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Integrating Writing into the Reading Curriculum

Integrating Writing into the Reading Curriculum. CoSandra Haynes. The Benefits of Teaching Writing in Kindergarten. Writing enhances readiness and pre-reading skills. Writing benefits communication skills. Writing helps in all areas of your curriculum.

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Integrating Writing into the Reading Curriculum

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  1. Integrating Writing into the Reading Curriculum CoSandra Haynes

  2. The Benefits of Teaching Writing in Kindergarten • Writing enhances readiness and pre-reading skills. • Writing benefits communication skills. • Writing helps in all areas of your curriculum. • The writing experience leads to creativity. • Writing can enhance self-esteem. • Writing is fun! CoSandra Haynes, READ 7140, Summer 2006

  3. Making Writing a Habit in Kindergarten • If first-graders have come from a kindergarten classroom where writing is a natural part of their day, they move easily into a first-grade writer’s workshop (Dorn, Soffos, 2001). CoSandra Haynes, READ 7140, Summer 2006

  4. Conventional Stages in Writing/Spelling Development Transitional Phonetic Semiphonetic Precommunicative Scribbling/Drawing CoSandra Haynes, READ 7140, Summer 2006

  5. Can be observed at the beginning of kindergarten Practicing how to hold a pencil Motor control development Scribbles/Drawing CoSandra Haynes, READ 7140, Summer 2006

  6. Pre-communicative • Use scribbles • Use symbols to represent thought • Letter-like forms • Like to use uppercase letters • Limited understanding of phoneme-grapheme (letter-sound) relationships CoSandra Haynes, READ 7140, Summer 2006

  7. Semi-phonetic • Use letters to represent sounds • Have trouble communicating with vowels • May use space between words CoSandra Haynes, READ 7140, Summer 2006

  8. Assign letters to sounds that they hear Represent all sounds in words Writing can be read by others Phonetic CoSandra Haynes, READ 7140, Summer 2006

  9. Phonetic spelling example CoSandra Haynes, READ 7140, Summer 2006

  10. Transitional Includes a vowel in each syllable Applies spelling rules; may over generalize Spelling resembles standard English spelling Written words can be read Upper Developmental Stages of Writing/Spelling CoSandra Haynes, READ 7140, Summer 2006

  11. Transitional spelling example CoSandra Haynes, READ 7140, Summer 2006

  12. Conventional Aware of alphabetic principle Know basic spelling words Can spell words appropriately Upper Developmental Stages of Writing/Spelling CoSandra Haynes, READ 7140, Summer 2006

  13. This statewide writing assessment serves the purpose of improving writing and writing instruction. Administered to students in grades three, five, eight, and eleven. Developmental Stage Scoring Guidelines for 3rd grade Stage 1: Emergent Writer Stage 2: The Developing Writer Stage 3: The Focusing Writer Stage 4: The Experimenting Writer Stage 5: The Engaging Writer Stage 6: The Extending Writer Georgia Writing Test CoSandra Haynes, READ 7140, Summer 2006

  14. Overview of Writing Process CoSandra Haynes, READ 7140, Summer 2006

  15. Student Get ready, set…(stage) “Getting ready to write” Organize ideas Gather information Organizers Sequence organizer, story map, or specific topic organizer Teacher Model the prewriting strategy that you want the students to use when they do their own prewriting. Show students comparisons and contrasts with yours Take down students’ dictations Prewriting CoSandra Haynes, READ 7140, Summer 2006

  16. Student “Getting ideas down on paper” Use information prewriting organizer or drawing strategy Teacher Take your prewriting strategy and show students how to covert ideas into sentences. Provide encouragement and support Encourage developmental spelling Do not supply spelling Drafting CoSandra Haynes, READ 7140, Summer 2006

  17. Student Revising - “clarifying and refining ideas” Change or enhance ideas Rearrange information Teacher Post class draft Get suggestions Add, delete, rearrange content on class draft Revising CoSandra Haynes, READ 7140, Summer 2006

  18. Student “Cleaning up the grammar” Conference with teacher Teacher Provide editing visors as motivators Wikki sticks to practice using proofreading marks Transparency for editing purposes (not on student’s paper) Editing CoSandra Haynes, READ 7140, Summer 2006

  19. Student “Sharing with the world” Congratulate the authors in the room Teacher Post class published piece Provide time to share Decide whether to place the published pieces Publishing CoSandra Haynes, READ 7140, Summer 2006

  20. “I’m An Author” • A song to help you remember the steps in the writing process. CoSandra Haynes, READ 7140, Summer 2006

  21. Grouping Options Prewriting and Writing: • Whole group: The students will be grouped as a total group during the instruction and practice activities. • time-saving • consistency • Individual: The students will complete the assessment activities individually. • Individual assessments help teachers plan instruction CoSandra Haynes, READ 7140, Summer 2006

  22. Components of Writing Lessons The Writer’s Workshop Approach • Mini-lessons • Practice Session • Writing and Conferring Time • Sharing Time: “Share in the Chair” Sharing Time Mini-lessons Practice session Writing and Conferring Time CoSandra Haynes, READ 7140, Summer 2006

  23. Focus on a particular strategy or skill Based on the needs of the class as a whole 5 - 10 minutes Whole or small group arrangement Practice Teacher and students write together. Modeled writing, interactive writing, shared writing, or guided Approximately 5 minutes. Mini-lessons CoSandra Haynes, READ 7140, Summer 2006

  24. Writing Time • Use illustrations from prewriting • Students compose sentences to match pictures • Teacher conducts mini-conferences • 15- 20 minutes CoSandra Haynes, READ 7140, Summer 2006

  25. Share in the Chair • This is the author’s time to shine. • Students share with whole class or a small group. • Celebrate the writer’s accomplishments • Encourage the writer to enhance his or her illustration and writing. CoSandra Haynes, READ 7140, Summer 2006

  26. Integrating Writing into the Reading Curriculum Narrative Writing Kindergarten

  27. Pre-assessment prompt • The teacher will give each student a sheet of white paper. The teacher will ask the students to make sure that they have a sharpened pencil. The teacher will ask the students to draw a picture and write a story about a time when they received a new toy. The students will be encouraged to write about the events that occurred at the beginning, middle, and end of their experience. CoSandra Haynes, READ 7140, Summer 2006

  28. Georgia Performance Standards English Language Arts GPS: Writing ELAKW1 The student begins to understand the principles of writing. The student • a. Writes or dictates to describe familiar persons, places, objects, or experiences. • b. Uses drawings, letters, and phonetically spelled words to create meaning. Reading GPS ELAKR6 The student gains meaning from orally presented text. The student • e. Retells familiar events and stories to include beginning, middle, and end. • f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. CoSandra Haynes, READ 7140, Summer 2006

  29. Overview of Narrative Writing Unit • Day 1: Get ready, set, write a narrative piece • Day 2: Prewriting • Day 3: Writing • Day 4: Prewriting • Day 5: Writing CoSandra Haynes, READ 7140, Summer 2006

  30. Getting Ready for Narrative Writing Day 1:Introduction of Narrative Writing • Teacher: Mini-lesson • What is a narrative? • What happened in the beginning, middle, and at the end of the narrative? • Carle, E. (1995). The very lonely firefly. New York: Philomel. • Practice: Shared writing • How did you make friends on the first day of school? Assessment: Think of a time when you saw a fireworks show. Write a story about yourself. Tell what happened. What did you see, hear, and smell? How did you feel? CoSandra Haynes, READ 7140, Summer 2006

  31. Prewriting Day 2: Narrative Writing Unit • Lesson 1: Prewriting and Story Organizer • Teacher: Mini Lesson • What is prewriting? • Lionni, L. (1969). Alexander and the wind-up mouse. New York: Random House. • Practice: Shared writing and Class Story Organizer • “The boy who became a toy.” • Assessment: Individual Story Organizer • I want you to imagine that you are a toy that someone is throwing away. How do you think you would feel? CoSandra Haynes, READ 7140, Summer 2006

  32. Narrative Writing Story Organizer CoSandra Haynes, READ 7140, Summer 2006

  33. Scoring Guide for Prewriting Stage of Narrative Writing CoSandra Haynes, READ 7140, Summer 2006

  34. Writing Day 3: Writing – from pictures to words and sentences • Lesson 1 continued… • Teacher: Mini Lesson • How to use your pictures to help you write sentences • Practice: Shared pen • Use Class Story Organizer from previous day • Write sentences that describe the beginning, middle, and end pictures • Assessment • Use Individual Story Organizer from previous day • Write sentences that describe your beginning, middle, and end pictures CoSandra Haynes, READ 7140, Summer 2006

  35. Scoring Guide for Drafting Stage of Narrative Writing CoSandra Haynes, READ 7140, Summer 2006

  36. Prewriting Day 4: Narrative Writing Unit • Lesson 2: Prewriting our second narrative piece • Teacher: Mini-lesson • Review prewriting • Encourage students to add more details to their pictures • Bang, M. (1999). When Sophie gets angry- really, really angry… New York: The Blue Sky. • Practice: Shared writing and Story Organizer • Draw and label pictures of: “The day I got really, really angry!” • Assessment: Individual Story Organizer • Draw and label pictures of: “ My Happiest Day Ever!” CoSandra Haynes, READ 7140, Summer 2006

  37. Writing Day 5: Writing – from pictures to story • Lesson 2 continued… • Teacher: Mini-lesson • State a sentence that could describe this picture. • Use drawings and labels to write sentences and words • Practice: Shared writing and Class Organizer from previous lesson • Write sentences that describe the beginning, middle, and end of our story: “The day I got really, really, angry!” • Assessment: Individual Organizer • Write sentences that describe the beginning, middle, and end of you story: “My Happiest Day Ever! CoSandra Haynes, READ 7140, Summer 2006

  38. Integrating Writing within the Reading Curriculum Informational Writing Kindergarten

  39. Pre-assessment prompt • The teacher will give each student a sheet of white paper. The teacher will ask the students to make sure that they have a sharpened pencil. The teacher will ask the students to draw pictures that explain how to get on and ride a bicycle. The teacher will ask the students to write down the steps in getting on and riding a bicycle. Alternative prompts: • Instructions on how to get on and slide down a sliding board • Instructions on how to swing CoSandra Haynes, READ 7140, Summer 2006

  40. Georgia Performance Standards English Language Arts GPS: Writing ELAKW1 The student begins to understand the principles of writing. The student • b. Uses drawings, letters, and phonetically spelled words to create meaning. Reading GPS: ELAKR1 The student demonstrates knowledge of concepts of print. The student • a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. ELAKR6 The student gains information from orally presented text. The student • e. Retells familiar events and stories to include beginning, middle, and end. CoSandra Haynes, READ 7140, Summer 2006

  41. Overview of Informational Writing Unit • Day One: Get ready, set, write an informational piece • Day Two: Prewriting • Day Three: Writing • Day Four: Prewriting • Day Five : Writing CoSandra Haynes, READ 7140, Summer 2006

  42. Informational Writing Day One: Introduction to Informational Writing • Teacher: Mini-Lesson • What is informational writing? • Carle, E. (1969). The very hungry caterpillar. New York: Philomel Books. • Practice: Shared writing and Class Story Organizer • Draw pictures of the foods that you ate last week. The foods may be listed under the day of the week that you ate them. “A Week of Food” • Assessment: Individual Story Organizer • Draw pictures of yourself as a baby, growing infant, as a kindergartener • “The Very Hungry Baby” CoSandra Haynes, READ 7140, Summer 2006

  43. Prewriting Day 2: Prewriting with pictures • Lesson 1: Prewriting our first informational piece • Teacher: Mini-lesson • Review prewriting and informational writing • What does the word sequence mean? • What are directions? • (No Author). Peanut Butter and Jelly. (1987). New York: Penguin Books. (Literacy bag) • Practice: Shared writing and Class Story Organizer • Draw pictures: How to make a glass of kool-aid. • Assessment: Individual Story Organizer • Draw pictures: How to prepare a bowl of cereal. CoSandra Haynes, READ 7140, Summer 2006

  44. Organizer for Informational Writing CoSandra Haynes, READ 7140, Summer 2006

  45. Scoring Guide for Prewriting Stage of Informational Writing CoSandra Haynes, READ 7140, Summer 2006

  46. Writing Day 3:Writing – from pictures to writing directions • Lesson 1 continued… • Teacher: Mini-lesson • How to make pictures “readable.” • Practice: Shared writing and Class Story Organizer from previous day • Write sentences : How to make a glass of kool-aid. • Assessment: Individual Story Organizer • Write sentences: How to prepare a bowl of cereal. CoSandra Haynes, READ 7140, Summer 2006

  47. Scoring Guide for Drafting Stage of Informational Writing CoSandra Haynes, READ 7140, Summer 2006

  48. Informational Writing Day 4: Prewriting with pictures • Lesson 2:Prewriting our second informational piece • Teacher: Mini-lesson • Review how to sequence pictures of a story • Harrison, D. (2001).When cows come home. Pennsylvania: Boy Mills Press. • Practice: Shared writing and Class Story Organizer • Draw pictures to show what a hen (or another farm animal) may do when it goes to the barn at the end of the day • Assessment: Individual Story Organizer • Draw pictures to show what you do when you come home at the end of the day CoSandra Haynes, READ 7140, Summer 2006

  49. Informational Writing Day 5: Writing – from pictures to story • Lesson 2 continued… • Teacher: Mini-lesson • Encourage students to add more details to pictures • Practice: Shared writing and Class Story Organizer form previous day • Write sentences using the class organizer to show what a hen (or another farm animal) may do when it goes to the barn at the end of the day • Assessment: Individual Story Organizer • Write sentences using your story organizer to show what you do when you come home at the end of the day CoSandra Haynes, READ 7140, Summer 2006

  50. Accommodations and/or Modifications Cultural and Linguistic Needs • Make sure activities and instruction are not culturally bias. Bring in all items that will be used and referenced to during instruction. Allow learner to participate and to reenact activities. Developmental Delays (fine-motor issues) • It may be easier for the child if he uses a pencil grip or a slantboard. Special paper with raised lines may help a struggling writer stay within the lines. • Give student only plain white paper. \ CoSandra Haynes, READ 7140, Summer 2006

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