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‘ What great Teachers Do Differently-14 Things that Matters Most’ by Todd Whitaker #6: Great teachers create a positive atmosphere in their classrooms and schools. They treat every person with respect. In particular, they understand the power of praise. Five important things that help praise work: authentic, specific, immediate, clean and private.
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Today’s Agenda: Running Record practice Assignments 2 and 3 Workstations/Daily 5 The HOW of teaching writing Writing Workshop Modeled writing Shared/interactive writing Guided writing Independent writing
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Two On a Crayon In groups of two, without talking, you are to draw a picture together while holding a crayon simultaneously. You cannot decide ahead of time what you will draw.
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Let’s do one together from beginning to end (RR, analysis, next steps)
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Literacy Work Stations /“Daily 5”/ “Weekly Specials”
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Text Forms: Narrative To entertain Recount To retell Procedure To tell how Persuasive To persuade Report To give information Explanation To explain Elements of Writing: Ideas/Content Organization Voice Word choice Sentence Fluency Conventions Presentation The Writing Process: Planning Writing a Draft Revising Editing Publishing 5 Key Instructional Approaches: Modeled Writing Shared Writing Interactive Writing Guided Writing Independent Writing The Goals of Writing Instruction To communicate ideas, thoughts, feelings and experiences. To write clearly and creatively to convey a message. To understand purposes, audiences and forms of writing. To create Life-long writers. Developmentally: Role Play Experimental Early Conventional Proficient
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The Reading and Writing Connection “We also have to be readers to write well. To write using rich, compelling language, we need to hear and read rich, compelling literature. Only a love of reading will promote an understanding … of imagery, tone, voice, and other nuances of good writing. There is no shortcut. -Regie Routman
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Dear Mom, I know you don ’ t think I should have Mickey Gulligan ’ s pet iguana when he move but here ’ s why I should. If I don ’ t take him, he ’ s going to Stinky and Stinky ’ s dog will eat him. You don ’ t want that to happen do you? Did you know that iguana ’ s are really quiet and they ’ re cute too. I think they are much cuter than hamsters. You would never even see the iguana. I ’ ll keep his cage in my room on my dresser next to the soccer trophies. Plus he ’ s so small you ’ ll never even know he ’ s there. I know I have a brother but he is just a baby. What fun is that? If I had an iguana I could teach it tricks and things. Ethan doesn ’ t do tricks he just burps and poops. I would feed the iguana everyday (he eats lettuce). I would make sure he has enough water and I would clean out his cage when it got messy. So what do you say? Have I convinced you? Can I have one PLEASE? Your responsible son, Alex
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Teacher demonstrates a specific aspect of writing to the whole class Students should be familiar with the content Teacher is the scribe, and provides full support by thinking aloud about what a proficient writer does (explicit teaching)
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Students and teacher work together Teacher is the scribe Students and teacher collaborate to create text
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Title: MY POSITION OR OPINION *Remember who you are writing to How do you feel about the topic? ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ REASONS Why do you feel the way you do? Convince me! ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ ________ WRAP IT UP Finish off by strongly restating what you believe and the main reason why. ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________
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Students and teacher share the pen to create a message Especially helpful to reluctant writers, as it guides and encourages them toward independence
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Provides students with the opportunity to review a writing skill in a small-group setting Students work as a group to compose a text Students then write their own text independently
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Students do their own writing using both self-selected and assigned topics and forms Students need opportunities to write for a variety of purposes and a range of audiences Students need frequent opportunities to share and celebrate their writing
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Web Cast: Non-fiction Writing
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The Writing Workshop is a structured, organizational strategy that keeps students focused on their writing.
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Mini Lesson ‘Where We’re At’ Writing/Conferencing Sharing
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NamePlanningWritingRevisingEditingPublishin g Michae l X Kayla X Taran X
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Teacher: Circulates around the room Conducts student- teacher conferences or conducts guided writing lessons Prompts class for sharing time Student: Engages in writing process May participate in student-teacher, peer conference or guided writing lesson Prepares for sharing time
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The more often you talk to a student about writing in process, the more helpful you can be and the more teaching opportunities you will have. Teaching Writing, Jo Phenix, pg. 26 Peer Teacher-Student
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Writing!
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What is the forum for sharing? Author’s Chair 4 corners Publishing
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Not every piece of writing will reach the publishing stage. When their work is published, students must consider the layout of the text and its legibility.
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Students need an opportunity to reflect on their writing, set goals, share their thinking with others, and consolidate their learning.
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Readings Hand out: “Think Big Start Small: How to plan using backward design” Unit planning!
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