WR012.a
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Contents |
Content Standard 2.a - Level 1
Generate topics for writing or speaking.
Standard in Kid Friendly Language
Students will come up with ideas of things to write about.
Standard Unwrapped
KNOW Students will identify topics of which they have sufficient knowledge to produce 7-8 sentences.
ABLE TO DO Students will select their own topic to write 7-8 sentences by year-end. After classroom discussions and planning, students will write 7-8 sentences on a topic dictated by the teacher. Topics will include those which students have had some experiences.
Instructional Strategies
- Teacher will introduce the use of personal experiences to produce one or more sentences by discussing a personal experience of their own and writing sentences about that experience. The teacher can use large paper on an easel, the dry erase board, overhead projector, daily letter/message to students, etc., to formulate their sentences.
- Teacher will model writing one or more sentences on an overhead regarding personal experiences.
- Teacher will lead class discussions about planning writing and demonstrate various planning strategies.
- Students will be allowed the opportunity to read their own writing to another group of students (large or small group), while the listening students are given the chance to ask questions and receive answers from the writer. This process will help the writer to add details to their writing verbally, and plan for these questions in future pieces.
- Conferencing with students to determine what might need to be changed in their writing. Teacher sits with student, reads their writing and points out the portions that are correct and the portions where student needs to edit. Conferencing form (form)can be found in front of their writing journal.
Assessment Strategies
- Teacher will informally assess by reviewing daily writing journals to assess the following:
- Each writing session addresses only one topic.
- The students writing stays on topic throughout the piece.
- After listening to the teacher read The Listening Walk, students will generate multiple sentences on the topic of experiences they have had going on a walk. This assessment will occur at the end of the first and fourth quarters.
- Upon being given a picture, students will generate multiple sentences that tell a story about the picture. This assessment will occur at the end of second and third quarter (different pictures for each quarter).
- The student's story will be sequential (beginning, middle and end)
- Each sentence will address the topic of the picture.
Resources
Getting Acquainted My Teachers Secret Life
Four Blocks writing strategies
Create a story with various choices for character, setting, etc.
Writing lessons from Enchanted Learning
Word Worm from Between the Lions
Watson's Word Wall from Between the Lions
Lionel's Talking Gizmo from Between the Lions
Writing Prompts from Writing Fix
Writing Prompts from Writing Fix
Reale Books-write own stories with real pictures
Writing prompts Lucy Calkins Primary Writing Curriculum - small moments
Books: A Chair For My Mother, The Legend of the Indian Paintbrush,The Listening Walk,Tacky the Penguin books, Non-fiction books for report writing
Projects and Activities
- Daily Journal Writing
- Students will have a journal they will write in daily. They will sometimes choose their own topics and other times the teacher will assign a topic.
- Drawing
- Students will draw pictures corresponding to given story and/or to a story they have written themselves.
- Report Writing
- After instruction on various science and social studies related topics, students will be asked to create brief reports about these topics. Teacher will give useable graphic organizers to help students gather information.
- Author's Chair
- After a writing session, students are chosen one at a time to come to the front of the class to read the story they wrote to the other students. If children are more comfortable doing this from their seat, the same goal will be accomplished. The student should be guided to read loud enough for all to hear, pronouncing each word clearly, stopping at the end of sentences, and later in the year, using inflection. After the writer is finished reading, the other students may raise their hand to ask questions (usually 3-4 per writer) about missing details in the story. Guide this activity so it remains respectful of the writer.
