Powerful Writing Structures 2020 Adrienne Gear 1 2 Balanced - PDF document

10/24/2019 AVAILABLE IN FEBRUARY Powerful Writing Structures 2020 Adrienne Gear 1 2 Balanced Writing Program – What are the elements? Contact Adrienne  Formative Assessment and Responsive teaching – “Find the gaps - “Fill the gaps!”  Writing Joy – You don’t HAVE to write, you GET to write!  Class Writing Goals – “Interesting” and “Clear” adrienne@readingpowergear.com  Writing Structures – instruction and practice in: Personal narrative, Nonfiction, Story Writing, Poetry Explicit instruction – Mini lessons in writing structures, language and techniques www.readingpowergear.com (blog link)  (traits), teacher modelling, think aloud. Weekly “Practice Writes” - (Writer’s Workshop – Plan, Draft, Revise)  www.facebook.readingpowergear.com Anchor books – authentic children’s literature to model traits, structures and topics  Brain Pockets – Where do writers get their ideas?  Conferencing – individual conferences to track students’ writing progress and set goals  @AdrienneGear Word Work/Word Wall – “No excuse” Spelling, high frequency words  Independent Writing: Journals, Brain Pocket Writing, Smokin ’ Pencils  readingpowergear #gearpicks #readingpower  Project Writing – linked to Science or Social Studies (nonfiction writing) #powerfulunderstanding 3 4 My Goal: For my students to be better writers in June than they were in September. The only way they are going to get better is if I TEACH them how. “ I don’t know how you can ➢ Fall assessment – How well are my students teach kids until you know doing? what they know” ➢ Winter assessment – How are WE doing? ➢ Spring assessment – How well did I do? - Gail Boushey and Joan Moser 5 6 1

10/24/2019 7 8 Class Summary Sheet Class Summary Sheet My Writing Goals: Student Mark Strengths Areas of Concern Goals/ Focus for Instruction To make sure my writing is INTERESTING for my To make sure my writing is CLEAR for my reader! reader  Adding details  Spacing  Triple scoop words  Spelling (no excuse,  Similes GUM)  Personification  Punctuation  Using the senses  Organization  Voice  Stay on topic  Nonfiction Features 9 10 GUM it strategy No Excuse Spelling list “ No Excuse ” Spelling Lists Grade 1 – “ No Excuse ” Words G ive it a try a for on U nderline it am he she and I that M ove on! are in the at is to be it was can of you 11 12 2

10/24/2019 Effective Writing Routine: Effective Writing Routine: Plan Monday (30 min) Plan Monday (30 min) - introduce topic - introduce topic - read anchor book - model plan (options: 4 corner picture, web, list) - read anchor book Draft Tuesday/Wednesday (45 min) - model plan (4 corner picture, web, list) - partner share with plan (“point and talk”) - teach mini lesson on a writing technique from goal chart - MODEL writing! - provide class time for writing – “build stamina” Revise Thursday (25 min) - students take turns reading practice write to their partner - Editing Check list - use GREEN pencil crayons! - Teacher has individual writing conference with 1-2 students 13 14 Anchor book and plan 4-Corner Picture Plan picture of me picture of my family picture of things I like picture of surprise 15 16 Effective Writing Routine: Mini Lesson and Modeling Draft Tuesday/Wednesday (45 min) - TTYN - with plan (“point and talk”) - REPEAT your story with another partner - MINI LESSON - on a writing technique from goal chart - MODEL writing! - “GET IN THE ZONE” – quiet writing time Triple Scoop Words! 17 18 3

10/24/2019 19 20 Balanced Writing Program – What are the elements? Journals can be BORING! Formative Assessment Leads to Responsive teaching – “Find the gaps - “Fill the gaps!”  Writing Joy – You don’t HAVE to write, you GET to write!  Class Writing Goals – “Interesting” and “Clear”  Writing Structures – instruction and practice in: Personal narrative, Nonfiction, Story  Writing, Poetry Explicit instruction – Mini lessons in writing structures, language and techniques (traits),  teacher modelling, think aloud.  Weekly “Practice Writes” - (Writer’s Workshop – Plan, Draft, Revise)  Anchor books – authentic children’s literature to model traits, structures and topics  Brain Pockets – Where do writers get their ideas? Conferencing – individual conferences to track students’ writing progress and set goals  Word Work/Word Wall – “No excuse” Spelling, high frequency words  Independent Writing: Journals, Brain Pocket Writing, Smokin ’ Pencils  Project Writing – linked to Science or Social Studies (nonfiction writing)  21 22 BRAIN POCKET WRITING Model Your Own Brain Pockets Where do writers get their ideas from? Memory Pocket Fact Pocket Imagination Pocket MEMORY POCKET FACT POCKET IMAGINATION POCKET 23 24 4

10/24/2019 Teacher Model – Brain Pockets Writing From your Memory Pocket 25 26 Brain Pockets – Ideas for Writing 27 28 Fact Pocket Writing 29 30 5

10/24/2019 Brain Pocket Year Plan Personal Narrative (Walking Stories and Event Stories ) MEMORY Nonfiction Writing TERM 1 TERM 2 TERM 3 FACT (Description, Instruction, Persuasion, Comparison, Biography) Memory Fact Imagination Story Writing Personal Narrative Nonfiction Writing Story Writing Walking and Event IMAGINATION (Climbing Stories) Poetry Poetry Poetry Poetry (Free verse, Acrostic, Haiku, Cinquain, Concrete, List, Limerick) ALL THREE 31 32 A Powerful Year of Writing Term 1 MEMORY POCKET Focus - Personal Narrative Writing __________ _______ _______ __________ Walking and Event stories • Establish Writing Routine – Weekly topic details details details Practice Write: Plan-Draft-Revise • Brain Pockets – where do writers get their ideas? • Writing Folders • No excuse spelling, Editing check list “Walking Stories” – linear, anchor lines – usually • Weekly topics – personal narratives: All About Me, Best Part of Me, My Friend, describing a person, place or thing Special Place, Special Grown-up, Event Stories • Mini Lessons : Interesting Details, Similes, Triple Scoop Words, Using the Senses, Transitions 33 34 I have a cat. The end. I have a cat. The end. Topic Topic – I have a cat named Ralph. Detail Detail – Ralph has grey and white stripes. Detail Detail – Ralph likes to drink coffee One time.. Feeling One time – One time, Ralph fell in the toilet. Feeing – I love my cat Ralph. 35 36 6

10/24/2019 37 38 HAS DOESN’T HAVE • Beginning, • Major problem middle end • Transitions • Writer’s memories and experiences 39 40 • Then, • Later on • After that • Meanwhile, • Soon after , • A little while later , • The next day, • In the morning, • Afterwards, 41 42 7

10/24/2019 A Year of Writing Term 1 Term 2 MEMORY POCKET FACT POCKET Focus - Personal Narrative Writing Focus - Nonfiction Writing • • Establish Writing Routine – Weekly Choose 2 different text structures to Practice Write: Plan-Draft-Revise focus on - nonfiction writing forms: • Brain Pockets – where do writers get description, instruction, persuasion, their ideas? explanation, comparison, biography • • Writing Folders Focus on structure and language of the • No excuse spelling, Editing check list form • • Weekly topics – personal narratives: All Practice with Non-research based topics • About Me, Best Part of Me, My Friend, Move into linking to content areas Special Place, Special Grown-up, Event ie: Instructions: How to Pan for Gold Stories Persuasion: Most Valuable Natural • Mini Lessons: Interesting Details, Resource in Canada Similes, Triple Scoop Words, Using the Senses, Transitions 43 44 Chirp Magazine Instruction  Description  Persuasion  Instruction  Explanation  Comparison  Biography You can’t teach them all! CHOOSE TWO! Description 45 46 Persuasive Anchor Books 47 48 8

10/24/2019 49 50 51 52 How to Build a Snowman - K 53 54 9

10/24/2019 55 56 How to Be an Animal – K-1 Live _______________ Eat _______________ Have ______________ _____________ (special behavior) Beware ____________ Be _________________ 57 58 How To Be – Grade 1 59 60 10

10/24/2019 A SPECIAL TOKEN IS PASSED AROUND AND HELD BY THE SPEAKER 61 62 SHARING CIRCLE SEE, SPEAK, LISTEN, RESPECT TOKENS • Everyone is treated equally T okens are usually • Everyone is given a turn to share objects from nature such as rocks, • Everyone is respectful feathers, sticks or leaves 63 64 SHARING CIRCLE STEPS • Everyone sits in a circle • The leader introduces the “talking token” and topic for sharing • The leader begins by sharing first • In a clockward direction, each person takes a turn to hold the token and talk • If you don’t want to speak, you can say “pass” • Everyone listens respectfully and patiently 65 66 11