Week 13

Writing: Elementary Education

Housekeeping
Due This Week: Optional Extra Credit Due:
Ø Reading Response Ø Week #14 –Last Class
Week #13
Pen Pal Assignment Due:
Due Next Week: Ø Week #14 - Last Class
Ø Reading Response
Final Exam :
Week #14
Ø Due: April 26 @ Midnight
Ø Reading Reflections
Ø Teaching Philosophy of Writing
# 7 and #8 and Classroom Environment
Article of the Week: Ø Multimedia Project
Ø Check Elearning
Overview
Activities:
● Take notes in Website-
add Teaching Philosophy,
Multimedia Project, and
Lesson Plan Assignment
● A Noun is a person, place,
or thing - School House
Rock
● Group Writing Project
● Discussion The Write
Thing
● Reading Rockets in
Groups
Lessons:
● Review Diversity Components
● The Write Thing
● The Book Whisperer
● Lesson Planning Template
Assessments:
● Share out Group Work
● Exit Tickets/Formative
Assessment throughout class
time
● Chat Box Check-In
Objectives and Goals
q Motivation and Engagement (L.5)
q Spelling (L.9)
q Morphology (L.11)
q Syntax (L12)
q Vocabulary (L.14)
q Composition (L.17)
q Handwriting (L.15)
Learning Outcomes

Motivation and Engagement (L.5)

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

Composition L.17)
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

Spelling (L.9)
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

Syntax (L.12)
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).
Learning Outcomes

Vocabulary (L.14)
Morphology

Students will discuss and implement strategies to

teach and assess vocabulary, including
understanding of multiple meanings across
contexts, figurative language, and morphological
structures of words.
Article of the Week
Check Elearning for Rescheduled
Articles of the Week. Remember, if
you wish, you can submit a video for
this assignment.
 Lesson Planning
Let’s review what we know about
writing Lesson Plans. You can find a
Model in Elearning Content.
Group Writing Assignment

Hopefully , you all viewed the video that I

made last week. There were also two slides
of Melvin’s work in the PowerPoint. You will be
using Melvin's Persuasive Essay as your
model. When teaching students, you can
write an essay together as a class as one of
your teaching strategies in Persuasive (or
any genre for that matter).
Group Writing Assignment
Meet with your writing group for the Group Assignment. You
will use this time to complete your research, Graphic
Organizer, write your Sloppy Copy (First Draft) of your
essay. You will need to submit your first draft, so remember
to save it. You will also be submitting your group’s Graphic
Organizer, Sloppy Copy, and Final Copy in Dropbox. This
assignment will count as part of your participation points for
Week 13 and Week 14.
Group Writing Assignment
What questions do
you have??
Reading Rockets
Let’s start with small groups and
familiarize ourselves with the
website.
Reading Rockets
Then, we will divide the grade
levels amongst groups and share
out the information.
“ We need to anticipate how we
will initiate, scaffold, and guide
classroom community toward an
ever-deepening involvement.”
~Lucy Calkins
“ When you’re teaching kids to
write, you’re teaching kids to
think writing is the window
through which all thinking
starts.”
~Sheryl Block
The Write Thing by Kwame Alexander

Read and discuss the pages assigned for your group. Then,
share out the information with your colleagues. Your group
can share however they wish.

Group 1 Group 2 Group 3

● Pages 7-13 ● Pages 14-19 ● Pages 20-28

Group 4 Group 5 Group 6

● Pages 28-35 ● Pages 36-41 ● Pages 42-47
Beginning with the
Transformative Power of
Poetry on page 28
School House
Rock
Pronouns
Verbs
GoNoodle
Purple Stew
Syllables
The Book Whisperer
‘On those rare opportunities
when I allowed my students to
choose their own books, their
interest in completing
assignments was sparked; I just
failed to make the connection.
Letting students choose their
own books for every assignment
was not done in any classroom I
had been in, and I did not know
how to design instruction that
would accomplish the goals of
my curriculum and still allow
students to make choices.”
The Book Whisperer
”I transformed by classroom into
a workshop, a place where
apprentices hone a craft under
the tutelage of a master. I learned
that being the best reader and
writer in the room is not about
power and control. Instead, I
must be a source of knowledge
that my students access while
learning how to read and write.
Instead of standing on stage
every day, dispensing knowledge
to my young charges, I should
guide them as they approach
their own understanding.”
Did you Notice? Classroom Management Technique
Encourage
Questions
We always talk about how to
use the phrase, What
questions do you have?
Remember to make asking
questions fun. You can even
offer some sort of positive
incentive for questions!
Encourage
Progress
Older students can chart their
own progress, and you can
chart for the little ones.
Students love to see their
improvement and be reminded
of their achievements.
See Students as
Individuals
Every single student in your
class is unique and special. It
is your job to differentiate
your learning to fit their
individual needs. Get to know
your students and form a
relationship with them!
Offer One-on-One
Time
All students need and
appreciate individualized
instruction/attention. Always
individually say good morning
and wish them well at the end
of the day. It make a difference.
Make Connections
Tell a story, sing a song,
dance it out… all of these
actions can help your
students to connect to what
you are teaching. Use the
Multiple Intelligences to tap
into the differences in student
learning. Share appropriate
feelings with your students so
they know you are a human!
Do What You Say
Be trustworthy and have
integrity… be honest,
responsible, and accountable.
Treat your students the way
you wish to be treated with
respect and kindness.
What questions do
you have??
 Exit Ticket
In-Class Participation
Check-In Check-In
during beginning of during the end of
Class Meeting Class Meeting

Posting in Chat Box

during Group
Meetings and
Discussions