Created by:Created by:Alexandra McElweeAlexandra McElwee

Mary Kay RockenstireMary Kay RockenstireErica SimonsErica Simons

Layout and Graphics by, Michelle Sekulich , Curriculum and Assessment

Session OneSession One

OverviewOverview

Session 1Session 11. Key Kid Writing (KW) aspects & GLE’s1. Key Kid Writing (KW) aspects & GLE’s2. Overview of Kid Writing2. Overview of Kid Writing3. Tricks for beginning – a model lesson3. Tricks for beginning – a model lesson4. Step by step – how to continue4. Step by step – how to continue5. Professional development assignment 5. Professional development assignment 6. Closing thoughts6. Closing thoughts

Session 2Session 2Second follow-up session to discuss Second follow-up session to discuss questions and next steps for implementing questions and next steps for implementing Kid WritingKid Writing

What are the most important What are the most important aspects of Kid Writing?aspects of Kid Writing?

Showing each student that he or she is a Showing each student that he or she is a writer, regardless of prior writing experience writer, regardless of prior writing experience

Conveying the importance of writing by Conveying the importance of writing by beginning the first day of schoolbeginning the first day of school

Implementing our district adopted Implementing our district adopted kindergarten writing programkindergarten writing program

Celebrating approximations in “kid writing" Celebrating approximations in “kid writing" and moving students toward “adult writing”and moving students toward “adult writing”

Is it developmentally Is it developmentally appropriate? appropriate?

““The term developmentally appropriate The term developmentally appropriate should not be used as an excuse to should not be used as an excuse to withhold skills instruction. Skills instruction withhold skills instruction. Skills instruction is only developmentally inappropriate when is only developmentally inappropriate when it is done in isolation and for inauthentic it is done in isolation and for inauthentic purposes. Instruction in writing skills should purposes. Instruction in writing skills should occur but only in the context of real reading occur but only in the context of real reading and real writing.”and real writing.”

Feldgus and Cardonick, p. 19Feldgus and Cardonick, p. 19

GLEsGLEs

How does it work?How does it work?

Step OneStep One: Drawing: Drawing

Step TwoStep Two: Guided phonics-based spelling : Guided phonics-based spelling (Kid Writing)(Kid Writing)

Step ThreeStep Three: Underwriting : Underwriting (Adult Writing)(Adult Writing) and and Individual Mini-LessonsIndividual Mini-Lessons

How does it work?How does it work? (continued)(continued)

Step FourStep Four: Focused Mini-Lessons : Focused Mini-Lessons (Full Group)(Full Group)

Step FiveStep Five: Mini-Sharing: Mini-Sharing

The First Lesson: Building ConfidenceThe First Lesson: Building Confidence

Only about a 5 minute lessonOnly about a 5 minute lesson

Goal is to assure children that they Goal is to assure children that they alreadyalready know how to write and that their ways of know how to write and that their ways of writing will be honored in our classwriting will be honored in our class

Starting on the first day of school is ideal, Starting on the first day of school is ideal, but starting any day is greatbut starting any day is great

Model LessonModel Lesson

How does it work?How does it work?

Step OneStep One: Drawing: Drawing

Students write on a date stamped page. It Students write on a date stamped page. It can be a social time when students discuss can be a social time when students discuss their work and help each other. their work and help each other.

IMPORTANTIMPORTANT- Allow students to write about - Allow students to write about any topic they choose.any topic they choose.

How does it work?How does it work? (Continued)(Continued)

Step TwoStep Two: : Guided phonics-based spelling Guided phonics-based spelling (Kid Writing)(Kid Writing)

Teach children the difference between Kid Teach children the difference between Kid Writing and Adult Writing. During this time Writing and Adult Writing. During this time students write on their own or with adult students write on their own or with adult help help (when available)(when available). .

Focus on:Focus on:

**Concepts of printConcepts of print

**Sounding outSounding out

**Magic linesMagic lines

How does it work?How does it work? (Continued)(Continued)

Step ThreeStep Three:: Underwriting Underwriting (Adult Writing)(Adult Writing) and and Individual Mini-LessonsIndividual Mini-Lessons• Praise something in the child’s writingPraise something in the child’s writing

• Read student writing together.Read student writing together.

• Write conventional spelling below the student’s Write conventional spelling below the student’s writing, teaching phonics and other writing writing, teaching phonics and other writing skills. skills.

• Use this mini-conference format as an Use this mini-conference format as an opportunity to individualize writing instruction.opportunity to individualize writing instruction.

How does it work?How does it work? (continued)(continued)

Step FourStep Four: Focused Mini-Lessons : Focused Mini-Lessons (Full Group)(Full Group)

** Train yourself to Train yourself to NEVER SKIP THE NEVER SKIP THE MINI-LESSONMINI-LESSON!!

** “Children’s actual work is used as the “Children’s actual work is used as the basis for teaching and learning phonics basis for teaching and learning phonics and broader literacy skills. By using and broader literacy skills. By using children’s work, we not only honor the children’s work, we not only honor the importance of the work, but also importance of the work, but also concretely link the mini-lesson to concretely link the mini-lesson to children’s real needs.” children’s real needs.” p. 45p. 45

Step 4: Mini-LessonsStep 4: Mini-Lessons (continued)(continued)

Use a large white board or chart paper to focus Use a large white board or chart paper to focus on elements of children’s journal writing that on elements of children’s journal writing that will benefit the most children.will benefit the most children.

Editing/Revision – “When children cross out Editing/Revision – “When children cross out letters or words and begin thinking anew, they letters or words and begin thinking anew, they are, in effect, revising as they go along. Since are, in effect, revising as they go along. Since developmentally this is the beginning of developmentally this is the beginning of revising and editing, we always praise the revising and editing, we always praise the process rather than simply overlook it… In process rather than simply overlook it… In doing so, we create the expectation that false doing so, we create the expectation that false starts are an integral part of the writing starts are an integral part of the writing process.” process.” p. 51p. 51

How does it work? How does it work?

After each mini-lesson, feature 3 child After each mini-lesson, feature 3 child authors in the “share chair” to read their authors in the “share chair” to read their journal writing.journal writing.

Who has a what question?Who has a what question?Who has a why question?Who has a why question?What else do you want to know about ____’s What else do you want to know about ____’s journal?journal?

How does it work?How does it work? (continued)(continued)

Step FiveStep Five: Mini-Sharing: Mini-Sharing

Allow each child to share his or her writing Allow each child to share his or her writing with a neighbor and ask the same with a neighbor and ask the same questions about his/her journal writing.questions about his/her journal writing.

Three children a daytimes three mini-lessonstimes 180 school days

equals 1600+ opportunities for focused, direct literacy instruction.

How do I How do I actuallyactually do this in do this in my classroom?my classroom?

TimeTime

SpaceSpace

MaterialsMaterials

Assistance in the ClassroomAssistance in the Classroom

Getting parents on board with Getting parents on board with Kid WritingKid Writing

Keys to SuccessKeys to Success

Be consistent with the daily time Be consistent with the daily time commitment for writing!commitment for writing!

Teach any assistants/volunteers how to Teach any assistants/volunteers how to support the teaching we are doing in classsupport the teaching we are doing in class

Vary the levels of writing support Vary the levels of writing support throughout the rest of the day throughout the rest of the day (modeled (modeled writing, shared writing, interactive writing)writing, shared writing, interactive writing)

ClosingClosing

Professional development assignment Professional development assignment descriptiondescription

Resources for helpResources for help

** OSPI website: OSPI website: http://www.k12.wa.us/CurriculumInstruct/http://www.k12.wa.us/CurriculumInstruct/Writing/default.aspxWriting/default.aspx

** GLEsGLEs

Closing Closing (continued)(continued)

Questions regarding today’s sessionQuestions regarding today’s session

Useful pages in text:Useful pages in text:** First day of school goals and lesson plan – First day of school goals and lesson plan –

p. 32, 33p. 32, 33

** The right and wrong way to sound out – The right and wrong way to sound out – p. 39, 40p. 39, 40

** Magic lines – Magic lines – p. 40, 41p. 40, 41

** Underwriting – Underwriting – p. 43, 44p. 43, 44

** Mini-lessons – Mini-lessons – p. 45 – 50p. 45 – 50

** Mini- sharing – Mini- sharing – p. 51 – 54p. 51 – 54

** Useful letters – Useful letters – p. 152 - 155p. 152 - 155

Looking ahead to Session 2 Looking ahead to Session 2

1.1. Photo/artifact sharing of our successesPhoto/artifact sharing of our successes(Email photos(Email photos to to esimons@everettsd.orgesimons@everettsd.org and/or bring and/or bring student journalsstudent journals))

2.2. The majority of session 2 will be a work The majority of session 2 will be a work session to review/discuss student work session to review/discuss student work from your classroom as well as to discuss from your classroom as well as to discuss your use of “Kid Writing”your use of “Kid Writing”

3.3. Resources/Next StepsResources/Next Steps

****Bring your packet to our next class!Bring your packet to our next class!