Week 5

Writing: Elementary School

 Housekeeping
Due Today: Reading Response, Week 5
Article of the Week
• This Week: Check Elearning
• Next Week: Check Elearning
Reading Response, Week 6
Independent Reading Reflection
• Due the week of February 13
Keep Updating Writer’s Website
 Overview
Objectives & Goals:
• Motivation & Engagement (L.5)
• Spelling (L.9)
• Composition (L.7)
Activities:
• Take Notes in Writer’s Website
• Group Work/Discussions
• Kagan Structure: Quiz, Quiz, Trade
• Kagan Structure: Fan & Pick
Book Tasting:
• Argument/Opinion
Assessment:
• Exit Ticket/Group Work
 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

Quiz, Quiz
Trade
Kagan Strategies

Fan & Pick

 Writing From a Source
The text narrows writing from a source by
• Type of source
• Decode, comprehend text and synthesize
with other sources with own ideas
• How the sources are used
• Facilitate content learning, improve
comprehension, develop thinking/writing
skills
• Write about text sources or use them as
resources
• Genre of sources and activities
• Informational text
 Writing About a Source
Taking Notes
• Writer decides what information to record
Summary Writing
• Student considers text and cuts to core ideas
Answering questions, generating questions
• More effective when writing than oral replies
Analyze and Interpret data
• Helps students with understanding
Writing original informational text
• Response to text for individual learning
• Inform others
Sources as models or mentor texts
 Other Considerations
Students need to learn about:
• Avoiding Plagiarism
• Creating sources
• Paraphrasing
• Scaffolding information for skill development
• Copying exercises for handwriting and spelling
• Using Informational source text to improve
sentence-writing skills
Principles for using Informational Text sources:
• Must be grade level appropriate
• Vocabulary must be learned or taught
• Teacher led discussions
What questions
do you have?
Keep in Mind…
Quote from
Cultivating Genius:
Students need rich and meaningful
experiences when learning skills—
experiences that engage mind and
heart and help shape positive school
histories. We all have that one
memorable experience from our own
educational histories from that
dynamic teacher we had. We want
students to recall more than one
experience.
Keep in Mind…
Quote from Cultivating
Genius:
Readers in Black literary societies
had aims of cultivating their intellect
and scholarship so they could be
better equipped to experience joy and
to critique the problems of the world.
Some have connected the aims of
intellectualism to higher-order or
higher-level thinking, but historically
among Black communities,
intellectualism wasn’t seen as exceptional learning—it was
just the way they approached learning.
 Genre Writing
Persuasive/Opinion
Argumentative Persuasive /Opinion
Core of Critical Writing
Purpose of Persuasive Writing
• Convince the reader by constructing an argument based
on opinion, personal experience, anecdotes, data, and
examples
• Includes counterarguments
• Uses evidence that supports the writer’s opinion with
facts and information
• Convinces reader to agree with the writer’s position about
a topic or to take action by playing on the reader’s
emotion
Argumentative Persuasive /Opinion
Purpose of Argument Writing
• Is a category, genre, or specific form of Persuasive Writing
• Focuses on claim, evidence, warrants, backing and
rebuttals
• Draws on critical thinking that is essential to logic which
gets at an argument’s core
• There is little room for personal appeal
• Academic form of discourse

Elementary students need to learn

how to write strong opinion pieces.
Argumentative Persuasive /Opinion
The term opinion should be based in fact and contain
supporting evidence to back up the writer’s stand.

Students need to be shown effective argument

techniques. Students will begin writing informational
pieces and work up to more complicated writing pieces.
 Argumentative
Persuasive /Opinion
You thought you knew the story of
the “The Three Little Pigs”… You
thought wrong. In this hysterical
and clever fracture fairy tale picture
book that twists point of view and
perspective, young readers will
finally hear the other side of the
story of “The Three Little Pigs.”
“In this humorous story, Alexander
T. Wolf tells his own outlandish
version of what really happens
during his encounter with the three
pigs…. Smith's simplistic and wacky
illustrations add to the
effectiveness of this fractured fairy
tale.”
Poor Duncan just wants to color.
But when he opens his box of
crayons, he finds only letters, all
saying the same thing: His crayons
have had enough! They quit! Blue
crayon needs a break from coloring
all those bodies of water. Black
crayon wants to be used for more
than just outlining. And Orange
and Yellow are no longer
speaking—each believes he is the
true color of the sun. What can
Duncan possibly do to appease all
of the crayons and get them back
to doing what they do best?
You think you know the story
of Little Red Riding Hood?
THINK AGAIN! This retelling
of the classic story, told from
the wolf's perspective, will
give you a fresh spin on this
famous tale. Was the wolf
just really hungry for apples?
Was Little Red Riding Hood
rotten? This fun fractured
tale will leave you with a
whole new understanding of
the classic story.
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.
 Lesson Planning… What do you know?

In preparation for the Unit

Lesson Plan assignment
at the end of the semester,
we will work on lesson
planning.
Just like you would when you teach something
new to elementary students, I will model Best
Practices for designing writing lesson plans.
The template is in Elearning.
What questions
do you have?