empowering teachers, building writers october 23, 2009 (3 rd grade) selma unified school district...
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Empowering Teachers, Building Writers
October 23, 2009 (3rd Grade)
Selma Unified School DistrictSelma Unified School DistrictPresenter: Raquel Velasco, District Literacy CoachPresenter: Raquel Velasco, District Literacy Coach
32 Third Graders and One Class Bunny – Life Lessons
from Teaching (Phillip Done)
AGENDA• Welcome!• Fluency• Reflection: Paragraph Writing and Letter
Writing• BREAK• Genre/Writing Focus: Personal Narratives• LUNCH• Scoring Practice Using the Rubric – Letter
Writing• Planning/Material Creation/Resource Search• Questions/Content Evaluation
FLUENCY• Fluency Partners• Use of various reading materials: stories,
nonfiction, poetry, etc.• Fluency Logs• Lesson to address specific needs: PHRASING
Fluency PartnersSuggested way to
select fluency partners
Use of Various Reading Materials: Stories, Non-fiction, Poetry, etc.
High Frequency Words / Word Lists
High Frequency Phrases
Stories, Non-fiction, Poetry, Etc.
Many of us have started
here:
Some of us have moved here already:
Few might be here:
How does this look like in a classroom?
Use of Various Reading Materials: Stories, Non-fiction, Poetry, etc.
Materials can include:– Poems– Reader’s Theatre Selections– HM Selection Summaries– Read Naturally Selections– Power Pak Selections– Re-reading materials (stories, books, etc. already being used
in our classrooms)
Remember, there is no ‘magic program’ that will solve all of our fluency needs…
Use of Various Reading Materials: Stories, Non-fiction, Poetry, etc.
EXAMPLE: Read Naturally Selection
EXAMPLE: HM Selection Summaries
Lessons to Address Specific Needs
TEACHING FOR PHRASING IN FLUENT READINGBesides being able to decode automatically, fluent readers chunk or phrase text into appropriate units (Rasinski, 1990).
This is important because many times the meaning lies in a text’s phrases and not in individual words.
The ability to separate text into phrases aids in comprehension.
Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING
The young man the jungle gym.
The young man / the jungle gym.
The young / man the jungle gym.
Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING
The principal said the teacher is the best in the school district.
The principal said / the teacher is the best in the school district.
The principal / said the teacher / is the best in the school district.
Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING
And just for fun…Woman without her man is nothing.
Woman / without her man / is nothing.
Woman / without her / man is nothing.
Lessons to Address Specific NeedsTEACHING FOR PHRASING IN FLUENT READING
My – handsome – dog – Luther – loves – to – play – catch – with – this – bright, - red – ball.
My handsome – dog Luther – loves to – play catch – with this – bright, red – ball.
My handsome dog – Luther loves to – play catch with – this bright, red – ball.
My handsome dog Luther – loves to play catch – with this bright, red ball.
Phrasing Lessons – to be handed out
One Final Caution with Fluency…
Warning: Don’t give students the idea that being fast is being a good reader.
Rate must be coupled with comprehension.
FLUENCY
• Next time, we will discuss…– Lessons to Address Specific Needs: Reading Punctuation, Reading with Expression
REFLECTIONPARAGRAPH WRITING & LETTER
WRITING
PARAGRAPH WRITING & LETTER WRITING
Odds and Ends:– Next year we will be able to change the sequence of our
genres in 3rd grade (Descriptive-Tri 1, Letter Writing-Tri 2, Personal Narrative-Tri 3)
– Report cards: Discussion will continue on adding a sentence that explains that different genres are assessed per trimester
Letter Writing: – Prompt: Pen Pal– 2 Paragraphs
PARAGRAPH WRITING & LETTER WRITING
Take a moment to think and write about…
Step 1: How’s it going with paragraph writing and letter writing?
» What lesson/activity was powerful in your class?» What’s working?» Did other needs arise?
Step 2: Share out with your table partnersStep 3: Writers at each table will summarize each
question and write it on a post-itStep 4: Affix post-its to each poster
PARAGRAPH WRITING & LETTER WRITING
• 3 Weeks Left Until the End of Trimester 1
• Sample Writing Prompts Available – Thanks Samantha! Please check the back table
BREAK TIME10:00 – 10:15
GENRE/WRITING FOCUS
Personal Narrative Writing
PERSONAL NARRATIVE WRITING
• 12 Weeks of Instruction (Trimester 2): November 23rd – March 12th
• Writing Prompt Date: March 15-19, 2010
• Writing Prompt – Collective Activity
PERSONAL NARRATIVE WRITING
Table Talk:
What does this look like in your classroom?
PERSONAL NARRATIVE WRITING
What is it?
A personal narrative is a true story about something that happened to the person telling the story.
PERSONAL NARRATIVE WRITING
The Writing Process1. Prewriting2. Drafting3. Revising4. Editing / Proofreading5. Publishing
PERSONAL NARRATIVE WRITING
• Hand out Resources
LUNCH TIME
See you back promptly at 12:30
SCORING PRACTICE USING THE RUBRIC
Letter Writing
Planning/Material Creation/Resource Search
Time can be used to… Plan the next 3 weeks of (Tri 1) and 12 weeks (Tri 2) Create posters, lesson materials, etc. for upcoming writing lessons Review the resources handed out to you today Use the computer lab to locate more resources Help create writing prompts for the district bank
QUESTIONS & CONTENT EVALUATION
Next Session will be on: Thursday, February 18th, 2010
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