september 30. i can write fluently to a variety of prompts. i can explain writing that is used to...

September 30

I can write fluently to a variety of prompts.

I can explain writing that is used to express and reflect.

I can describe the best practice structures.

I can synthesize best practice research to write a paper about my writing instruction.

Quick Writes Community

Talking Chips Remembering our Learning

Research Kelly Gallagher

Chapters One and Two The Common Core State

Standards Anticipation Guide Discussion

Providing feedback Gallagher Style

Best Practice Structures Response Groups :

Chapter two Book Presentation Lesson:

6+1 Traits Sign up for 6+1 Traits

lesson using a mentor text Share Mentor Texts Research Sample

Picture Videos

Show the writing page on doc camera….let it run….

https://www.youtube.com/watch?v=XjJQBjWYDTs

https://www.youtube.com/watch?v=BOksW_NabEk

Favorite Mistake The Bucket List Neighborhood spot Sentence starter like: I

appreciate________ because ________________________

The Road Not Taken Forgive my Guilt Reverses poem What My Childhood Tasted Like Childhood Games

A Hard Moment A Watermark Event A Family Photo Personality Type: Agree or Disagree? Treasured Object What Are Your Dreams? Top 10 Lists So What? Why Should I Care? Memory Moments

I teach so I can learn A calloused heart is tougher

Write three –Stand up-Hand up-Pair up

Quiz Quiz Trade

These can be used for quick writes also

See chart

Word, Phrase, Sentence (Text Rendering Protocol)

Compromise to share out How does this information fit into the

chart?

Find Someone Who Stand UP/Hand UP/Pair UP Line Up Groups Talk Response Groups Find the Fib Quiz, Quiz, Trade Walk around Survey Clock Buddies Talking Chips Anticipation Guides

Best Practice StructuresCommon Core State Standards

Giving FeedbackResearch project

Best Practice Structures Jigsaw Create a Poster

Line up then count off by skipping people

Anticipation Guide What do you noticeWhat can you add to the chart?

What would be your top ten list? IndividualTable Compare

Title Author Summary of the text Mini lesson you would teach

How will you use it to teach about writing Which trait will it address? (256-260, 177-

178)

My Sample At least 10 books That cover at least each trait once! See Toolbox pages for explanation We will share as a gallery walk on

November 18th This is for 150 points. Make it usable for

you!

Response Groups 10 minutes per person

Writers reads without explanation or apology

Listeners read the piece silently and then have a discussion without writer’s input

The writer is taking notes. They are a ghost.

(Last 2 minutes writer can ask questions or answer questions)

6+1 Writing Traits 30 minute presentation Teaching and engaging the class in your

book

Groups of 2-3

Ideas Word Choice Sentence Fluency Presentation Organization Voice Conventions

See web page under assignments 70 pts. Teach a writing mini lesson

from one book of your choice that effectively models one of the 6 Traits or a writer’s craft (10-minute for teacher lead with another 5-10 for the students to write)

  10 Include your lesson plan 10 Name the learning target: Common Core

State Standard in writing 10 Name and describe the trait of writing or

Craft - 15 Use the mentor text to model the trait –

Read all or part of the text 10 Engage the group in reflection of the

reading 15 Engage the group in writing or rewriting

Love and Logic

1. Read Chapter Three2. Using the research that we’ve read write

your own statement of best practice writing instruction (double spaced 1 ½ - 2 pages) 1. Audience: Interview team

2. Content: Philosophy and written statement of what you will do or have done

3. Purpose: Inform and persuade them to hire you!

3. Write on the Blog

Conversation: Can students talk to each other during this activity/transition?

Help: How can students ask questions during this activity/transition? How do they get your attention?

Activity: What is the task/objective of this activity/transition? What is the expected end product?

Movement: Can students move about during this activity/transition? Can they sharpen their pencil?

Participation: What does appropriate student work behavior for this activity/transition look/sound like?