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Kindergarten Toolbox of Writing Strategies

This toolbox provides strategies and tips for teaching writing to struggling and resistant writers in kindergarten. Topics include invigorating classroom environments, teaching the writer, not the writing, steps in the writing process, revision and editing strategies, and supports for resistant writers.

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Kindergarten Toolbox of Writing Strategies

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  1. Toolbox of Strategies for Struggling and resistant writers in kindergarten February 7, 2019

  2. Welcome to the world of writing • In a small group discuss your beliefs about how young children learn to write. • Kids need phonics first. • Authentic and meaningful literacy experiences. • Integrated approach across the school day and social interactions.

  3. Today’s Objectives: • Invigorating classroom environments • Tips for teaching young writers • Writing conference supports • Resistant writers • The power of writing together!

  4. Imagining Classrooms that support good work

  5. Underlying Thoughts to classrooms • Philosophy • Conditions for writing - Camborne • Components of balanced literacy

  6. Weave in and out across the day… • Reading Workshop • Shared reading • Writing Workshop • Interactive writing or shared writing • Read aloud • Language Study

  7. Writing Tools and Folders! Mentor Text and Paper Choice Matters!

  8. Writing Partnerships

  9. Small Group thoughts to Ponder • What are your take aways regarding: Invigorating Classroom Environments

  10. Teach the Writer Not the writing!

  11. Steps in the Writing Process • Immerse • Collect/ Draft • Revise • Edit • Publish

  12. structure of the Writing time • Minilesson • Connection • Teaching Point • Active Involvement • Link • Independent Writing Time • Students: write • Teachers: small groups, conference, mid-workshop interruption • Teaching Share • Teacher wrap-up

  13. Teaching the Writer, Not the Writing! • Kindergarten https://www.youtube.com/watch?v=EDm4emmnbfs • Interactive Writing https://www.youtube.com/watch?v=0zH6iodRJG4

  14. What did the teacher teach the writer? • Thinking out loud – how to get an idea for writing • Writing on the page • Use of pictures • Sounds of letter (Word Wall – phonemic awareness) • Spacing between letters • Writing on a line • Not to sweat the small stuff about writers! (wiggling, seating, talking)

  15. Qualities of Good Writing • Write a little seed story, don’t write all about a giant watermelon topic. • Zoom in so you tell the most important parts of the story. • Include true, exact details from the movie you have in your mind. • Stay inside your own point of view. This will help you to write with true and exact details.

  16. Read Aloud • A tool for student ideas • Genre awareness/structure • Writing skills and strategies • Qualities of Good Writing: structure, elaboration, craft, meaning & significance • Small group activity – exploring text titles

  17. Revision Strategies • Add more: look at the beginning, middle and end of your piece. Ask, "What have I left out? • Reread asking, "Is this really what I want to say? What is the most important thing I want my reader to know? • Reread asking, "Did I tell the internal story?" (Can the reader tell what I think, how I feel, what I wonder?, etc.) • Find a book you really like and see if you can write like that. Look at structure, language, voice or genre. Borrow whichever aspects of the book will help you do what you want with your topic, your text.

  18. Editing • Expectations • Conventions: mechanics & grammar • Strategies to edit

  19. What is publishing? • How to… • Places to share published work

  20. Non-narrative writing units: Opinion & Informational • Purpose of the unit • Bends in the road • Information writing K: • https://vimeo.com/89014990 • Qualities of good writing • Predictable conferences and small groups

  21. Stop Light Wrap-Up • Write a post about today’s learning and place it on the stop light as we pause in our work.. • Red – something that is stopping your thinking • Yellow – questions, or wonderings • Green – what are you feeling good about

  22. Supports for Writers in Conferences

  23. Conferences • Research, Decide & Teach • Theories about writers • Different types of conferences • Teaching the writer • Roles of teacher/student

  24. How does it go? • Conferencing one-to-one • http://readingandwritingproject.org/resources/units-of-study-implementation/units-of-study-classroom-videos • Conferencing with a small group on a strategy to start writing • Lesson # 15 Kendra

  25. Supports for Resistant Writers

  26. For the writer, there is nothing quite like having someone say that he or she understands, that you have reached them and affected them with what you have written. -Virginia Hamilton

  27. What do Young Writers Need? • Consistent daily predictable writing time (CCSS #10) • Variety of Mentor Texts • Learn the structures or characteristics of genres • Consistent framework for writing instruction • https://www.youtube.com/watch?v=EDm4emmnbfs&index=8&list=PLb5RXypPqP5sNAYNUDEfwaq2QYPauhCcc • Conversation to support metacognitive development • https://www.youtube.com/watch?v=ILGVIHoZo-w

  28. Goals for Teachers • Be sure students are making things (stories, fact books) with meaning! • Be sure students are not just making random strings. (Use of letter sounds and labeling at least five things in the picture.) • Are teachers using the assessment and letter sound work to determine which letters and sounds they should see in student writing? (stretch out, use sounds, use the alphabet chart or name chart) • Watch the volume! Is the same or greater than the fall? • Does the spelling work match the students’ developmental level? (see Words Their Way or spelling assessment)

  29. Helping students with ideas… • Small Group Writing https://www.youtube.com/watch?v=X2FqAnFO7RQ

  30. Teacher supports: • Use of writing paper • Use of high frequency words • Writing independently supports • Engaging students not writing

  31. Bulletin Boards That Celebrate All Our Writers’ Published Pieces

  32. Learning by Writing together

  33. small group Writing Support: • Storytelling stories about their lives • Valuing what the kids about their lives – listen to the kids stories • Writing center – paper choice writing across at least 3 pages, editing pens, folders • https://www.youtube.com/watch?v=JGCVRWxr2LE

  34. Partnership Work: • We can tell our stories across our fingers (or across a story board or across our 3 pages) to a partner. • Students read their writing word for word, not just tell the story.

  35. charts to support: • List stories about their lives • Family, places, community people • What a writer does during writing time? • What do you when you are done?

  36. What will I work on tomorrow? • Brainstorm and planning

  37. Thanks for coming! Jane Bean-FolkesMarist College jafo36@earthlink.nethttp://janebean-folkes.com/https://twitter.com/ijanebf

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