grades4-5 implementing a comprehensive literacy framework...

Grades 4�-5�

Implementing� a�Comprehensive� Literacy� Framework�

Module�� FourWriting�

Participant��'s Handouts �

Arkansas Department of Education GR 4-5 Implementing a Comprehensive Framework: M4/Writing

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H� 1��

Resources and Links: What is Evidence-‐Based Reading Instruction: IRA Position Statement, May 2000 http://www.literacyworldwide.org/docs/default-‐source/where-‐we-‐stand/evidence-‐based-‐position-‐statement.pdf?sfvrsn=6��It All Starts Here: Fixing our National Writing Crisis, Steve� Graham� �

https://www.zaner� � bloser.com/news/it� all� starts� here� fixing� our� national� writing� crisis�foundation��A Guide to Teaching Nonfiction Writing (GTNW), Grades 3-‐5 https://www.heinemann.com/shared/onlineresources/E03784/ENWTeacher_Guide_3_5_cs5.pdf� �Correlation to the Explorations in Nonfiction Writing Series, Grades K-‐5 https://www.heinemann.com/shared/onlineresources/E03143/CCore_ENFW_K5.pdf��Mentor� Text� in� the� Classroom� Video�https://www.youtube.com/watch?v=IxoILr0EMGA��Shanahan’s� Blog�http://www.shanahanonliteracy.com/2016/02/heidi� or� giselle� writing� as� response� to.html�

�Steven� Ghraham� Video� “Teaching� Writing� to� Students� with� Learning� Disabilities”�https://www.youtube.com/watch?list=PLLxDwKxHx1yKCz0N2HwoAb0doUYVOTWIz&v=3elRpGj3zm0� ��Teaching Elementary School Students to be Effective Writers. IES� Practice� Guide,� What� Works�Clearinghouse.�

� http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf��In� the� following� Reading� Rockets� videos,� Dr.� Steve� Graham� discusses� information� about� what�works�� n� writing� instruction� for� elementary� students.�‘What� Works� in� Teaching� Writing’� (2:01�� nutes)�https://www.youtube.com/watch?list=PLLxDwKxHx1yKCz0N2HwoAb0doUYVOTWIz&v=kIabt03�JQY4�‘A� Practice� Guide� for� Writing’� (1:23� minutes)�https://www.youtube.com/watch?v=TEBIq8u1obk&index=34&list=PLLxDwKxHx1yKCz0N2HwoA�b0doUYVOTWIz��Arkansas Department of Education GR 4-5 Implementing a Comprehensive Framework: M4/Writing

Chapter 1 of Writing Thief�http://www.literacyworldwide.org/docs/default� source/bonus� materials/099� chapter� �1.pdf?sfvrsn=4

Ruth Culham’s website �http://www.culhamwriting.com/�

Grammar� � Resources:�Grammar� Engagement� site:� This� site� explores� the� background� and� history,� background,�and� theory� of� grammar� instructions,� as� well� as� providing� information� on� best� practices�and� resources.� https://sites.google.com/site/grammarengagement/home�

Weird� Al� “Word� Crimes”� video�

http://www.vevo.com/watch/weird� al� yankovic/word� crimes/USRV81400343�

Five� Recommendations� for� Teaching� Common� Core� Grammar:�http://tandfbis.s3.amazonaws.com/rt� media/eoe/whitepapers/ruday_wp_v4_final.pdf�

Jeff� Anderson’s� site:� The� Write� Guy�http://www.writeguy.net/�

This� is� a� sample� lesson� on� prepositional� phrases� from� the� ‘Getting� Into� Grammar’� video.� It is a companion� to the book Grammar Matters by Lynn Dorfman and Diane Dougherty.�https://www.stenhouse.com/content/getting� grammar� video�� Lesson Plan: Playing with Prepositions Through Poetry- using Behind the Mask, Ruth Heller http://www.readwritethink.org/classroom-resources/lesson-plans/playing-with-prepositions- through-34.html?tab=1#tabs �

Student Conference Video�https://www.teachingchannel.org/videos/improving� student� writing�

Assistive Technology Tools Resources �

http://www.readingrockets.org/article/assistive� � technology� tools� writing�

Teaching Elementary School Students to be Effective Writers. IES Practice Guide, What Works Clearinghouse.�

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdf�

�� Steve Graham video: “Thinking About Narrative Writing in New Ways”�https://www.youtube.com/watch?v=fr_F1mZ0L64


: �

� � Twenty� First� Writing� Tools� Videos� and� Article�

Steve� Graham� �https://www.youtube.com/watch?list=PLLxDwKxHx1yKCz0N2HwoAb0doUYVOTWIz&v=EcdwvSgTHLY� �

� Paul� Rogers�https://www.youtube.com/watch?v=9K1jZy3elHs&index=47&list=PLLxDwKxHx1yKCz0N2HwoAb0doUYVOTWIz� �� Article� “Reading� Rockets� A� Z”�http://www.readingrockets.org/article/assistive� technology� tools� writing��

Article� “Digital� Storytelling”�http://www.readingrockets.org/article/digital� storytelling� extending� potential�struggling� writers��Technology� Commercial�https://www.youtube.com/watch?v=dwAuTbx3xKE�

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Essential Elements of Instruction.

Coherent Instructional Design�

•Explicit�instruction�and�guidedinquiry

•Sequence�and�alignm

ent�ofinstruction

•Instructional�approaches�thatsupport�the�gradual�release�ofresponsibility

•Differentiated�instruction

•Flexible�groupings

•Culturally�responsive�teaching

•Reflective�teaching�practices

•Phonem

ic�awareness

•System

atic,�explicit�phonics•Fluency

•Vocabulary

•Text�com

prehension•Writing

•Speaking�and�listening

Comprehensive

teracy Framew

ork�

Multi Tiered System

of Support�

•School� ��- w

ide,� systematic,� tim

ely,� directive,� flexible� support� for� learningaligned� w

ith� the� comprehensive

assessment� system

•Coherent�core�instruction�for�allstudents �

•Strategic,�targeted�instruction�forstudents�identified�at�som

e�risk �•

Intensive�interventions�for�studentsidentified�at�m

ost�risk�

Comprehensive Assessm

ent System

�

•System

�for�administration,

collection,�analysis,�and�appropriateuse�of�data�to�guide�instruction

•Valid,�reliable�assessm

ents�to�chartdistrict�and�school�progress(form

ative,�interim,�and�sum

mative

assessments)

•Ongoing�assessm

ents�for�thefollow

ing�purposes,�as�appropriate:screening,�diagnosis,�progressmonitoring

Knowledge of Students�

High Quality Teaching� Literacy Curriculum

based on the�State tandards for ELA and Literacy� Evidence Based Practices nd trategies� Federal and State Law

s�

Leadership and Sustainability�

•School�literacy�leadership�team

•Grade�level/academ

ic�teams

•Professional�learning�com

munities

•Multi�-‐-‐level�leadership�(involving�all

stakeholders)�•

Professional�development�based�on�assessed

needs�of�students�and�teachers �•

Resources�and�collaborative�support�forim

plementation�

•Fam

ily�and�community�partnerships

Supportive Learning Environm

ent�

•School� �- w

ide� focus� on� literacy•Practices�to�engage�and�m

otivate•Instructional�m

aterials�andresources�for�diverse�learners

•Appropriate�student�readingmaterials

•Classroom

�managem

ent•Respect�and�rapport

•Positive�classroom

�culture•Extended�tim

e�for�literacy�to�meet

all�students’�needs

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Picture Book/Mentor Texts Resources

These picture books/mentor texts are suggestions. Teachers may choose to designate particular titles for specific grade levels. However, whenever the text is used at more than one grade level, instructors have a different approach and focus. Besides, familiarity reinforces and reviews the content focus.

Picture Books/Mentor Texts Resources for teaching the Ideas Trait

I Stink - Jim & Kate McMullan (onomatopoeia – Support trait: word choice) Dogs Don’t Wear Sneakers – Laura Numeroff Amelia Bedelia - Peggy Parish Annie and the Old One - Miska Miles Be Good to Eddie Lee – Virginia Fleming The Important Book – Margaret Wise Brown Diary of A Worm – Doreen Cronin Enemy Pie – Derek Munson Bubba, The Cowboy PrinceI – Helen Kettlerman When Sophie Gets Angry…Really Angry Molly Bang Everybody Needs A Rock – Byrd Baylor You and Me and Home Sweet Home – George Lyon Trouble on the T-Ball – Eve Bunting Goldilocks Returns - Lisa Campbell Alphabet Under Construction - Denise Fleming The Relatives Came - Cynthia Rylant The Squiggle – Carole Lexa Schafer Where the Wild Things Are – Maurce Sendak (Support Trait: Organization) Rotten Teeth – Laura Simms Grandpa’s Teeth – Rod Clement Fables – Arnold Lobel Aesop’s Fables - Aesop The Disappearing Alphabet - Richard Wilbur Q is for Duck – Michael Folsom If I Were in Charge of the World - Judith Viorst The Navy Alphabet Book – Sammie Garnett & Jerry Paltto Owl Moon - Jane Yolen Magic School Bus at the Waterworks - Joanna Cole The Secret Knowledge of Grown Ups - David Wisniewski Stellaluna- Janell Cannon (Science integration) Ted – Tony DiTerlizzi Harry and the Terrible Whatzit – Dick Gackenbach

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Picture Book/Mentor Texts Resources for teaching the Organization Trait Dog Breath - Dav Pilkey Frogs – Gail Gibbons Alexander and the Terrible, Horrible, No Good Day – Judith Viorst Wrap and Bake Egg Rolls and Other Chinese Dishes - Nick Fauchald The Secret World of Walter Anderson (nonfiction) - Hester Bass Cool Cars and Truck (nonfiction) – Sean Kennedy Because A Bug Went KaCoo! - Rosetta Stone Brave Margaret – An Irish Adventure – San Souci Daisy Comes Home – Jan Brett The Mousehole Cat – Antonio Barber When Sopie Gets Angry - Really, Really Angry... - Molly Bang Annie and the Wild Animals - Jan Brett The Mitten - Jan Brett The Wednesday Surprise - Eve Bunting Click, Clack, Moo: Cows That Type - Doreen Cronin (letters back and forth) From Here to There - Margaret Cuyler Meanwhile... - Jules Feiffer I am the Dog / I am the Cat - Donald Hall If You Give a Mouse a Cookie - Laura Numeroff Dear Mrs. LaRue: Letters from Obedience School - Mark Teague (dog's point of view, letter format) Through My Eyes - Ruby Bridges The Biggest Sandwich Ever – Rita G. Gelman (sequence) Tuesday – David Wiesner Nightmare in My Closet – Mercer Mayer (transitions) Oh, That’s Good! No That’s Bad – Margery Cuyler Wolf Who Cried Boy – Bob Hartman

Picture Book/Mentor Texts for teaching the Word Choice Trait

Double Trouble in Walla Walla - Andrew Clements Today I Feel Silly and Other Moods That Make My Day - Jamie Lee Curtis Feathers and Fools -Mem Fox The Wolf Who Cried Boy - Bob Hartman Dog Breath - Dav Pilkey The Whales - Cynthia Rylant (science integration) The True Story of the Three Little Pigs - Jon Scieszka Everything Spring – Jill Esbaum (sensory details) Halloween Hooks and Howls – Joan Horton (Support trait: Conventions) I Love You the Purplest – Barbara Joosse (Support trait: Organization Listen to the Rain– Bill Martin, Jr. Insectlopedia – Douglas Florian (Support trait: Ideas) Too Many Toys – David Shannon Tulip Sees America - Cynthia Rylant (Support trait: Ideas)


Rattletrap Car – Phyllis Root (Support trait: Ideas) If Not for the Cat – Jack Prelusky (Support trait: Ideas) Clara Caterpillar- Duncan Edwards (Support trait: Ideas) Didn’t Didn’t Do It – Anastasia Suen

Picture Books/Mentor Texts Resources for the Conventions Trait Chica-Chicka Boom – John Archambault Counting Wildflowers – Bruce McMillan (math integration) My Many Colored Days – Dr. Seuss Oh, The Places You Will Go - Dr. Seuss Fox in Socks - Dr. Seuss The Lorax - Dr. Seuss (science/social studies integration [natural resources/recycling] Cat in the Hat - Dr. Seuss Yo! Yes? - Chris Rasch Punctuation Takes a Vacation – Robin Pulver Insectlopedia -Douglas Florian Wilma Unlimited: How Wilma Rudolph Became the World's Fastest Woman -Kathleen Krul

Picture Books/Mentor Text Resources for the Voice Trait Dandelions - Eve Bunting Today I Feel Silly and Other Moods That Make My Day - Jamie Curtis Diary of a Worm - Doreen Cronin The Wednesday Surprise by Eve Bunting Chrysanthemum - Kevin Henkes Dogzilla - Dav Pilkey The Big Orange Splot - Daniel Manus Pinkwater When I Was Young and in the Mountains -Cynthia Rylant The Frog Prince, Continued -Jon Scieszka Math Curse -Jon Scieszka The True Story of the Three Little Pigs - Jon Scieszka David Goes to School - David Shannon No David - David Shannon Alice the Fairy - David Shannon Too Many Toys - David Shannon The Twits - Roald Dahl The Velveteen Rabbit - Margary Williams The Story of Ruby Bridges - Robert Coles Quick as a Cricket- Audrey & Don Wood Many Luscious Lollipops – Ruth Heller (adjectives)


Young Adult Chapter Books/ Mentor Texts The books listed below can be used to enhance your writing instruction. Read them in their entirety or

utilize just the section that meets your instructional needs.

Conventions Crash by Jerry Spinelli Dear Mr. Henshaw by Beverly Cleary Fever, 1793 by Laurie Halse Anderson Flowers for Algernon by Daniel Keyes The Most Beautiful Roof in the World: Exploring the Rainforest Canopy by Kathryn Lasky Thank You Ma’am(short story) by Langston Hughes

Ideas The Acorn People by Ron Jones Artemis Fowl by Eion Colfer Beyond the Chocolate War by Robert Cormier Ender’s Game by Orson Scott Card Harris and Me: A Summer Remembered-Chapters 9 & 10 by Gary Paulsen Harry Potter and the Sorcerer’s Stone by J. K. Rowling Indian School: Teaching the White Man’s Way by Michael L. Cooper The House of the Scorpion by Nancy Farmer Tuck Everlasting by Natalie Babbitt

Organization 5 Minute Mysteries by Kenneth J. Weber Geraldo No Last Name (chapter), House on Mango Street by Sandra Cisneros Holes by Louis Sachar My Life in Dog Years by Gary Paulsen Out of the Dust by Karen Hesse Thank You Ma’am (short story) by Langston Hughes The Westing Game by Ellen Raskin

Sentence Fluency Brian’s Winter by Gary Paulsen Eleven(chapter), House on Mango Street by Sandra Cisneros Esperanza Rising by Pam Munoz Ryan Joey Pigza Loses Control by Jack Gantos Joyful Noise: Poems for Two Voices by Paul Fleischman Missing May by Cynthia Rylant My Name is Jorge on Both Sides of the River: Poems by Jane Medina Slam! by Walter Dean Myers The Space Between Our Footsteps: Poems and Paintings from the Middle East by Naomi Shihab Nye, ed.


Voice Anne Frank: The Diary of a Young Girl by Anne Frank Hatchet by Gary Paulsen Hoops by Walter Dean Myers Walk Two Moons by Sharon Creech Whale Talk by Chris Crutcher

Word Choice Bud, Not Buddy by Christopher Paul Curtis I Have a Dream(speech) by Martin Luther King, Jr Lincoln: A Photobiography by Russell Freedman A Long Way from Chicago: A Novel in Stories by Richard Peck A Series of Unfortunate Events (Books 1-9) by Lemony Snicket (A-Books 1, 2, &3) Silent to the Bone by E. L. Konigsburg A Year Down Yonder by Richard Peck

Compiled by Kelly Dwenger, Ph.D & Joyce Walker, MAT, NBCT, Elementary Writing Specialists 2010


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H 4


Detail� Description� Fan�

Cut� strips� of� brightly� colored� craft� foam.� Write� one� category� of� description� on� each� side� of� each� strip� with� a� permanent� felt� tip� pen.� Use� a� brad� or� clamp� ring� to� secure� strips� together.� Encourage� students� to� use� more� description� in� their� writing� by� asking� them� to� refer� to� the� fan� to� help� them� with� their� ideas.� Place� fan� in a lo � � �cation�� students�� can�� easily�� access,�� such�� as�� the�� center�� of�� each�� table�� group.�

Suggested� categories:�

Ø name/type�Ø size�Ø taste�Ø smell�Ø age�Ø boy/girl�Ø shape�Ø sound�Ø touch�Ø color�

H 5


Effective Use of the Gradual Release

of Responsibility Model By

Dr. Douglas Fisher Professor of Language and Literacy Education

San Diego State University

Evidence on effective instruction is accumulating at an amazing rate. We know that all learners need purposeful instruction in reading skills and strategies, motivation to read, access to a wide variety of texts, and aut hentic opportunities to read and write both inside and outside of school (Farstrup & Samuels, 2002; Fink & Samuels, 2008). We also know that students need to develop their expertise in a ll aspects of reading and writing, including . oral language, phonemic aware ness, phon1cs, voca bulary, f luency, and comprehension (Frey & Fisher, 2006). A nd we also know that the skills of the teacher, and how the teacher uses valuable instructional time, matters .

This evidence on effective literacy teaching, which includes small group instruction, different iation, and a response to intervention, presents a challenge for many teachers and schools. Clear ly, whole-class instruction will not work to improve the literacy ac hievement of o ur children. To be effective, teachers have engaged students in purposef ul instruction designed to meet the needs of individual and smaller groups of students.

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The Gradual Release of Responsibility Model A common way that teachers ca n do this is to use a gradua l release of responsibility model (Pearson & Gallagher, 1983). The gradual release of responsibility model of instruction requires that the teache r shift from assuming "all the responsibility fo;- performing a task ... to a situation in whic h the student s assume all of the responsibility" (Duke & Pearson, 2002 , p. 211). This gradual release

may occur over a day, a week, a month, or a yea r. Stated another way, the wadual_ release of respons ibility " ... emphasizes mstruct1on th t mentors stude nts into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise " (Buehl, 2005).

The gradual release of responsibility model of. instruction has been documented as an effective approach for improving literacy achievem nt (Fisher & Frey, 2007), reading comprehension_ (Lloyd, 2004), and literacy o utcomes for Engl1sh language learners (Kong & Pearson, 2003).


EFFECTIVE Use OF THE GRADUAL RELEASE OF RESPONSIBILITY MODEL

Components of the Gradual Release of Responsibility Model As delineated in the visual representation in Figure 1 (Fisher & Frey, 2008), there are four interactive (or interrelated) components of a gradual release of responsibility model:

• Focus Lessons. This component allowsthe teacher to model his or her thinking and understanding of the content for students. Usually brief in nature, focus lessons establish the purpose or intended learning outcome and clue students into the standards they are learning. In addit ion to the purpose and the teacher model,the focus lesson provides teachers and opportunity to build and/or activate background knowledge.

• Guided Instruction. During guidedinstruction, teachers prompt question, facilitate, or lead students through tasks that increase their understanding of the content. While this can,

• Independent work. As the goal of all ofour instruction, independent learning provides students practice with applying information in new ways. In doing so, students synthesize information, transform ideas, and solidify their understanding.

Importantly, the gradual release of responsibility model is not linear. Students move back and forth between each of the components as they master skills, strategies, and standards.

How is the Gradual Release of Responsibility Used? The gradual release of responsibility model provides teachers with an instructional f ramework for moving f rom teacher knowledge to student understanding and applicat ion. The gradual release of responsibility model ensures

that students are supported in their acquisition of the skills and strategies necessary for success.

Implementing the gradual and someti mes does, occur with the who le class, the evidence is clear that reading instruction necessitates small group instruction. Guided instruction provides teachers an opportun ity to address needs identified on formative assessme nts and directly instruct students in specific literacy components, skills, or strategies.

"As part of a gradual release of

responsibility model, curriculum must be vertically aligned."

release of responsibility model requires time. Instructional planning can consume hours of a teacher's time. As teachers, we have to plan for a diverse group of learners, students learning English, students who find reading easy and those who struggle, and students who need strategic intervention to be successful. As part of a gradual

• Collaborative Learning. To consolidatetheir understanding of the content students need opportunities to problem solve, discuss, negotiate, and think with their peers. Collaborative learning opportunities, such as wor kstations ensure that students practice and apply their learning while interacting with their peers. This phase is critical as students must use language if they are to learn it. The key to collaborative learning, or productive group wor k as it is somet imes called, lies in the nature of the task. Ideally each collabo rative learning task will have a group function combined with a way to ensure individual accountab ility such that the teacher knows what each student did while at the workstation.

release of responsibility model, curriculum must be vertically aligned. Our students do not have time to waste on skills and strategies they have already mastered. Similarly, without strong vertica l alignment as part of the gradual release of responsibility model, skills can be missed.

What is vertical alignment? Vertical alignment is both a process and an outcome, the result of which is a comprehensive curriculum that provides learners with a coherent sequence of content. Vertical alignment ensures that content standards and reading skills and strategies are introduced, reinforced, and assessed. Vertical alignment guarantees


that instruction is targeted on the intersectionbetween student needs and content standards.In curricula with strong vertica l alignment, content redundancy is reduced and thecurriculum is rigorous and challenging.

First and foremost, strong vertical alignment accommodates a wide variety of developmenta levels and is designed to increase the intellectual, personal, physical, social, and careerdevelopment of all students. Vertical alignmentallows teachers increased precision in theirteaching because they are not teaching contentthat is covered elsewhere or that students havemastered previously. Vertical alignment alsoensures that specif ic content standards are not entirely missed as a teacher at one gradeassumes someone else focused on that content.

With strong vertical alignment and purposeful instruction, students learn. While there are manyreasons that children struggle with reading and writing, there are not endless numbers of solutions. Students who find literacy tasksdifficult deserve increased attention from theirteachers, quality reading materials, and authentic opportunities to read and write. If we providethem with these essentials, we can expect greatthings. If we do not, we cannot expect studentsto know themselves or their wor ld.

Buehl, D, "Scaffolding," Reading Room, 2005,

readingroomoct05 .htm> (November 11, 2006).

Farstrup, A. E. and S. J. Samuels (eds.), What the Research has to Say About Reading Instruction, 3rd ed., International Reading Association, Newark, Delaware, 2002 .

Fink, R. and S. J. Samuels (eds.), Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing, International Reading Association, Newark, Delaware, 2008.

Fisher, D. and N. Frey, "Implementing a Schoolwide Literacy Framework: Improving Achievement in an Urban Elementary School," The Reading Teacher, 61, 2007, pp. 32-45.

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

Frey, N. and D. Fisher, Language Arts Workshop: Purposeful Reading and Writing Instruction, Merrill Education, Upper Saddle River, New Jersey, 2006.

Kong, A. and P. D. Pearson, "The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners," Research in the Teaching of English, 38, 2003, pp. 85- 124.

Lloyd, S. L., "Using Comprehension Strategies as a Springboard for Student Talk," Journal of Adolescent and Adult Literacy, 48, 2004, pp. 114- 124.

Pearson, P. D. and M. C. Gallaghe r, "The Instruction of Reading Comprehension," Contemporary Educational Psychology, 8, 1983, pp. 317-344.


Arkansas Department of Education GR 4-5 Implementing a Comprehensive Literacy Framework : M2/Word Study

McGraw-Hill Education grants permission for the Arkansas Department of Education to reprint the research paper "Effective Use of the Gradual Release of Responsibility Model" by Douglas Fisher.


Writer’s Notebook Guidelines

● Leave� one� to� three� blank� pages.� This� will� give� you� room� tomake� a� table� of� contents.

● Number� all� pages.� This� takes� time,� perhaps� it� is� best� to� do� insections� over� a� few� days.� Later,� it� will� be� a� time� saver� when� astudent� can� put� a� sticky� note� on� the� cover:� Read� entry� onpages� 31�-32.

● Have� notebook� close� at� hand� so� you� can� write� in� it� often.� � Keepit�� in a s � �afe�� place.

● Begin� a� new� entry� on� the� next� clean� page� or� leave� enoughwhite� space� after� each� entry� in� case� you� want� to� write� moreabout� that� topic� at� a� later� date.

● Date� your� entries.● Cross� out;� don’t� erase.� � Erasing� slows� down� the� flow� of� writing.

Also,� you� will� have� a� record� of� your� thinking� if� you� don’t� erase,and� it� may� be� something� you� want� to� use� in� the� future.

● It’s�� okay�� to�� make�� mistakes.�� Use�� your�� nowledge�� about�� writing,but� don’t� get� hung� up� on� conventions.

● Don’t� tear� anything� out;� don’t� throw� anything� away.� � You� maywant� those� ideas� later.

● Never� criticize� your� writing.� � It� doesn’t� have� to� be� perfect—justhonest� writing.

● Respect� the� privacy� of� others� by� not� reading� their� notebookswithout� permission.

Later in the Year

● When� you� begin� a� new� notebook,� keep� your� filled� notebook� atschool� so� that� you� can� return� to� it� for� writing� ideas.

● Work� in� your� writer’s� notebook� during� writing� workshop� whenyou� aren’t� working� on� a� writing� project� or� piece.

(Guidelines adapted from Using the Writer’s Notebook in Grades 3-8: A Teacher’s Guide by Janet L. Elliott)

(NOTE: Above list is just to get you started. You are not required to collect all of the examples. List adapted from Ralph Fletcher’s A Writer’s Notebook and Janet

Elliott’s Using the Writer’s Notebook in Grades 3-8))

H 7


What Are Quick Writes?

A quick write is an on-demand, focused free-writing exercise written in response to a stimulating prompt. Its purpose is, in part, to promote student thought and creativity. Quick writes engage students in ways that cause them to think first and write second. The stimulus sets the brain in creative motion. While the writing generated from a quick write may later be crafted into a polished piece, the intent of the original draft is not for evaluation. Because quick writes are not used for grading or evaluating purposes, students feel a sense of freedom and safety in expression.

Furthermore, optional sharing after the writing time allows students the opportunity to share their drafts and receive feedback in the form of applause or positive comments. This, too, promotes the goal of a supportive writing community in the classroom.

Donald Graves and Penny Kittle, in their text Inside Writing, highlight five reasons for using quick writes. They are:

1. You learn to work from a stimulus.� � They� encourage� writers��get� used� to� finding� a� personal� response� to� a� general� stimulusand� point� to� the� way� these� oral� prompts� can� later� assiststudents� in� preparing� for� prompts� on� standardized� tests.

2. You learn to get off the mark quickly. Writers� build� writingfluency� by� requiring� students� to� get� their� ideas� moving� morequickly.� � Often� their� first� line� is� close� to� the� emotional� center� ofthe� piece,� thus� providing� focus� for� their� writing.

3. You can begin to recognize your natural sense of organization.Practicing� quick� writes� helps� you� organize� your� thinking� aroundmeaningful� topics� in� a� variety� of� ways.

4. You can identify the emotional center (main� thought� or� idea)� ofa piece and provide supporting information.� � � Quick� writes� canprovide� the� vehicle� for� teaching� writing� essentials.

5. You connect conventions to context. Since� quick� writes� often lead�� authors�� to topics�� they�� care�� about,�� they�� will�� be�� more likely to� attend� to� conventions� as� they� write� and� refine� their� text.

H 8


How to Conduct Quick Writes

To conduct quick write activities, teachers provide students with a brief but highly engaging stimulus (e.g., reading a piece of children’s literature, a short story, poem, song lyric, newspaper article to students; playing music; or showing a movie clip) and give directions as to how the students should respond in writing. The audience, form, purpose, and point of view may be specified or left open-ended. In certain cases, some students may want to create their own responses rather than stick to the prompt provided. Such freedom should be encouraged.

Each student writes a short piece in the few minutes following the stimulus. Many teachers like to alert the student to find a “stopping place” two or three minutes before they ask that writers put pens down. The goal is not for students to complete a finished piece in the short time provided, but rather for students to rough out a draft. It is noteworthy, however, that pieces developed in this way can result in descriptive, witty, and/or thought-provoking, serious pieces.

Quick writes constitute one of the many types of prewriting exercises that can be used in conjunction with the writing process. Through the use of quick writes, even the most reluctant writers (and those who struggle with writer’s block) are, more often than not, motivated to write. In many cases, they also gain confidence in their ability to tackle the blank page.

Suggested Stimuli for Quick Writes

● Children’s� literature● Verbal� scenario● Poetry� and� song� lyrics● Short� non� fiction� articles● Single� statement● Artwork/photographs� (old� and� family)● Music● Movie� clips

(Adapted� from� Spark the Brain, Ignite the Pen….and. Inside Writing…..See� bibliography)�

H 9


Writer’s Notebook Scoring Rubric

Grade 4 3 2 1

Flexibility/ Fluency

Most� entries are� complete.�

Writer� uses� variety�of� strategies.

Most� entries� are�complete. Writer� uses strategies� from� class.

Many� unfinished�entries.� �

Strategies� may�vary.

Entries�undeveloped. Little� variety� in�strategies.

Thoughtfulness

Thoughtful� and�reflective� entries.� �Reveal� new� insights�in�� hinking.

Thoughtful� entries.� �May� reveal� new�

insights.�� attern�� f�topics.

Entries� resemble�diary� format—bed� to� bed.�

Little� reflection.

Entries� difficult� to�read.� � No� reflective�

thinking.

Frequency

90%� of� required�entries.

80� %� of� required�entries.

70� %� of� required�entries.

Less� than� 70%� of�required� entries.

Variety� of Entries

Entries� reflect�variety:� lists,� poems,�quick� writes,� stories,�

information, opinion,� etc.

Entries� reflect�some� variety:� lists,�

quick� writes,�stories,� opinion,�

etc.

Entries� reflect�little�� ariety:�lists,�� uick�writes,�

information,�� tc.

Entries� reflect� little�variety:� � lists, quick� writes

Usually� incomplete�

�� Notebook�Availability

Notebook� available�when� needed.

Notebook� usually�available� when�

needed.

Notebook�sometimes�

available� when�needed.

Notebook� seldom�available� when�

needed.

H 10


Sentence� Fluency� Analysis� Chart

Sentence Number�of� words

First� 2� words Last� 2�words

Punctuation� Verbs�

1

2

3

4

5

6

7

Sentence Fluency -- The way words and phrases flow through the piece.

During the revision process, one thing students will be noticing is their sentence fluency. Teachers need to model to students how to play around with sentences. Showing students how to take away and add words, rearrange the order of words, and have a variety of lengths and structures are a few lessons that will be beneficial in making good writing great writing. Another good strategy to model to students is how to read their writing out loud to see if it reads easily. In The Writing Thief, Culham uses a Sentence Fluency chart to help students become aware of how they are structuring sentences. This tool allows students to analyze their sentences, for quantity, number of words, beginnings of sentences, and the different types of sentences utilized. This particular tool is mentioned within the opinion writing section of her book, but the

H 11


tool is appropriate for all modes of writing.

Activity: �Note: It is not necessary to have a chart premade or a copy ran off for each student. Students can take a piece of paper and draw the columns to revise their work. �

With a partner, have participants study the student’s writing sample. Give them about 5 minutes to fill out the sentence fluency chart. After they have filled out the chart, ask the following guiding questions to prompt analysis: �

Why would recording the number of words be important for students to do? (Possible answers: This allows for students to examine if they have sentences of different lengths. Sentences with a higher number of words could possibly be run-ons, and sentences with shorter words may be choppy and could be combined with other sentences to make compound or complex sentences.) �

Why would it be important to look at the first 2 words of a sentence? (Possible answer: Analyzing the first couple of words in a sentence, will help the writer to see if she is using a lot of repetition in her writing and may need revision). By looking at the table, are there any sentences you think need to be analyzed more closely for possible revisions? (Sentences 1, 2, and 5 all begin with “I think” and sentences 3 and 6 use the word example -- This may be appropriate and changes may not need to be made; however, the point is to get the writer thinking about his/her writing and making the writing better.) �

Why would it be important to look closely at the end punctuation of each sentence? (Possible answer: The end punctuation signifies the type of sentences utilized in the piece of writing. For example, the table reflects 6 out of 7 sentences end with a period. Students will want to look more closely at each sentence and play around with the order of words. Would some sentences work better as questions? Are any of the sentences showing more feeling or excitement and need an exclamation point?) �

**It is important to note that the purpose of this table is to bring awareness. Some of the sentences may not need to be revised. The current punctuation, wording, and length could be completely appropriate for the piece; however, we want our students to become automatic in asking these questions while they are drafting and revising their writing. �


Sentence� Fluency� Analysis� Chart�

Sentence� Number�of� words�

First� 2� words� Last� 2�words�

Punctuation� Verbs�

1�

2�

3�

4�

5�

6�

7�

H 12


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ent – K-‐5 Grammar

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H 13


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Grade 4, Prompt for Opinion Writing Common Core Standard W.CCR.1

The Best Pet There are many reasons why people own pets. A pet can entertain you, keep you company

or even protect you! Dogs and cats are the most popular pets in America today. Some people prefer an energetic dog and others, a cuddly kitten. Which do you think is best?

Listen as two articles are read aloud. One is about the benefits of owning a cat and the other is about the benefits of choosing a dog as a pet. As you listen to these texts, think about the advantages of each kind of pet. Which kind of pet is best, a cat or a dog? After hearing the articles, you will write an essay that states your opinion and explains your thinking.

For the essay, your focusing question will be: Which kind of pet is best, a cat or a dog?

You will explain your thinking with facts and reasons from the articles.

Remember, a good opinion essay: o Has an introduction o Clearly states your opinion/claim in a focus statement o Uses specific evidence from the text(s) to support your opinion and explains your

thinking o Groups ideas in paragraphs o Has a conclusion o Uses precise language and linking words to connect ideas o Has correct spelling, capitalization, and punctuation

You may take notes right on the articles or on a separate sheet of paper. You may want to take some time to plan your writing before you begin work. The essay will have a single draft. When you have finished, be sure to proofread your work.

GOOD LUCK! WE LOOK FORWARD TO READING YOUR GOOD WORK!

H 14


Teacher Directions

Which kind of pet is best, a cat or a dog?

Day 1 (45 minutes)

• Give out the assignment sheet.

• Read the assignment sheet aloud together and clarify the task for the students.

• Give each student a copy of Why Cats Make Better Pets than Dogs. Explain that they may

want to underline or take notes on the article as you read it aloud. Read the article aloud.

• Pose the question, "Why might a cat make a good pet?" Remind students to use the

article and their notes when thinking through their response. Have students turn and talk

to a partner about this question for 3 minutes.

• Give each student a copy of Why Dogs make Good Pets. Remind students that they may

want to underline or take notes on the article. Read the article aloud.

• Pose the question, "Why might a dog make a good pet?" Remind students to use the

article and their notes when thinking through their response. Have students turn and talk

to a partner about this question for 3 minutes.

• Explain that tomorrow you will be writing about whether a cat or a dog makes a better

pet. Collect the articles and assignment sheets. (Be sure names are on them.)

Day 2 (45 minutes)

• Return the articles and re-read both aloud.

• Ask students to think about both articles. Which pet would be best? Why? Have students

turn and talk to a partner about this. Each student should talk for 3 minutes.

• Return the assignment sheet and re-read it aloud.

• Provide lined paper and give students the remainder of the period to write. The writing

should be completed individually, without help.

• Remind students to proofread and correct their writing. Students may be given access to

a dictionary, thesaurus, or other resources.

• Give students the remainder of the period to finish writing and proofreading.


Name:

Why Cats Make Better Pets than Dogs Should you get that cute little puppy or a cuddly kitten? Deciding between a cat and a dog can be difficult. However, cats as pets do have some advantages.

Grooming Cats bathe themselves. Most do not even need brushing. Dogs are more likely to need help from their owners in keeping clean.

Companionship Cats enjoy being alone. You can leave them home alone for the day while you go to school. Dogs, however, need company. A dog needs much more of your time.

Exercise Cats and dogs both need daily exercise. However, a cat needs much less exercise than a dog. Most dogs need to be taken for walk at least twice a day, even in the rain. Your cat will probably be happy to chase a ball in your living room.

Noise Dogs can bark at all hours of the day or night. Cats sleep most of the day and are much quieter. They are unlikely to disturb your neighbors.

Training Dogs need training to live with people. They need to be taught not to jump on people, how to sit and stay, and many other things. You may even need to teach your dog to lie down so you can have some quiet time. Cats can be trained to fetch a ball or walk on a leash, but these lessons are just for fun. You don't need to train your cat to have a good pet.

Both cats and dogs can be wonderful family pets. Each can be affectionate and playful, but cats are much easier to care for. Maybe a cat is the right pet for you!

This article was adapted for classroom use from “Reasons Why Cats Make Better Pets than Dogs” by Dee Em, eHow Contributor http://www.ehow.com

Used by permission of Dee Em, eHow Contributor http://www.ehow.com


Name:

Why Dogs Make Good Pets

Thinking about getting a new pet? One of the most popular pets is a dog. Dogs make great pets for many reasons.

Companions Dogs are patient and make great listeners. Many people tell dogs things they can't tell anyone else. Dogs are great for someone who lives alone or needs company.

Friends Most dogs are curious. They want to meet other people and animals. Owners are likely to meet others while out walking their dogs. Dogs are good conversation starters. They make it easy to meet new people.

Health Dogs can make you healthier. Studies show that dog owners are less likely to get sick. When they do get sick, they get well quicker.

Safety Most dogs will bark if there is danger. Dogs can scare off intruders or warn their owners of fire. Specially trained dogs can also find missing people, sniff out bombs and drugs and help disabled people.

Exercise A dog needs daily exercise. The owner who walks his dog also benefits from this. Daily exercise can help keep you at a healthy weight. It gives you energy. It also strengthens your muscles and bones. Walking and playing with your dog can make you both healthier!

Is a dog the right pet for you? Owning a dog is a big responsibility, but there are many benefits. A dog might just be the perfect pet for you!

This article was adapted for classroom use from “Why Dogs Make Good Pets” by Cecilia McCormick, eHow Contributor http://www.ehow.com

Used by permission of by Cecilia McCormick, eHow Contributor http://www.ehow.com


Informing Writing: the Benefits of Formative Assessment Carnegie Corporation of New York, 2011

The Recommendations

1. USE FORMATIVE WRITING ASSESSMENT TO ENHANCE STUDENTS’ WRITING• Provide feedback. Writing improves when teachers and peers provide students with

feedback about the effectiveness of their writing.• Teach students how to assess their own writing. Writing improves when students are

taught to evaluate the effectiveness of their own writing.• Monitor students’ writing progress. Writing improves when�� teachers monitor

students’ progress on an ongoing basis.2. APPLY BEST PRACTICES IN ASSESSING WRITING IN THE� CLASSROOM• Allow students to use the mode of writing in which they are most proficient when

completing a writing assessment. Writing improves when students�� are assessed in the format with which they are most experienced—pencil and paper, or word processing.

• Minimize the extent to which presentation forms such as handwriting legibility orcomputer printing bias judgments of writing quality. Writing assessment improveswhen teachers judge the quality of student writing and do not allow factors such ashandwriting or computer printing to bias their judgment.

• Mask the writer’s identity when scoring papers. Writing assessment improves whenteachers do not allow their knowledge of who wrote a paper to influence theirjudgment.

• Randomly order students’ papers before scoring them. Writing assessment improveswhen teachers score papers randomly rather than allow a previous paper’s score toinfluence their judgment.

• Collect multiple samples of students’ writing. Writing assessment improves whenteachers assess students’ writing in a variety of genres. This finding supports thedecision by the authors of the Common Core State Standards Initiative to emphasizestudents’ mastery of many different types of writing, since writing is not a single genericskill.

• Ensure that classroom writing assessments are reliably scored.� Writing� assessmentimproves�� when�� teachers�� use�� procedures�� for�� ensuring�� that�� particular�� aspects� of� writing,� such� as quality� and� its� basic� attributes,� are� measured� reliably.

H 15


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Setting up an Account

1. Go to www.getkahoot.com.2. Click “Sign up for free!” on the top right corner of the homepage.3. The�� ight will then prompt you to create an account.4. Once you have created an account, sign in.5. This will bring you to the Welcome page. This page displays the 3 different

formats that can be used to create an account.6. Click on the type of format you would like to use, and it will prompt you as you

create your Kahoot.

Launching a Kahoot

1. On the top of the Welcome page you will see different options. There is “NewK”. Click on this if you want to create your own quiz. The “My Kahoots” tab willlead you to any Kahoots that you have already created. “Public Kahoots” is aplace where you can search for previously created Kahoots by other people.

2. To start a Kahoot, you need to click on “My Kahoots” or “Public Kahoots”. Clickon� Play to launch the Kahoot.

3. Once�� ou click on Play, a pin number will appear on the top of the screen. Thepin number is for the participants to use in order to participate. Once allparticipants have logged on, Click on Launch to begin the Kahoot.

How to Login as a Participant

1. Go to www.kahoot.it.2. This will take you to a screen where it will prompt you to type in a pin number.

Look at the teacher’s screen. The pin number for the Kahoot should be at thetop.

3. Type in the pin number. It will then prompt you to enter a nickname.4. Type in your nickname and click Join Game. You should see your nickname pop

up on the teacher’s screen.

For more information on creating and playing Kahoot, download their resource guide at https://create.kahoot.it/.�

H 17


grades4-5 implementing a comprehensive literacy framework...

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