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Goal
To learn about the wri/ng instruc/on in California Treasures
Kindergarten-2nd Grade

What Research Says


Research suggests that instruction for reading should include a substantial component dedicated to writing instruction. Daily use of interactive writing has been effective in introducing and reinforcing many of the skills necessary for literacy development.
Brotherton and Williams, 2002

Research supports the idea that writing instruction also improves reading comprehension.
Biancarosa & Snow, 2006 -Reading Next

Research Based Writing


Predictable Structure

Consistent feedback

K -2 Five-Day Wri5ng Plan

Explicit Instruction
Explain/Model
I do.

Guided Practice

We do.

Practice/Apply

You do.

Model of a Week Of Instruc/on Primary Example

Kindergarten Weekly Wri5ng


When: Daily Purpose/ Ra5onale: To develop a wri5ng focus for the week (ie: Labeling, list, book 5tle. ) Method/Syntax: -Shared Wri5ng -Interac5ve Wri5ng -Independent Wri5ng

Kindergarten Focus
-Connecting sounds to letters to write words, express simple ideas. -Shared writing - Interactive writing -Dictation -Sentence starters -Independent writing

Writing focused on 6 traits

Unit 3 Week 3 Write using sentence frame

Day 1 Shared Writing Create a List. What other things with wheels might Duck ride on?

I Do

Day 2 Interactive Writing

Duck on a _________ .

We Do

Suggest something Duck would have fun riding. Illustrate.

Day 3 Independent Writing Have children choose a vehicle for Duck to ride. Children write and finish the sentence frame Duck on a _____ .

You Do

Day 4

Revise, Edit

Teachers Resource Book

Day 5 Independent Writing - Publish

Duck surfed to school and got water all over the floor.

Day 5 Independent Writing - Publish


Good readers -Read loudly enough so that we may hear. -Read in a tone that shows that the Duck was surfing . -Make eye contact

Duck surfed to school and got water all over the floor.

Independent writing- Publish

Teachers Resource Book

Dig In
Count o at your table into three groups. Each group takes one week of wri5ng instruc5on in a Kindergarten Unit. ARer 15 minutes, share your ndings addressing the following ques5ons:
How is the instruc5on similar within each week? How is it dierent? What is the purpose and ra5onale for each of the daily wri5ng lessons?

1st Grade Focus


-Writing Complete Sentences -Connecting sounds to letters to write words, express simple ideas. -Interactive writing -Shared writing -Dictation -Sentence starters -Independent writing

California Standards-1st

CALIFORNIA Treasures: Grade 1 Scope and Sequence At A Glance Unit 1: Personal Narrative Unit 2: Narrative Story Unit 3: Description Unit 4: Book Report Unit 5: How to Article Unit 6: Expository Report

CALIFORNIA Treasures: Grade 1 Focus Write Strong Sentences: Sentence, Question, Exclamation Traits: Ideas, Organization, Voice, Word Choice Sentence Structure, Conventions Writing Process: Prewrite, Draft, Revise, Edit, Publish, Present

Gr 1 U1 Wk 5

Set the stage with Reading

Gr 1 U1 Wk 5

Day 1 Shared Writing Create a list of what people do with friends. Add why they like doing those things with friends. I played ____ with ____.

Day 2 Interactive Writing Write a sentence about an activity you have done with friends or family.

Day 3 Writing Trait: Voice 1. Basketball is a good sport. 2. Basketball is the best sport ever!

1. Draw a picture of yourself playing with a friend. Think about how your face looks when you are playing. Add details to your picture. 2. Write two sentences below. -who you are playing with -what you are playing

Day 4 Revise

Writing Transparencies

Rubrics in Teachers Edition

Day 5 Independent Writing & Publish Good readers Polite listeners -Read loudly enough -Sit still so that we may hear. -Listen carefully -Read in a tone that -Take turns during shows that you discussion like playing with -Look at the your friends. speaker -Make eye contact

Dig In
Count o at your table into 3 groups. Look at an en5re unit of wri5ng, weeks 1-6. ARer 25 minutes, share your ndings addressing the following ques5ons:
How is the instruc5on similar each week? How is it dierent? What is the purpose and ra5onale?

2nd Grade Focus


Write Complete Sentences Write Simple Paragraphs

2nd Grade Five-Day Wri5ng Plan

California Standards-2nd

CALIFORNIA Treasures: Grade 2 Genres At A Glance Personal Narrative Expository Letter Story Reports Fiction

Day 1 Focus and Plan


The purpose of a Description is to inform.

This week you will write a description of a friend or someone you know well. List some people or even pets/animals you might want to describe. Choose the one that most interests you.

Day 2

Prewrite

Create a Character Web. Include as many interesting details about your person as possible.

Day 2 Vary Sentences (Skill)

This week you will write a description of a friend or someone you know well. List some people or even pets/animals you might want to describe. Choose the one that most interests you.

Day 3: Skill-Vary Sentences

Day 3: Organization

*Author only begins to give details after we learn who Jenny is.

Day 4: Prompt

Day 4

Day 5 Publish , Present Good speaking: -read loudly and clearly -read in a tone that shows that you like your friend. Polite listeners: -Sit still -Listen carefully -Look at the speaker -Take turns during discussion

Day 1 Focus and Plan

Dig In
Count o at your table into 3 groups. Look at an en5re unit of wri5ng, weeks 1-6. ARer 25 minutes, share your ndings addressing the following ques5ons:
How is the instruc5on similar each week? How is it dierent? What is the purpose and ra5onale?

Dig In
Each table will represent a grade level (K-2nd Grade) Create a checklist of what you should observe for your grade level in the area of wri5ng. Include: -Teachers role -Students role -Materials -Engagement Strategies

Goal
To learn about the wri/ng instruc/on in California Treasures
Kindergarten-2nd Grade