Building on the comprehension strategies for students at risk that were presented 2 years ago, this emphasis is on writing, connecting the writing to reading comprehension, supporting with organizing and viewing writing as thinking.

1. Writing/Comprehending/Organizing/Thinking Brandon Literacy Support Teachers January 27th, 2010 Presented by Faye Brownlie References: Grand Conversations, Thoughtful Responses Student Diversity, 2nd Ed It’s All about Thinking

2. Managing the Writers Workshop Work with large chunks of time Build criteria with students Teach one specific criteria at a time, over time Model, model, model Focus on pre-writing Coach students as they are writing Goal-set with students Increase your silent writing time

3. The Gradual Release Model Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)

4. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?

5. Students need: To see themselves as writers To have fun To develop a sense of sound/symbol relationships To find their stories To work with criteria Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)

6. The Gradual Release Model K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria Pearson & Gallagher (1983)

28. Power Paragraphs Create a power structure: Power 1 – the big idea Power 2 – 3 big details about the big idea Power 3 – 2 more precise details/examples about the 2nd powers Together, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3) Reread for fluency Do several together, then students can create their structure, get feedback before writing, then write independently

29. power 1 power 2 power 2 power 2 2 details 2 details (power 3)

31. initially, written in class, together

42. Online literacy videos www.sd72.bc.ca Literacy Videos Clustering from Text Squiggles It’s All in the Bag

43. Learning Intention: I can examine a picture and infer what is happening I can provide ‘because’ reasoning (evidence) for my inference

48. Peter’s Poofect Pet - Tina Powell www.bigfatpen.com

49. Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria Pearson & Gallagher (1983)

50. Choose a topic Write in front of the students Students describe ‘what works’ in your writing Students choose a ‘morning’ topic Students write Students self-assess Students meet with peers to share and provide feedback

51. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”

52. Notices…criteria Mystery Opening Detailed Sounds like you (Voice)

56. Lori Johnson Grade1 ColdstreamElementary Richmond Learning Intentions Self Assessment Descriptive Feedback Ownership

59. Browsing Bags– Lousesa Newman, Jennifer HallTait Elementary

60. Browsing Bags

67. Descriptive Feedback What’s working? What’s not? What’s next?

68. Descriptive Feedback Give a specific compliment Set a goal Have an action plan

69. Descriptive Feedback In guided reading groups In 1:1 reading conferences In whole class strategy sequences Choose a partner. What does descriptive feedback look like in this scenario? Report back to your table group.

70. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

71. My students need to learn to record notes when reading information text. Can I introduce the double-entry journal to my grade 2/3 class?

72. Students need: A model Guided practice in following the model An opportunity to practice the strategy, with support as needed Choice in the degree of complexity they use to complete the task