Information Page:

This page includes the general information about this writing program. The provided information on this page is the grade level, the behavioral and content objectives, the names of centers and their descriptions, the set up of the Writer’s Workshop, and the strategies that I will focus on. There will also be a description of how ELL’s will be included in each stage of the writing program.

 

Grade level:

1st grade

Objectives: Students will be able to…

Content Objectives:

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions).

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Behavioral Objectives:

Brainstorm to formulate ideas for writing.

Draft their writing from their ideas.

Remain focused on one idea throughout the writing process.

Present their writing and their ideas for their peers.

Use feedback to edit and revise in a order to improve their writing.

Self-reflect on what they could do what went well and what can be improved in their writing.

Collaborate with peers to gain feedback for writing.

Conference with teacher for one on one support.

Writer’s Workshop:

  • 5-15 minutes: Mini-lesson based on one 6+1 Traits of Writing.
  • 2-5 minutes: Where are you now?: I will have a formative assessment to see where students may need extra teaching.
  • 20-45 minutes: Writing Time: The teacher will either let students free write, write based on a prompt, or give an activity where the students practice the learned trait. The teacher will use this time to do individual conferences with the students.
  • 5-15 minutes: Sharing is Caring: Students share what they worked on during their writing time and gain feedback from their peers on what they did well and what can be improved.

 

Strategies:

I will focus on the the 6+1 Traits of Writing by incorporating them into the writing process.

6+1 Traits of Writing:

Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Presentations

Writing Process:

Pre-writing
Drafting
Revising
Editing
Publishing

ELL Inclusion:

 

Pre-Production:

Pre-writing: student will make simple doodles of what their brainstorming about.
Drafting: students will draw a more detailed image and write what in their own language about what their drawing. Using a translation dictionary, the students will translate key words.
Revising and Editing: since the students are only beginning their second language acquisition, they will not focus on correcting their errors, only coming in contact with the examples of student work.
Publishing: students will be given the opportunity to display their drawing on the student work board if they feel confident and then placed in their portfolio.

Early Production:

Pre-writing: students will create a list of words that they are brainstorming about.
Drafting: students will draw a more detailed image and using a translation dictionary and sentence starters they will complete a sentence about their image.
Revising: students will conference with the ESL resource teacher (if available) to improve their writing and their English through feedback. Errors will not be made the point, the meaning and formulation of ideas in the writing is the focus.
Editing: using the ESL resource teacher’s feedback, they will make adjustments to their writing.
Publishing: students will hang their work on the student work board and then placed in their portfolio.

Speech Emergence:

Pre-writing: students will create a web with short phrases about what they are brainstorming about.
Drafting: students will write in short simple sentences using the form of poems, songs, or chants. They will have access to a translation dictionary.
Revising: students will conference with me to improve their writing and their English through feedback. Grammatical errors will be pointed out, but the meaning they articulate in their writing is the main focus.
Editing: the conference notes will guide the students to improve their writing to convey the maximum meaning through their writing.
Publishing: students will be given the choice on whether or not they want to present their work. I will hang their work on the student work board and then place it in their portfolio.

Intermediate Fluency:

Pre-writing: students will develop their web with more connections and longer phrases.
Drafting: students will write in English with access to a translation dictionary. They will be encouraged to not focus on their errors until their complete idea has been written about.
Revising: students will peer conference with to gain feedback from their classmates. Their classmates will notice both their grammatical errors, their strengths, and the meaning of their writing as a whole.
Editing: the collaboration through the peer conferences will guide the students to make adjustments to their writing to be prepared for publishing.
Publishing: students will present and share their writing with the class and then their writing will hang on the student work board and placed in their portfolio.