NAME OF STRATEGY: COOPERATIVE STRIP PARAGRAPH CATEGORY: READING AND WRITING

RESEARCHERS AND OR ORGINS:

Adapted from Nancy Whisler and the Group Frame Editing checklist comes from UCI (University of California Irvine) Writing Project Krashen says that, Merely writing does not make one a better writer. Reading and thinking about your writing (metacognition) makes one a better writer.

WHAT

IT LOOKS LIKE

KEY POINTS: WHAT: A strategy from Nancy Whisler that teaches the entire writing process utilizing the teams to come up with supporting details from the process grid. WHY: WHY: Modeling expository text and the writing process Explicitly teaches revising and editing skills in a low-anxiety Teams write in their own color to promote ownership environment due to the fact that the team has created the Builds and promotes fluency and automaticity sentence, not an individual Becomes grade level text in the content area Scaffolds how to gather ideas from the process grid or expert Content-based reading for emergent readers group text Authentic source of revision and editing Models the writing process, writing skills, metacognition, and Negotiating for meaning quality of writing Facilitated writing Models how to make sentences clearer and how writing makes Metacognition sense to readers Daily oral language process Teaches writing process Models organization, voice, mechanics. Utilizes the 6 Traits of Standards-based, student-generated texts Writing Models and scaffolds editing and how to use editing marks to The writing is used a teaching tool, to teach writing conventions check for spelling and punctuation appropriate to grade level Helps students write to a prompt. HOW: Teacher provides topic sentence-sets the stage for type of writing, example: a compare and contrast, sequential, or cause and effect paragraph. Asks, What do you think are the important or scientific words in the topic sentence? Highlight key words . Prewriting your topic sentence can save time, but dont forget to read it with the students (having them read it also) and highlight the important words wit h them in the topic sentence. This helps teach them to write to a prompt and how to write a closing sentence using the highlighted words. Teacher models a sentence as he/she walks the process grid pulling examples sentences using the categories. Model higher level sentences using information from the process grid Students get information from the process grid using the teachers model Teams agree on a sentence as a group, they say it to the teacher, teacher approves, students write on a sentence strip, place in pocket chart. Use and check off things from your editing checklist in order from the beginning. Ask whymetacognition First time doing the coop, teacher may model giving the reason why changes were made.---Scaffolding and as students become more comfortable with the process release the responsibility to them. Use with students when at least one student in the group can write. Primary and prewriting students do a group frame where the teacher writes dictated sentences from the students. Highlight what the students like or what makes the writing interesting or compelling. Repeated readings for fluency and automaticity. Model combining to make complex sentences Corrections are done by teacher in black. We do not ask permission to rip the sentences. Just do it and explain why you are doing it. Asks students to approve any changes to their own sentences and make suggestion for others. Go back to SPCare there any words we could add to make this paragraph more descriptive? Teacher models metacognitive suggestions, eg "I think this would be clearer because......." Allows students to negotiate for a concluding sentence, based on highlighted words in topic sentence, in teams and in whole group. Scaffolds how to paraphrase the topic sentence in order to arrive at a concluding sentence Teacher is the final editor

VARIATIONS AND EXTENSIONS:

Types the final copy of the coop strip paragraph Utilizes the text as a reading resource for guided reading, shared reading, and independent reading