1 K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White
2 Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate with K-1 teachers
3 Common Core Three Types of Writing 1. To provide opinions (K-5) 2. To inform and explain 3. To write narratives
4 CCSS Opinion Writing Expectations Kindergarten Use combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about a topic or book (e.g. My favorite book is ) 1 st Grade Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
5 Gradual Release of Responsibility Model Teacher Directed Joint Practice Scaffolding Student Practices Under Teacher Guidance Independent Use The teacher does all the work through modeling and demonstrating. Think Aloud is a core strategy. The teacher invites the student to participate. Students do the work with help from the teacher. Students read and write for different purposes. I DO I DO YOU DO YOU DO YOU WATCH YOU HELP I HELP I WATCH
6 Model, Model, Model
7 Getting Started Define opinion for students Introduce opinion writing by activating students thinking about a topic or book Model the language Give students opportunities to talk about their opinions Provide prewriting activities to prepare them for successful writing Provide Structures for Opinion Writing
8 What is an Opinion? An opinion is the way you think or feel about I like the slide the best! something. I like the swings the best!
9 You can agree or disagree with someone else s opinion. I like the slide the best because it goes fast! Because an opinion is what YOU think, it can t really be wrong especially if you have reasons for your opinion! I like the swings the best because they go high up in the air!
10 Using TPR to Support Learning Model use of TPR (Total Physical Response) in defining opinion Have students use motions to define opinion Let s try it!
11 Remember the value of anchor charts!
12 Vocabulary for Stating An Opinion I think I feel I like. / I don t like. My favorite part My favorite thing This was interesting This was sad The book is so
13 Vocabulary for Supporting An Opinion Because.. When. The reason. One reason. Vocabulary for Concluding an Opinion Statement I think I feel I suggest I would recommend
14 Language Development and Writing If you can t say it, then you can t write it.
15 Turn and Talk
16 Writing About Topics Hook students with topics they can relate to Provide introductory activities Model vocabulary of opinion Prepare students for writing Prewriting Writing
17 Topics for Opinions Food Pets Things to do at school 1 Minute Brainstorm At your table, see how many topics you can generate for your students to write opinions about!
18 A Fruity Game Create a set of cards based on a topic. (Fruit) Read a few cards to students and model an opinionated response. Pass out one card to each student. Have students stand up, put their hand up and find a partner. Each student takes turns asking the question on the card. After each student has responded they SWITCH cards and repeat the process several times.
19 Class, Group, or Individual Activity Vote on favorite fruit for class Group students into favorite fruit groups or have them work alone as appropriate Draw or complete a graphic organizer Write
21 Now Draw or Write Kindergarten 1 st Grade
22 Would you rather? Picture card game Choice of two things or more? Ask why or why not?
23 Which Pet??? Tell students they are going to give their opinion about which pet they would like to have. Read stories or information about different pets. Ask them to think about which pet they would rather have. Guide them with the language of opinion. When we give our opinion we usually have a reason. Show students reasons that come from the story for each pet.
24 All About Hamsters A hamster is a small, furry animal. It looks like a mouse. A hamster has a short tail. Hamsters like to eat fruit, seeds, and plants. These chubby animals eat and play at night. Hamsters are fun to watch after the sun sets.
25 Puppy Care If you get a puppy, you must take care of it. It will need food and water every day. You will have to give your puppy baths. If your puppy has long fur, you will have to brush it. Don t forget to clean up after the puppy.
26 Interactive Language Based Response Teacher model and provide a stem. Students Turn and Talk I want a for a pet because.
27 Moving to Writing Kindergarten 1 st Grade Draw, dictate or write. State an opinion or preference. Introduce topic and state an opinion. Supply a reason for the opinion Provide some sense of closure.
28 Class Opinion Writing Data Collection Brainstorm Facts or Reasons Complete Organizer, Prompt or Drawing
29 What Cookie do You Like Best? Have one person from your table come and get a plate of cookies. Each person should eat one of each kind. Individually choose which cookie you like the best. Draw and complete a circle map with your reasons. Write.
30 Ideas for March clover rainbow Would you rather find a clover or a rainbow? My answer: (circle one) clover rainbow My reason:.
31 Kindergarten Draw Complete the sentence frame: I would like to find a.
32 Reasons Reasons why I would like to find a four leaf clover. Reasons why I would like to find a rainbow.
33 I would like to find a because. I think.
34 First Grade I really want to find a because. I think it would be. I would love to find a!
35 Graphic Organizer w/ Reasons Introduce topic and supply a opinion. Reason Reason Reason Conclusion
36 A Few More Ideas Fruits and Veggies: You can only pick one to eat for the rest of the year. Which would you choose and why? Give at least 3 reasons. What Should I Do at Recess?: Pretend there is a new student and they want to know what to do at recess. Your job is to tell them what you think is the BEST activity and give three reasons why! Santa vs. the Tooth Fairy!: Both the tooth fairy and Santa Claus have a tough job trying to keep kids happy, but whose job is harder? Give at least 3 reasons why!
37 Your Turn Choose a topic your students can form an opinion about. Determine your activating/introductory activity What support for prewriting will you provide?
38 Writing Opinions about Books Kindergarten: name of the book they are writing about and state an opinion or preference about a topic or book (e.g. My favorite book is ) First Grade: name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
39 Gradual Release of Responsibility Model Teacher Directed Joint Practice Scaffolding Student Practices Under Teacher Guidance Independent Use The teacher does all the work through modeling and demonstrating. Think Aloud is a core strategy. The teacher invites the student to participate. Students do the work with help from the teacher. Students read and write for different purposes. I DO I DO YOU DO YOU DO YOU WATCH YOU HELP I HELP I WATCH
40 One Approach-Mentor Texts Start with revisiting previously read and enjoyed books. Talk to students about what they liked and disliked about a book. Select a book and read to students. Turn and Talk with partner. I liked because.
41 A Focus on Feelings or Thoughts Use visuals to guide students toward more complex vocabulary!
42 A Focus on Elements Setting Characters Major Events
43 What s Your Opinion? Draw a picture and write about your favorite part of the book.
44 Write and Opinion and Back it Up! Kindergarten
45 Write and Opinion and Back it Up! Kindergarten/ Beginning First
46 A Progression of Opinion Organizers Draw a picture about your favorite part of the book. Name the book. Name the book. Draw and write about your favorite part of the book with a reason/example. Title: My favorite book was (Title). One of the was when _(back it up! Tell about your favorite part.).
48 A Progression of Opinion Organizers Write the Author s Name Write the Title of the Book. Opinion (interesting, funny, exciting, sad, scary, happy) Back it Up! Write about your favorite part from the book. Conclusion This book is.
49 Providing a Sense of Closure Explain to students that after you write about a book they can tell the reader why! Why? What do you want to tell a friend about the book? How does the reader know I am finished writing about this book?
50 Some Ideas for Closure That s what I like about this book! I think everyone should read this book! 1 Minute Brainstorm At your table, see how many different ideas you can generate to teach student how to bring closure to their writing.!
51 Your Turn Take a book to your table. What are the different ways you could guide your students to develop an opinion writing on the book?
52 Notes to Recommend Books Have students write notes recommending books. I like this book because. Place their notes on a bulletin board by the reading center, along with the accompanying books. Have students read recommended books and write a follow-up or response note.
53 A Word About Assessment Idea #1 Use Common Core Appendix C Study the student writing for your grade level Look at the annotation from the writing sample Use it as a tool to plan instruction for your students. Idea #2 Use simple rubrics to gauge your students progress with opinion writing. Here is one resource: 12/01/12/ccss-aligned-rubricsk-12/
: Instructional Strategies: DAY 1 Students will participate in a cold-write of an opinion. Advanced Graphic Organizers, Instructional Conversations facilitated by purposeful use of Participation and Discussion
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