• Welcome
• DUE: Improving Your Classroom Text Environment
• DUE: Text Analysis
• Opening Prayer
Content Objectives:1. I will identify the steps in the writing
process.2. I will identify ways to positively respond
to student writing.
Language Objectives3. I will listen to my colleagues share their
comprehension presentations. 4. I will discuss and write how writing
empowers students to learn in the classroom.
Comprehension Strategies
Integrated Approaches can be used across all stages of the lesson – prereading, reading, postreading.
Listen-Read-Discuss (pg. 182) - TiteebwaScaffolding Reading Experience (pg. 184) - Tanouea
Prereading Strategies:Text Appetizers (pg. 192) - Tebakaro
Reading Strategies:Option Guides (pg. 201) – TaraiaAnalogical Guide (pg. 203) - Teaka
Postreading Strategies:Reaction Guides (pg. 209) - TemokuaThe Imposter (pg. 211) - Bwereia
Writing
The Process
Composing Transcribing
Purpose
To Learn To Inform
Evaluation
Individual Self Peer
Writing• The Process
– Composing• Brainstorming ideas• Organization
– Web– Outline
– Transcribing• Rough Draft• Editing for:
– Ideas, Content– Organization– Expression
• Second Draft• Edit for:
– Sentence Structure– Vocabulary– Mechanics: Spelling, Punctuation, capitalization, formatting, neatness
• Final Draft
Writing• The Purpose– To Learn• In classrooms when students write daily
they are empowered to take control of their learning– HOW? Turn and Talk– Quick Write
• Writing allows students to explore and integrate ideas from their learning– HOW? Turn and Talk– Quick Write
Writing To LearnStrategies• Journal Writing (pg. 221) - Mary• Quick Writes (pg. 223) - Rebwa• Possible Sentences (pg. 224) - Ataruru• Cubing (pg. 225) - Boutara• Writing Roulette (pg. 226) - Emely• Re-write (pg. 228) – Maingatara• Guided Writing (pg. 231) Sis. Rasmussen
Writing to Inform
• Autobiographies• Biographies• Biopoem• Research Paper• I-Search• Imaginative Writing
Jigsaw Activity1. In pairs, read your assigned
paragraph on pg. 241.2. Discuss3. Write down 2-3 ideas to share with
the class4. Class Share
Writing EvaluationResponding to Writing– Your skill at responding to student writing becomes
crucial
– Students need to be able to take risks in portraying their ideas
– Valuing students and their writing should be a priority
• First Rough Draft: Respond only to ideas and organization– Begin with positive comments– Ask questions to probe students for ideas
• Second Rough Draft: Respond to mechanics• Final Draft: Grade the composition
Writing Evaluation• Individual Conferences
– Writer’s Workshop• Mini Lesson – 10 min.• Students write – 20 -30 min.• Author’s Chair – Student share
• Self-Evaluation– Use the Guided Writing Process Checklist
• Peer Evaluation– Use the Guided Writing Process Checklist
• Rubrics
Assignments to date• Text Analysis (Due Aug 6)
• Comprehension/Writing Presentation (Due Aug. 27, Sept 3)
• Improving Your Classroom Text Environment (Due August 27)
• Student Study (Due Sept. 3)– Observations– Metacognitive Awareness of Reading Strategies Inventory– Student Interview– Content Area Reading Inventory
• Portfolio and Reflection (Due Sept. 10)
Running to the Syllabus
Calendar