Week 9

Writing:
Elementary Education
 Due Today: Article of the Week:
Reading Response #9 This Week: Bella, Ali
Due Next Week: Next Week: Bridget, Nate
Housekeeping Independent Reading
Reflections Student Conferences:
Reading Response #10 By Appointment Only

Please put the assignment name

(Book & Chapters) when you submit
Reading Response assignments.
 Overview
Objectives & Goals Lessons
ü Composition (L.7) ü Persuasive Writing – Melvin Fargo
ü Motivation (L.5) ü Planning from last week
ü Syntax (L.12) ü Reading Writing
Activities Connection
ü Take Notes in Writer’s ü Evaluation and
Website Revision
ü Cultivating Genius ü Book Whisperer
ü Group Writing Project Assessment
ü Exemplar Writing ü Exit Ticket (new procedure)
ü Editing Practice
 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.
 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 select and use research-supported instructional
techniques to teach and assess syntax as a set of principles
that govern phrase and sentence structure, which varies
across languages and dialect (word order and meaning,
grammar, parts of speech, word order, varying complexity of
phrases and sentence, etc).
 Cultivating
Genius
Had you heard of this book
before you took this course?
Write a few sentences in the
Chat Box about a take-away
from reading selections from
this book.
 Independent
Reading
Reflections
You have had the
opportunity to read some
children’s books for your
Independent Reading
Reflections. What book
would you recommend to
your colleagues?
Article of the Week
Monday Presenter
Bella
 Article of the Week
Wednesday Presenter
Ali
 Enemy Pie
Name: _______________________________ Date: ____________
Editing Assessment

dad dishd up three plates, side by side, with 11

big pieces
of pie and giant scoops of ice cream
Discuss this Enemy
Pie worksheet with
Editing
1. Circle 3 mistakes in the sentence. Rewrite the sentence correctly:
___________________________________________________
your writing ___________________________________________________

Group partners and use a List the adjectives that are in the sentence above:

blank document to
Activity
2. _____________ 3. _____________ 4. _____________

to complete the In the following sentences, circle the complete subject and underline

assessment and the complete predicate.

submit it to 5. I think it’s poisonous or something!

This is a good Dropbox. Each of 6. Jeremy Ross was the one and only person

example of using you will submit, but on my enemy list.

Mentor Texts as please do the 7. Dad understood stuff like enemies.

a grammar activity together. 8. Jeremy’s fork stopped before reaching his mouth.
assignment. 9. I had saved his life.

10. Jeremy was happily eating.

jivey 23
 Exemplar Text
4th Grade 1
This writing piece has many good
qualities. Work with your writing
2
partners to find as many as you can.
The essay has 5 paragraphs, Group 1
will work on Paragraph 1, and so on. 3
One person will be the presenter, one
will be the secretary, one will be the 4
person who writes the team members’
names in the Chat Box along with their 5
Group #. Remember, be a group
player… no one appreciates a hog or a
log!
 “
“Revision is an important aspect of the
composing process that is included in
some form in nearly all approaches to
writing instruction from writing workshop
in elementary classroom to first-year
college composition.”
 Teacher Feedback – provide verbal/conference feedback
and ask to revise, written feedback ineffective
Peer Review – audience who can identity strengths and
Research on weaknesses, most productive with teacher instruction
Revising Evaluation Criteria and Self-Evaluation – revision skill
requires knowledge of evaluation criteria and the ability to
Instruction apply them to one’s own writing, use genre writing, teacher
must model and teach
Critical Reading – asking students to read texts critically and
Instructional practices identify comprehension problems
that work: teacher Word Processing – computers are flexible tools for writing
revision, peer
and revision, teach keyboarding
collaboration, critical
reading and evaluation, Strategy Instruction – cognitive instruction with self-
making inferences. evaluation using criteria related to genre or text structure
 Proficient writers revise frequently both during
writing and after completing a draft

Evaluation ○ To communicate with audience

○ Improve quality
and ○ Reconsider content, perspective to transform
Revision understanding
○ Teachers guide to improve current piece and
future writing

Struggling writers have ○ Changes can be made at any time during the
unclear goals, narrow process either written or mental evaluation
conceptions that revising ○ Writing is revising, requires reading skills and
is correcting errors and critical evaluation and knowledge of writing
making a neat copy. criteria
 “
“Writing is revising, and the writer’s craft
is largely a matter of knowing how to
discover what you have to say, develop,
and clarify it, each requiring the craft of
revision.”
 Revision/Narrative Writing – 4th Grade 17

Teacher’s Goal (page 296)

○ Students to write more elaborated stories
Instructional ○ Teach peer-review strategies with genre-specific
Examples evaluation criteria
○ Students learn from giving and receiving feedback
○ Teach students many evaluation strategies
○ More description of characters’ personalities, feelings, and
motivations
○ Revision based on Evaluation
○ Must model by using authentic writing from previous
students
○ Add criteria focused on rich descriptions and dialogue
 Summary
○ Provide a classroom context where writing has meaningful goals
○ Use authentic writing tasks that are read by peers and others

Conclusion ○ Peer interaction and teacher-student dialogues essential to learn

to evaluate text
○ Motivate by peer interaction
○ Writing outside of school is surrounded by rich oral
communication
○ Integrate reading comprehension instruction with instruction in
evaluation and revision
○ Identify problem and revise using critical reading and evaluation
○ Strategy instruction provided by teachers to teach revising.
skills
School Conjunction Junction Interjection

House ○ Hooking up words

and phrases and
○ Shows excitement or
emotion that is
Rock clauses usually set apart form
a sentence by an
○ Examples: and, but, exclamation mark or a
or comma when the
feeling isn’t as strong
o Examples: hey, ouch,
wow, oh
 When I teach this course, I model positive strategies
that you can use in your elementary classroom.

Have Set Schedule Greet Students Daily Agenda

you When you came in today, Before I start class I I use and post the slides
you knew what we would always welcome you. to use as a record of our

noticed?
be doing. Students NEED
a set schedule everyday
to feel comfortable when
they arrive at school.
Always say Good Morning class. Teacher should
to your students write a daily agenda for
individually and greet students to remember
them at the door. and take accountability.

Transitions High Expectations Exit Positively

I work hard to be ready to
teach without interruption.
Spend the time to be
prepared to teach. Every
moment wasted is time
your students could be
learning.
The work I assign to you Things go wrong, I don’t
is not difficult but take it out on you. No
authentic. No excuses, matter how horrible your
but always help and day is, smile and be kind
support. Give your to your students with.
students opportunities a positive message
that will make them as they leave.
successful.
 Back to the Basics
Learning to read and learning to write are related processes.
○
Reading-
Slightly different versions of the same linguistics and cognitive
information

Writing ○ Readers have to follow the author’s lead to draw inferences and fill
gaps
Connection ○ Writers have to initiate the conversation, thus requiring a more
thorough grasp of the same information
○ Can be combined to support learning, can enhance literacy
○ Must be taught regularly by teaching foundational skills such as how
to form letters and words
○ Without that direct instruction students will write little and avoid writing
○ Inventive spelling, students spell words the way they sound, is beneficial

○ Students that insist on “right” spelling may write less only use
words that they think they can spell, orally language is greater
 Shared Knowledge/Shared Process
Reading and writing require knowledge of: alphabet, phonemic
Reading- awareness, sound-symbol relationships, syntax, cohesion,

Writing
structure, and world or domain knowledge
o Teachers should teach decoding (sound out word) and
Connection encoding (write word), phonics instruction is valuable
Writing as Communication
o Reading and writing have reciprocal roles in communication
o Reflective writing – audience is themselves (diary)
o Conservation/correspondence – writing
interpersonally
o Publication – bridges time and space
 Combined Reading and Writing
Students can learn to content information more efficiently.

Reading- Writing to Text Models

o Deepens children’s reading and writing skills
Writing o Model text through their own writing
Connection Summarizing Text (teaching summarizing pg. 319-321)
o Condensing information into an essentialized but shorter
version of the original
Analyzing/Critiquing Text (instruction 323)
o Answering questions about a text can be done verbally, but
greater benefit by writing
o Text Evidence to transform author’s ideas by reading
and writing, students need to know required length
 Combined Reading and Writing Cont.
Reading- Text Synthesis

Writing o Test Synthesis, or writing from sources to form one essay,

is the most demanding approach to write about reading and
Connection writing
o Requires writers to create their own arguments and to use
source materials as evidence to support their claims and to
refute counterclaims
o Note-keeping supports organization and comparison
o Provide student with templates
o Teach students about plagiarizing is crucial even in the early
grades, teach strategies about copying
 Teachers should integrating instruction to
teach the skills and abilities that underlie both
writing and reading by focusing instruction
on communications issues that treat text as a
Conclusion central component in the communications
process. Teaching students to write about
the text they read can have a powerful and
positive impact on learning. Teachers need to
give specific assignments to support students
and teach them how to use technology to
research, synthesize and organize text.
Teachers also need to motivate and engage
students.
 What Please shout out if you
questions do have a question, or write
you have? it in the Chat Box, or
raise the yellow hand in
WebEx. Questions are
great for learning.
 28

Exit Ticket Components

Monday
Group Cultivating
Writing Genius
Check-In
 29

Exit Ticket Components

Wednesday
Group Pick Grade
Comment
Writing Pen Pal
About
Check-In Writing
Books