Modeled Writing takes place daily, during Message Time Plus, and/or Writing Workshop mini-lessons.

APPENDIX V COMPONENTS OF THE WRITING BLOCK ACROSS THE GRADES Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Modeled Writing May be conducted as a whole group, small group, or one on one activity. The teacher is in control of what is being modeled. The teacher composes text and demonstrates the way an effective writer works. The teacher plans explicit skills, strategies or processes to be modeled based on the observed needs of the students. It is crucial that the teacher thinks aloud while composing the text. Students participate by listening and watching. This mini-lesson should take 10-20 minutes. Morning Message Teacher writes two/three sentences related to the lesson, or the day s events. Thematic Word Teacher writes one or two words related to the current unit of study. Song Teacher has a song partially written on a chart and then models thinking out loud to remember which word comes next in the song and then fills in the blanks. Today s Menu Teacher writes the lunch menu on the wipe off board. Graphs The teacher writes a question and possible responses on a wipe off board or chart paper. Children participate by identifying the answer he/she prefers. Counting and discussion follows. Any time throughout the day including during math, science, social studies. - classroom chants, songs, poems - reminder notes for what should go home or schedule changes - any time the teacher needs to write, s/he can think aloud to model authentic writing - taking attendance. This student is absent so I will write A for absent. This student is late so I will write L for late. - Message Time Plus - mini lesson during Writing Workshop - Anchor Chart - Handwriting instruction occurs outside of writing workshop. Modeled Writing takes place daily, during Message Time Plus, and/or Writing Workshop mini-lessons. During Writing Workshop the teacher will model writing when she/he introduces a new genre, new writing paper, skill and strategy, or lessons based on the needs of the students. Teacher models and thinks aloud, that writers write what they know (memories, experiences), that they think first, then make a sketch from the image in their mind, and then write. Use in conjunction with Mentor or Touchstone Texts to show a writing genre (Narrative, Informative/Explanat ory, Opinion/Argument) and/or domain (Focus, Content, Organization, Style, Conventions). -Message Time Plus -Mini lessons during Writing Workshop -Lists, anchor charts -Classroom poems, chants, songs Modeled Writing can occur across the curriculum. Use in conjunction with Mentor or Touchstone Texts to show a writing genre (Narrative, Informative/Explanatory, Opinion/Argument) and/or domain (Focus, Content, Organization, Style, Conventions). Whole class or Small Group. Give ELLs the opportunity to repeat and/or chant portions of the writing to develop oral language proficiency. - Incorporate visual supports (i.e. underlining, color-coding, symbols) to illustrate the skill and/or strategy being modeled. - Highlight and explicitly teach important/key vocabulary using visuals and/or supports in the first language. *ELLs in particular rely on modeling from teachers and peers as they produce social and instructional English. Special education students should be provided accommodations to access grade level general education curriculum successfully. The following adaptations can be made: manipulation of writing utensils and how to trace prewriting strokes, lines and shapes. writing pre-dotted letters (the alphabet and numbers) and the proper way to hold and use writing utensils pencils, pens, crayons and markers. Teacher shows how each printed letter is written upper and lower case. writing using words taken from stories, word wall and word students see daily. writing sentences that retell a story. Students listen to a story made up about a favorite character. By the third grade teacher demonstrates cursive letters. 122

Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Shared Writing Shared writing may be conducted as a whole group or in small group sessions. The teacher initiates and models the writing, while students contribute their ideas orally. Teacher and students work together to compose messages and stories. The teacher models how writing works, the processes that are involved and draws attention to letters, words, and sounds during the The object of shared writing is to demonstrate and teach the necessary skills and conventions of fluent The skill, strategy or process c a n become the focus of both guided and independent Poem Teacher introduces a poem partially written (missing words) on chart paper. Using rhyme or context she asks the children for the next word and then models the writing of that word. Recipe Teacher introduces recipe for a cooking activity written on chart paper with missing ingredients or measurements. With the children s help the teacher models writing the missing words/numbers. Or Teacher and children list ingredients needed for a recipe together. Letters Together with the children teachers compose and write friendly letters or thank you notes. Experience Stories Teachers and students compose a text to review information in content areas. Teachers and students together write classroom chants, songs, poems, and language experience stories. The teacher establishes a purpose and goal depending on student needs. The text is written by the teacher, in front of the students with their input in areas where they need to improve. A n example could be paragraph structure. Lessons are planned for teachers to model and engage students in challenging writing strategies. Teachers and students compose a text together to review information in content areas. Shared writing can include writing class letters, class ideas for a party, cards, important topics, lists, and language experience stories. Shared writing occurs across the curriculum in all content areas. After modeling how to answer a Writing Prompt (See PDE rubrics) children and teacher together can practice responding to the prompt with the children expressing the response orally and then in Teachers will notice that students: -Use a variety of beginnings to engage the reader -Present ideas clearly and in a logical sequence -Introduce ideas followed by supportive details and examples -Use vocabulary specific to the topic -Bring a piece to closure through an ending or summary statement Done on an as needed basis. Create a risk free environment for sharing by giving ELLs time to talk with a partner before sharing ideas with the whole class. When possible, allow ELLs to discuss and share ideas in their first language. -Use visual supports (i.e. underlining, colorcoding, symbols) to illustrate and draw attention to letters, words, and sounds. When possible, use the students first language to explain/clarify writing processes and conventions. -Highlight and explicitly teach important/key vocabulary using visuals, pictures, and supports in the first language. *ELLs will need a lot of shared and interactive writing experiences to see how writing works and how their ideas can be transferred to paper. Students contribute information orally to a morning story as teacher writes on chart paper or the board. Students retell stories as the teacher writes. Teacher emphasizes t h e sound of letters as she writes. Students repeat sounds. Shared Writing is a 5 to 20 minute whole group writing lesson. 123

Pre K Kindergarten Grade 1 Grade 2 Grade 3 4-5 ELL Learning Interactive Writing Interactive writing may be conducted as a whole group, small group, or oneon-one activity where students share the pen. Interactive Writing is a 10 to 20 minute writing activity. Students interact with the process of recording the words, phrases or sentences. The teacher and students create text that is written word by word, with the teacher demonstrating the process and students participating in aspects of the Interactive writing provides students with letter formation practice; opportunities to look for word chunks, clusters, or patterns; experience with punctuation, and an increased awareness of differences between letters and words and spaces between words. In Pre-K, children are more involved in identifying what they know on previously written text. Children may circle letters, words or punctuation. Journals Children are encouraged to record journal entries routinely. Children s entries include pictures, writing attempts, and dictated text. Children who are ready can help the teacher write the dictated story. Small Group variations on modeled writing strategies from above. Interactive writing can be used: - to develop pattern words. (-at- family, etc.) - to create a record of class learning. Can be conducted as a mini-lesson during Writing Workshop. Can be used to teach letter/sound relationships, print directionality, upper & lower case letters, sentence structure, etc. Lessons are planned for teachers to model and engage students in challenging writing strategies. Teachers establish a purpose and goal depending on students needs. The text is written by the teacher with students assisting in the writing of the text. Interactive writing can occur when: - writing a prediction for a science experiment - writing an observation about a math graph - writing a sentence about the number of students present Interactive Writing allows the teacher to scaffold students writing to retell or summarize a story, to write a hypothesis to a science experiment, to record information in a social studies lesson. Can include the creation of an Anchor Chart, Venn Diagram, and interactive class charts or other record of class learning. Can happen during a mini-lesson and during a Writing Workshop. Unless there is a specific learning need, Interactive Writing is not usually used in third,fourth or fifth grade. Encourage ELLs to compose text orally (with support in first language when possible) and use graphic organizers to provide structured opportunities for ELLs to participate in aspects of the interactive writing (See appendix for sample graphic organizers). - Explicitly demonstrate how to write letters, words, and sentences with emphasis on key/important concepts of print (e.g. letter formation), language forms (e.g. parts of speech) and conventions (e.g. punctuation). - Emphasize key vocabulary and important word chunks through pictures, matching/ labeling activities, and support in the first language when possible. *Interactive writing provides ELLs with opportunities to practice vocabulary, language structures, and writing conventions. Brief interactive writing activities can be used with ELLs during time to scaffold the independent Teacher in collaboration with students write words that begin with a specific letter sounding words out as they write. Students suggest the words to write. Students practice writing predotted letters. Students write words, their names on a 3x5 card. Teachers hang words on a word tree or word wall. Students listen to half a story, and write their own endings to the story in small groups. Each group comes to the board or chart paper to write their group s story ending. Teacher and students together write a story about a favorite character. Teachers and students create a menu of their favorite foods while both contribute to the 124

Guided Writing Guided writing may be conducted one-on-one or with small groups of children with similar needs. Guided writing involves very specific and focused instruction. Each student in a group composes an individual piece of writing with the intense support of the teacher. They hold the pen and have ownership over their The purpose is to support students in becoming independent writers through building on the writing behaviors emphasized in modeled and shared writing sessions. Groups are flexible and based on the individual needs of the students. writing as needed. Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Journals Children are encouraged to record journal entries routinely. When children show interest in forming symbols to represent print, teacher provides one-on-one support to help children form symbols beginning with letters in name. Signing In or other name writing opportunities. Labels Children should routinely label any work produced. Teacher conferences with individuals or small groups during Writing Workshop when most of class is writing independently. Graphic organizers, sentence starters and/or language frames c a n b e u s ed to scaffold the writing assignment. While students are engaged in writing workshop, the teacher conferences with one student or a small group to address specific writing strategies they need in order to be successful writers. Graphic organizers, sentence starters and/or language frames c a n b e u s ed to scaffold the writing assignment. While students are engaged in writing workshop, the teacher conferences with one student or a small group to address specific writing strategies they need in order to be successful writers. Children use spelling strategies and resources to help them to write. Teacher groups students according to writing skills they need to work on. While students are engaged in writing workshop, the teacher conferences with one student or a small group to address specific writing strategies they need in order to be successful writers. When teaching the various genres (narrative, informative/explanat ory, opinion) and the domains (focus, content, organization, style, and conventions) refer to the PDE rubric for scoring an prompt. Provide ELLs with graphic organizers, sentence starters and/or language frames to scaffold the writing assignment. At times, allow ELLs to write in their first language and/or a mixture of English and their first language (see examples in appendix II). - Actively address language transfer errors through mini-lessons. Language transfer errors occur when ELLs apply the language rules of their first language to English. Teachers of ELLs should be aware of language transfer issues and design appropriate instruction to address these issues (see appendix I I for examples of common language transfer errors). - Pre-teach key vocabulary that students will need to complete the writing assignment, and encourage ELLs to use specific and technical vocabulary to enhance their writing through use of graphic organizers and vocabulary focused mini-lessons. Students in small groups are each given an index card with a word on it. Students together as a group form a sentence using their word cards including correct punctuation and capitalization. Students are given specific rules to follow for writing beginning, middle, ending, punctuation etc., teacher guides students writing and teacher assists students with rewriting and editing. Guided writing often follows the mini- lesson or modeled writing during writing workshop. Guided writing can take from 5-20 minutes depending on the age of the children. 125

Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning Independent Writing During independent writing, students take responsibility for their own Independent writing provides an opportunity to demonstrate processes and strategies that have been demonstrated through the other elements of the writing block. It is crucial that sufficient scaffolding of the processes and strategies required to successfully complete the task have occurred prior to students working independently. Some students will require more support than others and may need to be part of a small group constructing a joint text. Independent writing occurs for 30-45 minutes daily. Writing Center Wide variety of writing materials, supplies, reference books, visuals etc. which children can utilize. Writing Around the Room All classroom centers should contain writing materials and a variety of props to support the writing process. Fine Motor Development Activities that strengthen motor control, precision and accuracy of movement should be fostered, such as cutting with scissors, eye droppers, peg board, play dough, puzzles, etc. All learning centers or workstations should have writing materials available. Students have time DAILY during Writing Workshop. Students may interact with different kinds of paper, but are not expected to write correctly on lines until the end of Kindergarten. At beginning of the year, students start with blank paper or paper with a space for drawing and a line for writing approximations. As students build skills and positive work habits, the duration of increases. During independent writing time, the teacher confers with individual students or does interactive or guided writing with small groups. SEE THE STAGES OF WRITING (pages 40-41) After a writing mini-lesson, or an intentional read aloud to inspire writing, the students are sent off to write independently. Students choose their own stories (experiences) to write about. "If it's real, and it's true, and it happened to you, then write about it." Writing tools such as different types of writing paper (with space for illustrations), writing folder, list of names of classmates or family members, word wall, word/picture books, stapler, pencils, crayons, markers, and colored pencils could be available. At this time the teacher may confer with individuals or a small group. At the end of the writing period, the writers are called together again so that 1 or 2 students may share what they have written from the "Author's Chair". As students progress, use and share with students the PDE Writing Domain Scoring Guide (page 132). Children explore their own writing preferences by thinking, talking, and writing with others. Children tell stories to a partner and then write them. Peer conferencing during writer s workshop. Students use classroom resources while they write (word wall, charts around the room, the words I use when I write book, other reference materials). Use and share with students the PDE Writing Domain Scoring Guide (page 132). Children are writing everyday while the teacher conferences with individuals or small groups to provide feedback. Students are writing across the curriculum in all subject areas. Students do independent writing individually at any time during the day including during the writing workshop. The student plans, composes, revises, and edits text on his/her own. This can be done in a daily journal or a narrative, opinion, or informative piece the student is working on. Use and share with students the PDE Writing Genres Rubric (Gr. 3-5) (pages 133-135). Short Answer responses and Text Dependent Analysis should be included as a weekly exercise as part of a response to literature or content area (Use PDE rubrics for Short Answer Response, Gr. 3 (page 131), and Text Dependent analysis Gr.4-8) (page 130). Connect the independent writing assignment to modeled, shared, interactive and guided writing so that ELLs can take advantage of the language already developed. If necessary, allow ELLs to communicate through pictures and symbols and give ELLs the opportunity to write in their first language and/or a mixture of English and their first language (see examples in appendix II). Errors in language forms and conventions should be addressed after the assignment through one-on-one conferences and/or small group minilessons. Encourage the use of specific and technical vocabulary to enhance writing through oneon-one conferences and/or small group minilessons after the assignment. *While some ELLs may not yet be communicating independently through written words, all ELLs should understand that symbols communicate. Give students choices of writing utensils and paper and pencil grips. Students write at least one paragraph daily in journals. Students may choose a topic or are given topics to write about in their own words. Assisted technology may be used to help with the mechanical aspect of Visual aids and graphic organizers are useful supports. 126

Home Connections Pre K Kindergarten Grade 1 Grade 2 Grade 3-4-5 ELL Learning your child on a Let your child pretend to read to you. Let your child listen to recorded stories and retell what they heard. your child on a Talk about the characters and the setting in a story that your child has heard or read. use pictures and words to understand a story. retell a story in the order that they heard or read. your child on a retell a story in the order that they heard or read that includes important details. talk and write about what happened at the beginning, the middle and the end of a story that they heard or read. make predictions about what might happen next in a story. read aloud to you on a your child on read aloud to you on a regular basis. talk about the big ideas in the stories and books that they read. make connections between new information from a story or book and what the child already knows about the subject or another book, movie or television program. read aloud to you on a read silently most of the time and then talk about what they read. identify the main idea and important events and details in a story or book. read a wide variety of stories, books and magazine articles. read to siblings. Read to your child on a read aloud to you. talk about what they read. write about what they read. Read to your child on a Read with your child nightly. Talk with your child about the stories read. read to you or their siblings. retell a story in order. 128