Summer 2016 Northwest ISD Please make a nameplate with your name, grade, and campus for the 2016-17 school year.
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Norms Protect our time together. Stay focused. Develop relationships. Ask questions. Share your knowledge! Respect your colleagues. Take care of yourself.
Partner Up! Mix with your colleagues around the room. SMILE and speak HAPPY GREETINGS! When you hear the word MATCH, find the closest partner match up with them.
Partner Up! Give your partner a handshake. This is your handshake partner. Introduce yourself and say, You are my Handshake Partner. Mix again. When you hear the word MATCH, find the closest partner match up with them. High Five your partner. Introduce yourself and say, You are my High Five Partner. Mix again. When you hear the word MATCH, find the closest partner match up with them. Touch elbows with your partner. Introduce yourself and say, You are my Elbow Partner.
Partner Up! At different points in our training today, we will match up with each of our partners to debrief/share what we are learning!!
What is Guided Writing in the Guided Reading group? Guided writing provides the opportunity for students to write about their comprehension of the text they are currently reading in their guided reading group. The teacher scaffolds the support to individual student need. Skills covered include comprehension, sentence structure, spelling, letter formation, and mechanics. Ideally, guided writing should be done in a guided writing journal rather than on a whiteboard so you have a record of their attempts and success. This will also help the teacher, students, and parents to see progress over time.
Learning Targets To understand the procedures and structures of guided writing in the guided reading group for each stage of reader. To observe several guided writing lessons and identify skills and strategies targeted by the teacher. To plan a guided writing lesson based on a guided reading text.
Purpose of Guided Writing The purpose for guided writing is twofold: It helps students retell what they read. It improves writing skills. It is assisted writing, not assigned writing.
Pre-A to Transitional Today s session will cover guided writing all the way from the Pre-A Stage to the Transitional stage so that you can see the progression in comprehension and writing skills. Be thinking about the similarities and differences between stages as you consider instruction in your own classroom.
Pre-A Guided Writing Pre-A: Knows less than 40 upper and lower case letters; knows few sounds
Pre-A Guided Writing: Interactive Writing Interactive writing allows children to work alongside the teacher as they construct a text by sharing the pen (McCarrier, Pinnell, & Fountas, 2000). Interactive writing with Pre-A readers builds oral language and provides opportunity to teach sound/letter links, print concepts, and letter formation. -p. 70 from The Next Step in Guided Reading by Jan Richardson.
Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 1: Dictate a simple sentence (four to six words). Say, Today we are going to write.. Do not waste time asking children what sentence they would like to write. With four children, you will most likely receive four different responses. Most often the sentence will relate to the book they just read, but it doesn t have to be an exact sentence from the book. Construct the sentence to include letters and sounds you have been teaching the group. You might say, Let s write, I can play the bells. Say the sentence with me.
Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 2: As children repeat the sentence, distribute dry-erase markers and alphabet charts. Step 3: Draw a line for each word in the sentence on a sentence strip while students repeat the sentence.
Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 4: Help students write each word. Teach them to say the word slowly and listen for the first sounds. Once the students isolate the initial consonant sound, use a name chart or alphabet chart to link the sound to a letter. Students take turns writing the dominant consonant sounds in each word. While one student is writing on the sentence strip, the others should practice the letter on their alphabet chart, which has been inserted into a heavy, plastic sheet protector. YOU (the teacher) writes the sounds students are not yet ready to learn. Teach correct letter formation.
Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 4 (continued): The following example shows the students writing (bold letters) and the teacher s contribution (standard letters). I can play the bells. Student contributions will vary depending on their phonemic awareness skills. Some are able to hear long vowels easily; others are not. Tailor your instruction so that you are constantly teaching what they are ready to learn. Do not allow invented spelling; write the letters for the sounds the children cannot hear.
Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 5: Cut-Up Sentence When you finish writing the sentence with the students, cut the words apart. Give each student one or more words and have them work together to remake the sentence. At the end of the lesson, put a paper clip around the cut-up sentence and give it to one of the children to take home.
Pre-A Video Clip of Guided Writing Observe the video clip of the Interactive Writing/Cut-Up Sentence. Be ready to share any observations or ask questions about the process.
Emergent Guided Writing: Emergent: Levels A-C; knows at least 40 UC & LC letters and at least 5 sounds
Emergent Guided Writing: (8-10 minutes in the lesson plan design) (Emergent) Guided writing provides the opportunity for students to write a simple sentence that has been carefully crafted to include some known sight words and other words that provide an opportunity for stretching sounds. The sentence is dictated by the teacher to save time and to provide appropriate learning challenges. The new sight word taught in this lesson should be in the dictated sentence. Gradually increase the number of words in the sentence so students can extend their auditory memory. -p. 94 from The Next Step in Guided Reading by Jan Richardson
Emergent Guided Writing: (8-10 minutes in the lesson plan design) Level A: A simple sentence with 3-5 words. Ex. I can run. Level B: Sentence should be 5-7 words. Ex. I go to the park to play. Level C: Sentence should be 7-10 words. Ex. My mom is going to take me to the park. *If the sentence is: The pizza is hot. (Students should be able to spell the and is since they are sight words you have taught in the guided reading group. Pizza and hot are unknown words. These are the words you want them to stretch.) -p. 94 from The Next Step in Guided Reading by Jan Richardson
Emergent Guided Writing: Materials needed: pencils; writing journal for each student. Fold about 15 sheets of blank paper in half and staple. Students should write in these journals rather than on white boards so you can have a record of their attempts and successes Procedure: Dictate the sentence. Have the students repeat it several times as you draw a line for each word in their journals. The lines will help students put spaces between their words. Once children are able to space without prompting, you do not need to draw the lines. *(At this point, you may shift to using simple lined paper with about 3-4 lines on each page at the bottom and a blank space at the top for a practice page. The blank space at the top can be used to stretch out words, practice sight words, or practice handwriting formation.)
TIPS for Emergent Guided Writing: Encourage Risks When students ask you how to spell a word that is not one you have taught them, encourage them to take risks, say the word slowly, and write the sounds they hear. You will accept invented spelling and prompt students to use what they know about sounds. If you spell words for students, you are hindering independence and encouraging them to depend upon you for the next word. Accept Invented Spelling on Unknown Words Use the top part of the journal for practicing a sight word, demonstrating correct letter formation, or writing a word in boxes. If the word the child is trying to write is phonetically regular but the child needs some support for hearing the sounds in the words, you can draw sound boxes and help the student segment the sounds. Note: For Level A, don t expect accuracy on vowel sounds. Consonant sounds only are fine. Vowels are target sounds for Levels B and C. Expect what you have taught.
TIPS for Emergent Guided Writing: Expect Correct Spelling for Sight Words You Have Taught the Group Students are expected to spell any sight words that are in the dictated sentence. If they are having trouble, have the student find the sight word on the word wall or sight word chart. The student can then practice writing the sight word several times at the top of the page before writing it in the dictated sentence below. If Students Forget the Dictated Sentence Tell them to reread what they have written to see if they can remember the next word. If a student still cannot remember, dictate the entire sentence and have that student repeat it again (several times if needed). Avoid dictating the sentence word by word for the students.
Emergent Video Clip of Guided Writing Observe the Emergent Writing Video Clip. Be ready to share any observations or ask questions about the process.
Emergent Guided Writing
Emergent Guided Writing
Partner Up!!! Find your Handshake Partner. Discuss the specific components of the Pre-A guided writing strategy and the Emergent guided writing strategy. How does Pre-A guided writing transition to the Emergent? What are important considerations for each type of guided writing for both the Pre-A and the Emergent stages of readers?
Take a 10 minute break!
Early Guided Writing: Early: Levels D-I
Early Guided Writing: (8-10 minutes in the lesson plan design) Students write a short response to the book they have read. Writing helps students apply phonetic principles you have taught during your word study. The writing occurs at the guided reading table and is not a seat assignment. Tremendous power is achieved when students write with teacher support. You will prompt individual students during this component, reminding them to apply the skills you have taught them. -p. 130 from The Next Step in Guided Reading by Jan Richardson
Early Guided Writing: Materials needed: pencils; writing journal for each student. Make journals using simple lined paper at the bottom (3-4 lines) with a blank space at the top. Students write their stories on the bottom half and use the top half to practice letter formation or to work on an unknown word with your help. Options: Dictated or open-ended response Choose the written response appropriate for their reading level. At first you will dictate a few sentences, but soon students will take responsibility for crafting their own response. If students finish their response before the lesson is over, they can add another sentence to their story or practice a skill needed (letter formation or sight word).
Early Guided Writing: Levels D & E: Dictated or open-ended sentences Dictate a few sentences for students to write. Carefully plan the sentences so they include the new sight word that was taught with this book and other familiar sight words the students need to practice. The sentence should also include unfamiliar words students need to stretch. Be sure students repeat each sentence several times before they begin writing. They need to remember the sentence so you don t have to dictate it word by word. Although the goal is not perfect spelling, the sight words should be spelling correctly. Prompt students to apply skills you have taught them during guided reading or word study. For example, if you have taught the er chunk, expect children to use it in words such as water, river, mother, etc. Always expect what you have taught: endings, blends, and vowel combinations. Ex. Jack and Billy are playing with the cars. Billy hides a car in the garage.
Early Guided Writing: Levels F - I: Beginning-Middle-End (B-M-E) Students write three to five sentences about the story. The first sentence describes a main event from the beginning, the next sentence or two describes a main event from the middle, and the last describes a main event that happened at the end. This is not dictated. Students must think about the story, sequence the events, and write them down. It may be necessary for some students to orally rehearse the sentences with you before they write. This is especially critical for students who are learning English as a second language. Example: B The lion wanted something to eat. M He saw a rabbit, but let it go. E He saw a deer, but he couldn t catch it.
Early Guided Writing: Levels G - I: Somebody-Wanted-But-So (S-W-B-S) Students write a one sentence summary using the S-W-B-S scaffold. At first you will need to help students with this response, but eventually you should be able to say, Write a Somebody-Wanted-But-So for this story. Somebody Who is the story about? Wanted What did this character want? But But what happened? So So how did it end? What happened next? *The response should be written in a complete sentence. As students write independently, you should circulate among the group and scaffold students who need your help. Example: The lion wanted something to eat, but he couldn t catch the deer, so he had to stay hungry.
Teaching Points for Early Guided Writing You can diversify your instruction to meet individual needs! As students write, you have the opportunity to teach students the skills they need. It is likely you will use a different teaching point with each student in the group.
Teaching Points for Early Guided Writing Reread for Meaning With the dictated sentence, students should always repeat the sentence several times before they begin to write. If they forget, prompt them to reread what the have written and think about what would make sense. Only tell the next word as a last resort. Once students can craft their own response, rereading should be automatic. Spelling Sight Words If students misspell a sight word you have already taught them, erase the wrong letters and say, What s missing? Use a visual scaffold such as where has here in it or they has the in it. If these prompts are not successful, write the word correctly on the top part of the journal and have the students practice it a few times before they write it correctly in their story.
Teaching Points for Early Guided Writing Spelling Unknown Words Students should say a word slowly as they write the letters they hear. If students have trouble hearing sounds in words, draw a box for each sound on the top half of the journal. The students then segment the word and write the letters for the sounds in the boxes. Avoid saying the word slowly for them. Incorrect Letter Formation Model the correct letter formation on the top part of the journal. Students practice writing the letter, paying close attention to formation, size, and position. Mechanics Expect a capital letter at the beginning and a period at the end of each sentence. Do not accept capital letters in the middle of the word.
Early Guided Writing Video Clip Observe the Early Writing Video Clip. Be ready to share any observations or ask questions about the process.
Example of Early Guided Writing Paper
Early Guided Writing
Early Guided Writing
Partner Up!!! Find your High-Five Partner. Discuss the specific components of the Early Reader guided writing strategy. How does Emergent guided writing transition to the Early stage?
Transitional Guided Writing: Transitional: Levels J+
Transitional Guided Writing: (10-15 minutes in the lesson plan design) Guided writing occurs the day after students finish reading the book. The purpose of using this activity during the transitional guided reading lesson is twofold: It helps students retell what they read, and it improves writing skills. The writing is completed during the guided reading lesson with your support. It is assisted writing, not assigned writing. Students write a one or two-paragraph response to the text. The task should be short enough to be completed during one guided reading lesson. The guided writing response will vary according to the text structure of the guided reading book and the comprehension strategy they used during reading. Although students are not expected to revise or edit these pieces, you should expect a readable, organized response. A perfect, error-free piece is not the goal. -p. 169 from The Next Step in Guided Reading by Jan Richardson
TIPS for Transitional Guided Writing: Planning: Spend about two to three minutes helping students plan their response by briefly discussing the story and listing key words on sticky notes or a whiteboard. Listing the key words is essential for these students because it helps them stay focused and jogs their memory for the text. -p. 170 from The Next Step in Guided Reading by Jan Richardson
TIPS for Transitional Guided Writing: Writing (with your support): As students write their ideas (not dictates sentences), you circulate among the group and assist individual students as appropriate. View these interactions as Mini-Conferences: As you read what students have written, you will make on the spot decisions based upon the strengths and needs of individual students. The goal is not to fix the writing, but to teach something that will make the student a better writer. Attend to some errors/issues and let others go, depending on the individual needs of the students. -p. 170 from The Next Step in Guided Reading by Jan Richardson
Possible Teaching Points for Transitional Guided Writing: Spelling: Word Wall: Encourage and prompt students to use the word wall to spell sight words or to find a word and use it to link to another word. (Ex. When I see look on the word wall, I can replace the /l/ with /br/ to make brook.) Clap a big word and sound out to write each syllable. Use the book as a resource. (As long as the student is not copying sentences from the book word for word. Really monitor this so students understand using the book as an occasional resource to spell a word and don t start depending on it to write all of their response.) -p. 170 from The Next Step in Guided Reading by Jan Richardson
Possible Teaching Points for Transitional Guided Writing: Organization: Students learn to use a simple plan with key words listed under the part of the story in which they occurred: Beginning, Middle, End. Prompt students to use transition phrases such as At the beginning of the story., In the middle., Later on, etc. -p. 170 from The Next Step in Guided Reading by Jan Richardson
Possible Teaching Points for Transitional Guided Writing: Complete Sentences: Prompt students to orally rehearse each sentence before they write it. This also reminds them to put a period at the end of each sentence. -p. 170 from The Next Step in Guided Reading by Jan Richardson
Possible Teaching Points for Transitional Guided Writing: Mechanics: Although perfect grammar, punctuation, and capitalization are not the focus of guided writing, you should expect students to capitalize the first word in a sentence and put a period or another punctuation mark at the end of each sentence. -p. 171 from The Next Step in Guided Reading by Jan Richardson
Possible Teaching Points for Transitional Guided Writing: Sentence Variety: If you notice some students always begin a sentence with I or the, teach them to vary sentence structure by combining two sentences or adding a transition such as then, next, after a while, etc. -p. 171 from The Next Step in Guided Reading by Jan Richardson
Possible Guided Writing Responses for Transitional Guided Writing: Retelling using B-M-E: Students write three paragraphs summarizing important events that occurred at the beginning (paragraph 1), middle (paragraph 2), and end (paragraph 3). If students have trouble recalling events from the story, prompt them to use their sticky notes or an illustration from the book. -p. 171 from The Next Step in Guided Reading by Jan Richardson
Possible Guided Writing Responses for Transitional Guided Writing: Fiction Summary with Five Finger Retell: Students use five finger retell to write three paragraphs about the story. Paragraph one includes the characters (thumb), setting (index finger), and problem (tall finger). Paragraph two describes the two major events (ring finger) that led to solving the problem. Paragraph three includes the solution to the problem and other events that happened at the end (little finger) of the story. See Five Finger Retell on p. 172 of The Next Step in Guided Reading or similar version of the five finger retell. -p. 171 from The Next Step in Guided Reading by Jan Richardson
Possible Guided Writing Responses for Transitional Guided Writing: Nonfiction Summary with Five Finger Retell: Students use the five finger retell for nonfiction texts to retell the topic, main idea, and details of a paragraph or entire text (whichever is appropriate). The topic is the thumb, the main idea is the index finger, and three details to support the main idea are the middle, ring, and little fingers.
Possible Guided Writing Responses for Transitional Guided Writing: Retelling using Events and Details: Students identify an event in the story and write a paragraph that includes several details related to that event. One student could write an event-detail paragraph for the beginning of the story, a few others about the middle, and one student for the end. Students could then sequence their paragraphs to create a retelling of a the story. -p. 172 from The Next Step in Guided Reading by Jan Richardson
Possible Guided Writing Responses for Transitional Guided Writing: Problem/Feelings and Solutions/Feelings: Students write a short paragraph describing the problem, the character s feelings at that point in the story, the solution to the problem, and the character s feelings at the end of the story. -p. 172 from The Next Step in Guided Reading by Jan Richardson
Possible Guided Writing Responses for Transitional Guided Writing: Various skills and strategies from Reading Workshop Weekly Target Skills: Practice the weekly comprehension reading skill/ strategy from the whole group reading lesson in the guided reading text. The guided writing could be based on that particular comprehension skill/strategy. Make it fit the needs of your students!! -p. 172 from The Next Step in Guided Reading by Jan Richardson
Video Clip of Guided Writing for the Transitional Reader https://youtu.be/tqchg67san8 (Part 1) https://youtu.be/a_qpc9g5ro4 (Part 2) https://youtu.be/olao_8c_afa (Part 3)
Example of Transitional Guided Writing Paper
Transitional Guided Writing
Transitional Guided Writing
Partner Up!!! Find your Elbow Partner. Discuss the specific components of the Transitional Reader guided writing strategy. What are one or two very important points to remember about Transitional Guided Writing?
Tips and Tools for Guided Writing Personal Word Walls for quick access of sight words Alphabet and Blend Linking Charts Emergent/Early Guided Writing paper Transitional Guided Writing paper Target Skills for Primary Writers, K-2 Target Skills for Struggling Writers, 3-5 Punctuation Rap Procedures and Expectations for Guided Writing: Levels A-I Procedures and Expectations for Guided Writing: Levels J+ On-line videos from JR website Videos on campus, clips from K-2 or 3 & Up Guided Reading lessons DVD s
Plan a Guided Writing Lesson Choose a guided reading text and the corresponding Jan Richardson guided reading template that matches that stage of reader. Review the text and think about the strategies for guided writing presented in this session for that particular reading stage. Plan a guided writing lesson to go with that text. Use the A-I or the J+ Procedures and Expectations for Guided Writing handouts to help you plan. Think about how you will help students to plan/scaffold their comprehension of the text so they can write about their understanding after the reading of the text, based on the comprehension focus skill. Share out whole group or with another table if time permits.
Wrap-Up On the back of your name tag, please list: 3 WOW s What are two WOW s that you will take away to try in guided writing? 2 WONDERS - What are two things you are still WONDERING about in regards to guided writing?
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Thank you so much for your participation today! You are so very appreciated for ALL you do!!! Go forth and WRITE!