Week 7

Writing: Elementary School

Monday, October 10, 2022
Wednesday, October 12, 2022
 Housekeeping
Due Today:
• Reading Response, Week 7, Independent
• Reading Reflections, Week 7
• Writer’s Website Link

Articles of the Week Due Monday, 10-17-22

• This Week: Kiera & Macy • Week 8 Reading Response
• Next Week: Emilie
No School:
Wednesday 10-19-22
Midsemester Break
 3

New Resources for

Student Instruction
*Found in the Content Page
of Elearning
 Overview
Objectives & Goals:
✘ Motivation & Engagement (L.5)
✘ Spelling (L.9)
✘ Composition (L.7)
Activities:
✘ Take Notes in Writer’s Website
✘ Kagan Structures: Round Table & Rally Table
✘ Book Tasting
✘ Group Writing Project (Wednesday)
Lessons:
✘ Argumentative Writing
✘ Writing to Learn
Assessment:
✘ Exit Ticket
Learning Outcomes
Students will practice techniques to
encourage and assess literacy
motivation and engagement,
selecting/using research-supported
instructional practices to develop
meaningful interactions with individuals
and information, combined with
experiences.
 Learning Outcomes
Students will develop strategies to use
diagnostic and formative assessments to
develop spelling instruction that emphasizes
spelling as a connection between individual
and groups of phonemes (letter sounds) and
graphemes (letter symbols) and morphemes
(meaning units) that, among other things,
allows readers to translate thoughts into
written words (encoding).
 Learning Outcomes
Students will select, craft, and assess instructional
methods that develop written composition abilities in
a variety of motivating and engaging contexts,
including writing across the disciplines. Students will
explore the following instructional practices: setting
writing goals, offering/receiving/incorporating
feedback, engaging the writing process and strategies,
and studying models and non-models of writing for a
variety of purposes and audiences.
 Kagan Strategies
Round Table and Rally Table
 Kagan Strategies
Review the previous Kagan Structures and the Kagan
Structures that are new today. Then, apply this
knowledge to real classroom scenarios where teachers
could engage their students to learn. See Monday Exit
Tickets for complete instructions.
Article of the Week
Monday Wednesday

Kiera
Article of the Week
Wednesday

Macy
 Argumentative Writing
Some of the most valued developmental outcomes
originate with the inevitable conflicts that arise from
the pursuit of self-interested purposes. Arguments
contribute to the development of empathy and
cooperation, language perspective taking, and rule-
governed behavior as well as the intellectual, social,
and cultural capacities upon which democratic
institutions depend.
 Argumentative Writing
Dialogue
• Activity between people who may have a difference of
opinion about a controversial issue
Purposes
• Fight, persuade, negotiate, consult, debate, resolve
differences of opinion
• Help students understand other perspectives and the
limitations of their own perspective
 Argumentative Writing
Writing tasks should:
• Have a real-world audience and topic
• Authentic writing with precise written arguments
• Think broadly about evidence
• Collaborate to include other student’s perspective
• Apply critical standards to written arguments
• Evaluate and defend arguments by answering critical
questions
• Scaffolding when planning, writing, and revising essays
 Argumentative Writing
Student’s argumentative writing has formidable
obstacles in its development. These obstacles can
be overcome by instructional practices that provide
carefully structured opportunities for dialogue
interactions, strategic support for effective self-
regulation, and the acquisition of specialized
expertise needed to argue effectively. Teachers
need robust professional learning.
What questions
do you have?
Writing to Learn
• Teaching students to communicate through writing
• Assess students’ understanding of subject matter,
formatively and summatively
• Think and learn about subject matter in disciplines
(science, history, math, English studies)
• Writing leads students to engage in cognitive and
metacognitive strategies and increases learning
• Journal Writing – an informal writing activity that
encourages students to reflect on their learning
 Writing to Learn
Cognitive and Metacognitive Example Writing Prompts
• Cognitive Skills – organization, elaboration
• Metacognitive Skills – monitoring
• Examples pg. 165
• Summary – students search for main ideas, select them
and connect them, and combine or delete details that
are less important; can also use several sources
• Persuasive writing – used to present opinion and
reasons
Five Principals for Writing to Learn
1. Select genre for educational purpose (journal
writing, summary, argumentation)
2. Provide writing prompts that elicit learning
strategies
3. Teach writing strategies
4. Assign brief, frequent writing activities
5. Consider differentiation
Teacher Think Aloud
Presentation
Teaching students to write to argue and
persuade is not an easy task. Lisa Rivard
wrote this book to assist teachers with a
step-by-step model.
When is arguing the right thing to do?
When your teacher assigns you a
homework assignment that requires it, of
course! But persuading can be just as
much fun. When Melvin Fargo finds out he
has to argue as well as persuade a hot
topic, he realizes that he has to use more
than just his opinions to write his essays.
What Questions
do you have?
Book Tasting
When a tiny fish shoots into view
wearing a round blue topper
(which happens to fit him
perfectly), trouble could be
following close behind. So it’s a
good thing that enormous fish
won’t wake up. And even if he
does, it’s not like he’ll ever know
what happened. . . . Visual humor
swims to the fore as the best-
selling Jon Klassen follows his
breakout debut with another
deadpan-funny tale.
Keep in Mind…
Learning and working to
improve the human
condition helps students
foster their emotional
intelligence and helps to
cultivate their hearts.
Students can learn and
examine social problems
and begin to rethink the
world in creative ways.
Keep in Mind…
Critically enables us
to question both the
world and texts within
it to better understand
the truth in history,
power, and equity.
What questions do you have?
 Exit Ticket
Monday Prompt: Write a few sentences
describing classroom ideas you would use to
engage student learning in writing. Be specific.
Pick at least two of the Kagan Structures. I will
post these in the Exit Ticket file in the Content
area of Elearning.

Submit in Dropbox: The file is called Monday, October 10 – Exit Tickets

 Exit Ticket Activity
Wednesday Prompt: There is a new phenomena in
Education called quiet quitting. Please spend a few minutes with
your group to research and take notes about quiet quitting and
find out why it has surfaced and what it means to new teachers
like you. Who is Angela Watson and why is her opinion important?
Your Exit Ticket will consist of a few sentences about what you
think of this issue and why you think it is turning up now? Be
thorough with your research/notes. In the next few weeks, you will
write a short Argument/Persuasive Essay with your group. You will
go through the writing process so you can better understand and
model this type of writing in your own classroom.