10:00-11:15 september 8, 2011 pdc. balanced literacy time recommendations componentearly gradesupper...
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10:00-11:15September 8, 2011
PDC
Writing
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Balanced Literacy Time Recommendations
Component Early Grades Upper Grades
Word Work 30-40 minutes daily 20 minutes 2-3 days per week
Independent Reading 30-40 minutes daily 120-200 minutes per week
Supported Reading 30-40 minutes daily 150-200 minutes per week
Writing 30-40 minutes daily 150-200 minutes per week
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Writing
• Writer’s Workshop• Interactive Writing• Shared Writing• Being A Writer• Journaling and Reflections• Writing in the content areas• Writer’s Notebook
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Writer’s Workshop
• Mini-lesson (10-12 min)
• Writing (30-35 min)– Teacher confers with individuals or table groups or
pulls small-groups for strategy instruction
• Mid-Workshop Teaching Point (2-4 min within Writing time)
• Share (3-5 minutes)
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Mini-lesson
• Connection (1 min)– Connecting with prior knowledge/teaching with what
will happen today
• Teach (4-5 min)– Introduce a new thought or strategy– Demonstrate through your own writing
• Active Involvement (3-4 min)– Students try out their understanding with a partner
• Link (1 min)– A Teaching Point reminder
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Conferences• Research– Observe and listen
• Compliment– Genuine and specific
• Teach– Pick one point and make it a strategy– Do not write on the student’s paper
• Link– Rename the strategy – Student practices
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Interactive WritingTeacher shares a pen with a group of childrenTeacher and students collaboratively compose
and construct a written message.
• Helps children learn how written language works.• Supports children in using what they know to get
to what they do not yet know. • Students work alongside a more expert writer.• Clear demonstration of the process of producing
a piece of writing.
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Shared Writing
• Teacher acts as a scribe for a group of children.
• Enables children to develop and organize ideas.
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Morning Message• Considerations to highlight:– Showing where to start writing and directionality– Say the words, then say each letter as it is written– Using capital letters– Using punctuation– Counting sentences– Counting words in sentences– Finding out which sentence has more words/letters
• Topics to consider:– Names, weather, special visitors, activities or
learning that will take place that day, etc.
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Predictable Charts• Based on:– The teacher writes what a child says.– The child can read what the teacher writes.
• Process for a week– Day 1 & 2 – Dictation of Sentences– Day 3 – Touch Reading the Sentences– Day 4 – Sentence Builders– Day 5 – Making a Class Book
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Journals
• Type:– Content area– Reflective
• Process:– Whole-group shared writing– Small-group reflection– Individual reflection