words 6.Initial, Middle, Final Sounds

6. + 3 Types of Writers Fluent Gained control over writing Realizes the “purpose” of writing Follows the stages of the writing process more independently Discusses his/her writings Refining writing by word choice, sentence formation Writes in different genres Verb tense agreement Gentry’s Developmental Stages 7.Transitional Phases 8.Standard Spelling

7. + 1.4 Writing: Curriculum Map Task 1 1.Due October 22 2.Clip together final copy 3.Send to Admin in manila envelope (to Anna DeForest) Task 1 1.Due October 22 2.Clip together final copy 3.Send to Admin in manila envelope (to Anna DeForest)

8. + Reading Street Unit 2 Shared Writing How to Get There: Directions to get to the lunch room Shared Writing How to Get There: Directions to get to the lunch room Writing Trait of the Week Time/Order Words Writing Trait of the Week Time/Order Words Journal Entry Write about when you did something nice for a friend or family member Journal Entry Write about when you did something nice for a friend or family member 4-Square Suggested Topic Copy the sentences, adding words to order the sequence of events. 4-Square Suggested Topic Copy the sentences, adding words to order the sequence of events.

9. + Writing Trait of the Week TM pgs. 29c Word Choice Action Words TM pgs. 29c Word Choice Action Words

10. + Writing Trait of the Week

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12. + Shared Writing TM pg. 11c Model the Writing Process TM pg. 11c Model the Writing Process

13. + Journal Entry or Question of the Day TM pg. 36d-e “Do you think working together can be fun? or “Write what might happen next in The Farmer in the Hat.” TM pg. 36d-e “Do you think working together can be fun? or “Write what might happen next in The Farmer in the Hat.”

14. + Journal Entry or Question of the Day Do you think working together might be fun? I think it might be fun because ______. I like to work with Emily. I like to work with my friends. ___________ PromptBrainstorm

15. + Journal Entry or Question of the Day What do you think might happen next in The Farmer in the Hat? List student generated ideas PromptBrainstorm

16. + Journal Entry or Question of the Day Working together in school Clean up Read Do math Pair and Share Elbow Partners Science observations Draw PromptBrainstorm

17. + Journal Entry or Question of the Day Prompt Picture Response

18. + 4-Square

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20. + USING MENTOR TEXTS TO TEACH THE TRAITS

21. + Journal Pages

22. + Class Book Templates

23. + Science Journal

24. + In Conclusion: Support Cindy Hina cluvla@hotmail.com Writing Workshop Tasks Anna DeForest atdeforest@aptitudeprimed.com Assessing Student Responses for Instructional Direction