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Writing

exactly the same as last week - I got very little taught because of assembly
 * week of 3/10**

begin typing feature articles begin writing poetry - we have a guest poet come in on Thursday. We're using his visit to kick off our poetry unit. Focus on free verse - I don't allow the kids to write rhyming poetry (I'm happy to discuss the reasoning behind this)
 * week of 3/3**
 * choose topics
 * introduce line breaks
 * sensory details

Finish up Feature Article Unit: Choosing text features to include (this got bumped from last week) editing - capitals/punctuation Have a go - spelling organization Friday: reflection letters we'll basically have a repeat of this next week - thanks to Bonnie many of them have started drafting - but that's it. Hopefully we will dig in deep next week. We'll begin drafting next week - pulling their writing out of their notebooks and getting it on to draft paper
 * week of 2/24**
 * week of 2/10**
 * week of 2/3**

Review topic sentence/details - each subtopic should have a topic sentence and at least 3 detailed sentences

Anticipating readers' questions - We've talked about this a bunch on an individual basis when writing reflection letters. I think this is something that can help them with a lot of their writing. - What I typically say - What will your reader be wondering? What will your reader not understand?

Finally, I will ask them to consider what text features they would like to include in their article. They need to choose at least 3. Bold words and subheadings are required by all - so they will not be a choice.

share mentor text - feature article - what do you notice? choosing subtopics (2-3 per child) topic sentence/key details
 * week of 1/27**





These organizers might help (also sent them on email)! Also, since you've been doing a lot with categories lately, we have been talking about that in speech group on Fridays A LOT. Hopefully that preview will help them... -BN Thanks Bonnie! :o)Mel

P.S. This afternoon I'm switching up my plan a little. Last week they brainstormed "bold" words they can include in their writing. Today we're going to make sure they've included some of their bold words. P.P.S. One of our friends is writing her "article" as a story about her time in Florida. She needs some help turning it into an expository text. We can switch her topic, or keep it the same. Whatever is reasonable.

__Tuesday__ - continue free writing about topic
 * week of 1/21**

__Wednesday__ - choosing specific words to include in each subtopic

__Thursday__ - topic sentence - specific details

__Friday__ - self editing strategies - introduce editing partners


 * Ugh. Just remembered. Rod is pulling all Grade Level Leaders out of the classroom Wednesday to work on School Improvement Plan. So my plans will probably get jumbled due to sub. :o(**

week of 1/6
 * __ Monday __ - write all about their topic. This will give them some opportunities to think about which topic they good really write lots about. **


 * __ Tuesday __ - Make final decision about topic. Choose best 2-3 subtopics. (The ones they know most about. The ones they're most excited to teach about.) Create a web for each subtopic. **


 * __ Wednesday __ - I'm at LTF this day. If I end up with writing this day it will be a free write. I'll probably skip it and have them practice something for word study. **


 * __ Thursday __ - We are going to the Museum of Science this day. **


 * __ Friday __ - Reflection Letter - Starting sentences with different words **

week of 1/6** As you can imagine, we didn't quite wrap up Open Response on Thursday. They are working together to build a community open response based on "Moe McTooth." We started this on Thursday and will finish on Monday. I'm giving the midpoint assessment on Tuesday based on the text "Stevie." I will read the text aloud to 4 of our friends as I did we the pre-assessment.

Open response will not go away. They will experience it once/week during our MCAS practice during Reading Workshop time.

Our next unit will be nonfiction/feature article writing. They are expected to do the following: (they can create this or find it on the internet)
 * 1) Choose one topic that they know lots about.
 * 2) Narrow the topic down to 2-3 subtopics that they also know lots about.
 * 3) Write 2-3 subtopics - without research ** * **
 * 4) Identify key words that are topic specific to make bold
 * 5) Research 1 subtopic that is still related to the original topic
 * 6) Write the additional subtopic into their feature article
 * 7) Include at least 1 diagram, map, photograph with caption that enhances their readers comprehension


 * I purposely do not ask them to research for the first couple of subtopics so we can focus just on the writing. In the past when we have done all of the writing based on research, we've spent all our time and energy focused on that and not a lot of time focused on the craft of the writing.**


 * This week we will begin choosing topics/subtopics. They will write in their Writer's Notebooks "all about" that topic so they're sure they have enough information in their head.**

I'm going to do a final wrap up of Open Response this week. We will score some student samples together using our rubric. I will give a mid-point assessment on Friday.
 * week of 1/2**

We will continue to do one Open Response weekly, but we won't be focusing on it during Writing Workshop any more.

We will either begin persuasive writing or nonfiction/feature article writing the week of 1/9.

continuing with Open Response this week but we're going to add TTQA to it (so far we've just been focusing on finding examples in the text) I'm still looking for questions with modified texts for our struggling readers.
 * week of 12/16**

P.S. I just want to make sure we are holding our strugglers to the same expectations. I expect them to copy words that are on the page/worksheet they are working on so those words should be spelled correctly. I also expect them to use some degree of capitalization at the beginning and punctuation at the end of sentences - this is especially true if they are just writing at the sentence level. Finally, I expect them to edit out their "random" capitals that are scattered throughout their writing. I definitely want them to focus on the content of what they are writing first. But I always expect them to edit to this degree before they finish their work for that assignment. Thoughts?

Continuing open response this week. We will spend one or two more days focusing on finding examples from text. Later in the week we will add on TTQA. I need some more texts with questions at Level J/K to use for some of our friends. The grade level texts are way too hard.I can see what I have. How long? LK It would be great if they were similar in length to the MCAS pages. The shorter Level J texts have worked fine. But we don't need to be limited to that. Thanks! :o)Mel Can anybody help with that? I'll take a look downstairs and see what is in the bookroom. I don't have any leveled texts in my room, however.
 * week of 12/9**


 * week of 12/2**

Starting Open Response this week:

__Tuesday__ - give preassessment for open response (I'm worried about some of our friends reading the text. Should they have it read aloud to them?) @Lauras - Can this happen at 1:30 in the Learning Center? __Wednesday__ - OR - Henry Hikes to Fitchburg - Some of our friends will have it read to them - Focus on finding examples from the text __Thursday__ - OR Armadillos - Some of our friends will have it read to them - Focus on finding examples from the text
 * This week will be without worrying about TTQA - just focus on finding the examples in the text.**

week of 11/25
 * It will also be a slow week in W.W. We didn't start Open Response last week. I'm going to hold off until after Thanksgiving. **


 * I had them writing captions for continent posters I have for Social Studies. I was surprised to see lots of phrases/non-sentences. I went over complete sentences on Friday (or maybe it was Thursday … :o) I'm going to have them correct that work this week. **

week of 11/18
 * Also - They will edit their titles for capitalization and spelling. I'm going to give them time to finish illustrating their covers. **


 * __Monday__ - no writing this day (Lauras, It's still okay for you to take A and J)**
 * __Tuesday__** - **personal narrative assessment - Lauras - Can our friends take it in the Learning Center? I'm giving it at 1:00.**
 * __Wednesday__ - typing personal narratives in the computer lab - 1:00-2:00**
 * moving on to the open response unit**
 * Intro. Turning the question around I will go over this with the kiddos when I see them on Friday **
 * Intro. Giving examples from the text to support answers**

week of 11/12
 * Can we discuss at consult this week which mechanics to focus on for each child? I think it will be more effective if we all focus on this together. I agree. **


 * __Tuesday__ - choosing places to develop with dialogue/action/thought**
 * Exactly what did the character say?**
 * Exactly what did the character do?**
 * Exactly what did the character think?**
 * __Wednesday__ - revise endings**
 * __ Thursday __ - edit for caps/punc/proper nouns **
 * edit for spelling - choose 3 words to use with Have a Go **
 * __ Friday __ - transition words in reflection letters I can talk to A about this today, and practice when sequencing **

week of 11/4


 * This stuff is repeated from last week because we never got to it... :o(**


 * __Wednesday__ - look for places to develop - adding what we said/did/thought (visualize to help us remember) **


 * Check out C's work on this- it's great!! -B **
 * __Thursday__ - effective endings - stay away from - and then we went home... make the ending closer to your seed moment **
 * __Friday__ - Reflection Letter - intro. transition words **


 * I am working on syllabication with N, and breaking apart multi-syllabic words for spelling. Lauras- are you working on this in Wilson? -B **

week of 10/28
 * __Monday__ - continue drafting seed story **
 * practice spelling unknown words -Some of them are getting very hung up if words are spelled incorrectly. I want them to spell their best, but I want them to take more risks. I also want them to practice using what they know to spell unknown words. **
 * __Tuesday__ - begin with an effective lead - They will write a couple of different possibilities and then choose which one they think works best. **
 * __Wednesday__ - look for places to develop - adding what we said/did/thought (visualize to help us remember) **
 * __Thursday__ - effective endings - stay away from - and then we went home... make the ending closer to your seed moment **
 * __Friday__ - Reflection Letter - intro. transition words **


 * I was also thinking that we should choose one convention to focus on for each of our babes. I don't think it's going to be the same thing for each kid. **
 * Some kids are putting random capitals everywhere. Others are still developing a sense of sentence - hearing where the end of a sentence is. Another one is struggling to be sure her writing sounds right. Can we talk more about this at consult? I think if we all focus on the same thing for each kid we'll get more bang for our buck. **
 * This is great idea. I have a few thoughts on this, but I'll save it for consult since it's student-specific! **
 * -BN **
 * *Lauras, Can you include what you plan to work on with pull out in writing each week? That way we can reenforce what you are teaching in there. Thanks! **
 * Bonnie, as you work on personal narratives, if there are any other strategies that you think would be effective - please let us know! :o) I continue with what you are doing in class that day. Definitely. **
 * Absolutely! We haven't done any work on that yet this year, but I think we will be soon... -BN **

week of 10/21
 * choose a seed story to develop into a story**
 * storytell story to a partner - tell it long...**


 * Tuesday - write Thank you note to Mr. Brenhiser - bike rodeo**


 * visualize to remember details**
 * use "timeline" to plan story**
 * begin drafting**


 * In speech we are currently focusing on word retrieval strategies (file below), but I will begin to incorporate personal narratives as we wrap them up this week. -BN **
 * Bonnie, The document looks great! Is this something we can pull out for them if they are having trouble retrieving a word during writing times? **
 * Absolutely! **
 * *Lauras, Can you include what you plan to work on with pull out in writing each week? That way we can reenforce what you are teaching in there. Thanks! **

week of 10/15
 * continue collecting entries - focused on small moments (personal narratives)**
 * I can start talking to my four about this, and brainstorming examples of small moments. What format are you using to teach this? The watermelon and seed one? - BN Yes - watermelon/seed **
 * independent problem solving - when you're stuck - no raising hands during W.W.**
 * spell "well" as you go - basically spelling words around the room/words in their head correctly**
 * spelling unknown words**
 * choose story for drafting**

week of 10/7


 * Introduce (finally!!!) Writer's Noteboks**
 * focus on writing fluency**


 * brainstorm topics**
 * Think of a person, list memories with that person**
 * Think of a place, list memories at that place**


 * focus topics on small moments**
 * I can chat with them about "small moments" on Friday**
 * spell unknown words**

building independence - What can you do to solve your own problems.

I'll use the topics from class when the two students come out out writing. Rubric will come soon.