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All Kids Writing – Yes It Is Possible!�@�

Reading for the Love of It�Feb. 12 & 13, 2009 

Faye Brownlie [email protected]

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Managing the Workshop

•  Work with large chunks of time •  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

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Model Guided practice Independent practice Independent application 

Pearson & Gallagher (1983) 

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K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria 

Pearson & Gallagher (1983) 

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Criteria – K/1

What’s Next for This Beginning Writer? – Reid, Schultz, Petersen 

Big, Bold, Bright  Make a picture 

Tell some leJers you know 

Try some sounds you know 

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Grade 2/3 WriOng Criteria 

•  An opening sentence with a hook 

•  Details 

•  DisOnguished words 

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Autumn Bear 

Author‐Diane Culling 

Illustrator ‐ Cindy Vincent 

Snowberry Books, 2007 

ISBN 978‐0‐9736678‐2‐0 

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One September morning •a piece of fog touched me.  As I looked out my window the gold leaves dri^ed out of the tree  as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migraOng south as if leaves followed them  it looked like they were air dancing.•    ‐Allyson, gr.2 

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•  As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao.  If feel couze with the blaket on you.  You feel like you want to stay home forever.  The wind hits your face it feels like somebudys teeching except it’s the breeze.     ‐by Jason, gr.3 

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•  When the Autumn wind blows it makes me shiver. It really makes me quiver.  The wind is cold and really bold, it feels refreshing on my face.  I get to keep my own pace.  My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play.  A^er the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool.       By Samantha, gr.3 

Autumn Wind 

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Grade 1 WriOng Criteria 

•powerful beginning •detail 

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Pinduli 

By Janell Cannon 

Harcourt, 2004 

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Colleen Reimer, Gr. 2/3 ‐ Study of the Planets 

•  AnOcipaOon guide ‐ read •  Web with a partner ‐ read 

•  Join another partnership ‐ add in blue •  Teacher adds informaOon 

•  Add to web in red •  Write to inform 

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Joni/Eleanor’s K WriOng 

•  Class is 80‐90% ESL, half day K •  3 heterogenous groups •  Resource teacher ‐ each group once a week for 40 minutes 

•  Classroom teacher focuses on language lesson 

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Joni Cunningham Spul’u’kwuks Elementary, Richmond 

Guess and Check Spelling 

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• 3‐5 words • Child must try the word ‘guess’ before asking teacher for a ‘check’ • Mini‐conference: • Word families • Previous lessons • Words around the room • Just ‘learn’ it • Underline leJers that are right 

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•  Use with all wriOng:  dra^s, journals, science, socials 

•  Date each entry •  A^er 10 pages per book •  Keep old ‘guess and check’ books to use as reference 

•  Use with parent conferences:  strengths, paJerns, how to help 

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Found Poems

•  Read a text to the students •  Students listen for phrases that they love –

powerful phrases – phrases they want to remember

•  By birthdays, students stand and say their ‘found poem’

•  Mix the order to hear different variations of the poem

•  Students write their own ‘found poem’

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Online literacy videos 

•  www.sd72.bc.ca Literacy Videos •  Clustering from Text 

•  Squiggles •  It’s All in the Bag