lori elliott sde e mergent w riting : t ools & t echniques for s uccess
TRANSCRIPT
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Lori ElliottSDE
EMERGENT WRITING: TOOLS & TECHNIQUES FOR SUCCESS
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DEVELOPMENTAL STAGES OF WRITING
Scribbling
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LETTER-LIKE SYMBOLS TO TRANSITION
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STRINGS OF LETTERS TO CONVENTIONAL
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WRITING BOX
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MATERIALS Paper of All Kinds
Writing Utensils
Stapler
Stickers
Post It Notes
Notepads
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WHAT IS JOURNAL WRITING?
The opportunity given to students to draw/write about what they know, think, and dream. The journal entries are kept together in order to see growth and progress.
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WHAT DO STUDENTS GAIN?
Students are able to exercise their reading and writing skills.
They discover that writing serves a real-world purpose.
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BEGINNING OF THE YEAR
Blank pages bound together or spiral cut in half.
Modeling by Teacher
Students draw and drite
Students choose their own topics.
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MIDDLE OF THE YEAR
Model daily
Own topics
More letters and words
Students will write the words from around the room
No need to edit
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END OF THE YEAR
Written with many words and pictures to illustrate
Teacher continues to model
Full sized sheets of paper
Word Wall Words or Popcorn words are expected to be spelled correctly
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WHAT IS A PREDICTABLE CHART?
A Predictable Chart is a literacy strategy to help students participate in reading and develop an understanding of written communication. It involves all students and teaches them sentence structure and connects reading/learning to their own lives.
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What Can You See At The Beach?I can see a starfish. (Mrs. Elliott)I can see a crab. (Joe)I can see a sand castle. (Payton)I can see an octopus. (Josiah)I can see a whale. Taylor)I can see a fish. (Colton)I can see a wave. (Jessica)I can see a shell. (Tatiana)I can see a turtle. (Sam)I can see a lobster. (Dallas)I can see a surfboard. (Zack)I can see a swimmer. (Cameron)I can see the sun. (Nate)I can see a shark. (Jacob)I can see the water. (Joshua)I can see the sand. (Tommy)I can see a beach towel. (Kennedy)I can see a lifeguard. (Kevin)
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LET ME SEE …
Check out Jessica Meacham’s site for wonderful ideas.
http://www.jmeacham.com/
Fantastic!
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My name is _______.
Book connection: Chrysanthemum by Kevin Henkes
(credit to J.Meacham)
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In winter, I ___________.
(credit to J.Meacham)
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LET’S GET STARTED! DAY ONE
Read the title of the chart and model your response. Write the full sentence and your name in parentheses.
What can you see at the beach?I can see a starfish. (Mrs. Elliott)
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Begin the dictation by each student. Write their response in the patterned sentence. Write their name in parentheses by their sentence.
What can you see at the beach?I can see a starfish. (Mrs. Elliott)I can see a crab. (Joe)I can see a sand castle. (Payton)I can see an octopus. (Josiah)I can see a whale. ( Taylor)I can see a fish. (Colton)I can see a wave. (Jessica)I can see a shell. (Tatiana)I can see a turtle. (Sam)I can see a lobster. (Dallas)
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AS YOU WRITE EACH SENTENCE TALK ALOUD. WHEN YOU ARE FINISHED FOR THE DAY, READ THE
CHART TOGETHER. MAKE SURE THAT EACH CHILD IS ABLE TO READ THEIR OWN RESPONSE. TRACK
PRINT WHILE READING WITH STUDENTS.
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DAY TWO
Read the chart together. Use your pointer to track print.
Do SENTENCE BUILDERS.
can starfish.
a I
Isee
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I can see
a starfish.
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DAY THREE
Repeat the Chart Reading with pointer.
Today, extend the students’ learning by asking them to notice certain letters, words, or listen for specific sounds while reading the chart.
Repeat the process of Sentence Builders from yesterday. Choose a few new sentences to work with.
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starfishsh
beachch
shellsh
whalewh
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DAY FOUR
Read the chart together.
Have students work at putting their mixed up sentences together at their seats. Walk around and check on their progress. Coach if necessary.
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I CAN SEE A STING RAY.
Have students return the sentences to their bag or envelope.
Use some of the words from the chart and then add a few new words in a bag. Have the students help make new sentence using the words they already know and adding some of the new words. Early in the year, it is helpful to have picture clues on the new words.
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DAY FIVE: BOOK MAKING
Students unscramble their words to make sentences.
Glue them down and illustrate.
(credit to J.Meacham)
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INTERACTIVE CHARTS
Interactive charts are a wonderful way to have students manipulate words. A pocket chart is used. The poem/rhyming chant selected for the week is written on sentence strips and word cards. Students move words around or select picture cards to fit the pattern.
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BROWN BEAR, BROWN BEAR
Brown bear, brown bear
What do you see?
I see a _________ looking at me.
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COOKIE JAR
Who took the cookies from the cookie jar?
_______ took the cookies from the cookie jar.
Who me?
Yes you.
Not me, couldn’t be. Then who took the cookie from the cookie jar.
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RESOURCES
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MORNING MESSAGE
Marvelous Monday
Tangled Tuesday
Wacky Wednesday Thinking
ThursdayFabulous
Friday
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CAPTAIN CAPITALIZATION
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PRINCESS PUNCTUATION
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KING- ING
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KEY CHARACTERISTICS
Students decide what they will write about.
A sustained block of time is provided everyday for writing.
Student Selected and Focused writing takes place.
Routines, traditions, and rituals are used to orchestrate the workshop.
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STRUCTURE OF THE WORKSHOP
Minilesson/Modeling by the teacher
Students Write & Teacher
Conferences with Students
Author’s Chair: Share
Time