Standard 3 - Writing and Composition
Evidence Outcome:
Procedure:
Just outside the movie theatre.......When everyone had left the party..........Learning to swim was the best thing I ever did........
7. Send home note about parents helping children come up with three events to tell story about for the next day.
8. In groups of 3 each, pick one child to tell ONE of their stories. Group will evaluate if it is interesting and has good details with a 1,2,3 rating scale. Then only
storyteller moves and practices AGAIN telling their story to two others. Again, they evaluate details, beginning, middle, ending of story with a 1,2,3 rating.
This continues over the course of several days so that ALL children have a chance to tell their story twice before ever writing it down.
9. Create Anchor chart on transitional words that we used in our shared writing and that the teacher used in her writing. Explain to children that in their stories
they will need to vary their transitional words.
10. Begin writing in their writer's notebooks. Always take time to individually conference with children and then we also have whole group conferences as well
when we share someone's writing on the doc came. We will revise and reread together.
11. Daily write and have conferences until everyone is finished with at least one of their personal narratives.
12. Watch and rewatch the video on revising as this really explains this process in the best way I've seen. Form partners with students with one being the coach
and the other one the writer. The coach will then help writer revise. Always holding the coach and writer accountable is important in this process. I do allow
them to give each other a grade of participation. 1,2,3 or 4.
13. Watch editing video and do the same as step 12, but this time with editing.
14. Students will write their final copies. After they are finished, they will need to draw 4 pictures that go along with their story. When we publish this to
bookcreator, I take pictures of their pictures and then drop them into book creator. A parent then records the students reading their own books, we upload
this to ibooks and then the children read these ALL year long. We, also, send this ibook or pdf to parents by email.
Assessment:
Evidence Outcome:
- Write narratives in which students recount a well-elaborated event, include details to describe actions, thoughts, feelings, use temporal words to signal event order and provide a sense of closure.
- Organize ideas using pictures, graphic organizers or story maps
- Vary sentence beginnings
Procedure:
- A few weeks ahead of time, front load this genre by reading personal narratives books.
- Create Anchor Chart of getting ideas of what to tell your story about. These include vacations, life events, pets, celebrations, holidays, etc.
- Chart the characteristics of a personal narrative - watch part of slide show that introduce this. Use words I and me and my. Story will have a beginning, middle and end. It will show the passage of time. Your story will have a title.
- Teacher then will tell a personal story of her own and then write (model) this story in front of the class. Zoom in on small moments - Lucy Caulkins
- Review characteristics and then together tell the story of the field trip that whole class can participate in (or another event everyone has the same experience) and then do a shared writing piece as you write that story together.
- Share just the beginnings of personal narrative books. Chart good beginnings for students to use with their own stories. Read examples of stories as well.
Just outside the movie theatre.......When everyone had left the party..........Learning to swim was the best thing I ever did........
7. Send home note about parents helping children come up with three events to tell story about for the next day.
8. In groups of 3 each, pick one child to tell ONE of their stories. Group will evaluate if it is interesting and has good details with a 1,2,3 rating scale. Then only
storyteller moves and practices AGAIN telling their story to two others. Again, they evaluate details, beginning, middle, ending of story with a 1,2,3 rating.
This continues over the course of several days so that ALL children have a chance to tell their story twice before ever writing it down.
9. Create Anchor chart on transitional words that we used in our shared writing and that the teacher used in her writing. Explain to children that in their stories
they will need to vary their transitional words.
10. Begin writing in their writer's notebooks. Always take time to individually conference with children and then we also have whole group conferences as well
when we share someone's writing on the doc came. We will revise and reread together.
11. Daily write and have conferences until everyone is finished with at least one of their personal narratives.
12. Watch and rewatch the video on revising as this really explains this process in the best way I've seen. Form partners with students with one being the coach
and the other one the writer. The coach will then help writer revise. Always holding the coach and writer accountable is important in this process. I do allow
them to give each other a grade of participation. 1,2,3 or 4.
13. Watch editing video and do the same as step 12, but this time with editing.
14. Students will write their final copies. After they are finished, they will need to draw 4 pictures that go along with their story. When we publish this to
bookcreator, I take pictures of their pictures and then drop them into book creator. A parent then records the students reading their own books, we upload
this to ibooks and then the children read these ALL year long. We, also, send this ibook or pdf to parents by email.
Assessment:
- Students grade each other informally in the story telling activity.
- Students grade each other informally in the revising activity.
- Students grade each other informally in the editing activity.
- Teacher grades students informally in the writing conferences.
- Teachers grade students formally with writing rubric.