FIRST GRADE TEACHERS WRITING - Language arts

1 MIAMI- DADE COUNTY PUBLIC SCHOOLS. DIVISION OF Language ARTS/READING. FIRST GRADE TEACHERS WRITING FIRST GRADE Table of Contents I. CCSS Day 2 Participants PowerPoint II. Activities Handouts A. Activity: Explore the CCSS WRITING a. CCSS at a glance b. Explore the CCSS for WRITING Content frame c. Primary WRITING Rubric with exemplar papers III. Best Practices for Teaching WRITING A. Conferring with young Writers B. Format of Writer's Workshop a. T A G b. Compliments c. 5 Magic Rules for Listening C. Characteristics of Genres D. Target Skills for FIRST GRADE Students a. Detail Attributes Chart IV. Pacing Your Instruction A. WRITING Year at a Glance B. District WRITING Pacing Guide /Week 5 C. Rigorous Lesson GRADE 1 Planner for WRITING V. Activity Let's Get This Party Started! A. Two Colum Notes on What DO I Want to Know /What Have I Learned B. Animal Picture Cards C. 1st GRADE research on weird animals GRADE 1 WRITING Transitioning GRADE 1.

2 To CCSS. D 2. Day So what does the CCSS say b t WRITING ? about Before we delve into WRITING .. Lett's talk L t lk about b t what h t we k know about WRITING instruction! Let's Explore p The Common Core! Strands Components Correlation Things that How will it within the make you go impact your WRITING Process HUM!?! instruction? WRITING Text Types & Purposes Production & Distribution of WRITING Research to Build &. Present Knowledge Language Conventions Vocabulary Print Concepts Speaking S ki & Comprehension C h i &. Listening Collaboration Presentation of Knowledge & Ideas Let's Do A Little Backmapping! G d 2. GRADE G d 1. GRADE Ki d Kindergarten t Text Types and Purposes W 2 3. W13. WK3. Write narratives in Write narratives in Use a combination of which they recount a which they recount two drawing, dictating, and well-elaborated event or or more appropriately WRITING to narrate a short sequence of sequenced events, single event or several events include details to include some details events, loosely linked events, events describe actions, regarding what tell about the events in thoughts g and feelings, g happened, pp use temporal p the order in which they y use temporal words to words to signal event occurred, and provide a signal event order and order, and provide some reaction to what provide a sense of sense of closure.

3 Happened. closure. How do we Assess Primary WRITING ? Annotation The writer of this piece names the topic (in the title). My Big Book About Spain upp supplies some m facts f aboutu the topic. p . Spain is loacted in the south western tip of Europe Spain has a lot of fiestas. Spain .. has bull fights.. Spain Spain'ss neighbors are France France, Andorra, Algeria, Portugal and Morocco. provides some sense of closure. One day y when I am a researcher I. am going to go to Spain and write about it! demonstrates command of some of the conventions of standard written English. English This piece illustrates the writer's awareness of beginning-of- sentence capitalization and end- of-sentence punctuation as well as the h use off capitall letters l for f proper nouns. Annotation The writer of this piece establishes the situation with the opening sentence. I went to biye a hamster .. recount two or more appropriately sequenced events.

4 I got a. Very nerves hamster..then at nite when my. Dad came home includes some detail regarding includes what happened. I was so excited I woted to run. Al the waye there .. uses temporal words to signal order(though d ( h h the h writer i does d not consistently include them). Then at nite whey my. Dad came hone he sedi was is that. Noys.. provides some sense of closure. I Did't wont to ratern her. Because she was so soft and cuddley. She felt lik a little cotton ball. ball What Research Says About Primary WRITING Teaching the Youngest Writers by y Marcia Freeman m If we start in the earliest grades, teach print principles, expository and narrative WRITING -craft techniques, composing and convention skills and provide lots of practice, we can help children become better writers. We have W h v learned l rn d empirically mpiric ll th thatt childr children n who h apply ppl their th ir emerging m r in phonetic skills to their WRITING learn to read earlier than children who do not.)

5 We have discovered empirically that children's spelling evolves p from experimental and temporary p y spelling p g to conventional. We know that h children hild revise i and d edit di as a naturall result l of f sharing h i and d publishing. bli hi When children from these successful WRITING classrooms enter third GRADE , their TEACHERS are astounded by their use and knowledge of the WRITING Process: Where shall we meet for Author's chair?;. I need a peer conference;. W. Will ll you read my piece p ece for specificity?;. spec f c ty?;. Knowledge of genre: Kelly's narrative has no focus;. That's a nice hook;. Look how I used a simile. Best Practices for Teaching WRITING 1. Create an inviting classroom. 2 Establish WRITING Workshop routines that meet 2. everyday. What writers KNOW. Writer'ss Craft Techniques using the 3. Teach Writer What writers DO. WRITING Process and students' developmental WRITING needs.

6 Needs 4. Provide opportunities for authentic WRITING . 5. Provide diverse reading materials modeling the importance of craft and ideas. ideas (Mentor Texts). Texts). Best Practices . 6. Make teacher and peer response an integral part of p f WRITING g instruction,, intermittently y throughout the WRITING process. 7. Use many techniques for responding including student /teacher conferences, peer conferences and author's chair. p 8. Students should revise after responses/conferring p g HOWEVER . The Best of the Best . Conduct effective WRITING mini-lessons on a targeted craft or skill by structuring it so that students may: Observe e e Discuss Simulate Writer's Craft are the skills and t h i techniques th thatt writers it know k and d use to make their writingg clear and interesting. Craft Skills for Characteristics of genres Organizing Skills Prewriting P iti Listing Clumping p g details Planning Using Graphic Organizers Sketching Sk tchin Beginning Techniques Question Q.

7 Exclamation Point Whaaah Onomatopoeia Ending Techniques Feeling Universal word- everybody, y y everyone y everywhere y Question Composing & Literary Skills Composing Literary 9 Strong verbs 9 Comparisons er, est, simile 9 Descriptive Attributes 9 Onomatopoeia 9T siti s 9 Transitions ll 9 Alliteration oProgression 9 Sentence variation oTime 9 Specificity oWord Choice Nouns & Verbs Prepositions Print Concepts & Conventions Skills Print Concepts Conventions 9 Use finger spacing 9 Use lower case letters 9Di ti lit 9 Directionality consistently i t tl 9 Text Wrapping 9 Write letter/s for consonant & short 9 Use new page; start at the top vowel sounds Spelling High 9 Spelling High-Frequency Frequency Words 9 End Punctuation 9 Commas for dates, in series 9 Capitalize Sentence be Sentence beginnings innin s Proper nouns I. 9 Plural regular g nouns 9 Possessive nouns 9 Personal, possessive & indefinite pronouns 9 Verb tense Let's Get This Party Started!

8 Things to consider: 1. Pacing Guide! 2. We want to make the WRITING personal for the h students. d 3. Is there anything we did in our reading th t iis related that l t d to t a ttargett skill/s? kill/ ? 4 What 4. Wh is i the h End E d Target? T ? . I STILL have ?????????? I know what it looks like and I know what is says, but I want to know k more!! What will help me write my questions? Strong Blue footed booby feet dance Verbs Star nosed mole nose helps him get around use see hear spot keep brush lift squirt close break hang feed walk leap scoop swallow suck capture catch hoot We STILL. have questions! What have we LEARNED. about .. What have I LEARNED about .. Today I am starting my research! Where are you? fingers worm I coming to get you? snail Insect beetle Now let's let s do one together! Research Groups Sit together in groups by animal. EX. EX., Everyone E who h asked k d a question ti about the horned lizard should sit together.

9 Together FIRST use the research provided. Use the internet. or any other source. Record your answer/s by drawing and labeling the information FIRST . Everyone completes a research Sheet! Hold up your research and share. Today we are going to compose our answers to our questions i A star nosed mole eats things that live underground. underground A star nosed mole eats snails. A star nosed mole eats insects. A star nosed mole eats worms. The nose uses its fingers to touch and smell them. them Single gSentence e Sentence e e Combining e Syndrome y o e AA star-nosed star-nosed mole mole munches munches on on snails. snails. AA star- star star--nosed nosed mole mole munches munches on on insects. insects star- insects. AA star-nosed star-nosed mole mole eats eats on on worms. worms. The research says: h h The mole eats worms, snails, and i insects .. A star-nosed mole munches on worms, worms snails, snails and insects.

10 Insects A star star-nosed nosed mole eats things that live underground. A star-nosed star nosed mole munches on worms, worms snails, and insects. The nose uses its fingers to touch and smell them. A star-nosed mole eats things that live underground. A star-nosed mole munches on worms, snails, and ns cts that live un insects underground. rgroun . The nose uses its fingers to touch and smell them. Your Turn What have we LEARNED. about .. A star-nosed mole munches on worms, snails, and insects that live underground. d d The nose uses its finger to touch and smell them. How can the students' work be published! bli h d! Class Book Book- Our Our Question and Answer Book about Odd Animals (research to answer questions) or An Individual Book- Jacob's Question and Answer Book about Odd Animals Animals . A Bulletin Board entitled: Our Question and An Answer B. Book k about b t Odd Anim Animals l (research ( h to answer questions).)