Transcript Our Writing Process - SC Kansas Writing Project

Our First
Grade
Writing
Process
Begin with a shared experience
Each child picked a pumpkin to keep from
the Cox Family Farm’s pumpkin patch.
Build a Shared Schema
Previously, half a dozen real-aloud books
had been shared with the class to build
shared vocabulary.
Digital pix of book covers here if time
Pre - Writing
We each observed the outside of our pumpkin and
took turns describing its attributes to our shoulder
partner.
Pre - Writing
Via interactive writing on a chart, we
listed words to describe the attributes
we observed.
My pumpkin is ripe, wet, dirty, smooth, bumpy, heavy, has a
pointy stem, has a curved stem, has a broken stem, my stem
is twisty, has a green stem, has lots of brown spots, has lines
up and down its sides, has scratches and a scar, has lots of
colors on it, has light orange and dark orange…
Pre - Writing
I modeled writing a sentence about my
pumpkin.
It described 7 attributes and contained
a list using commas with a final “and”
preceding the last item.
“My orange pumpkin has a twisted, brown and green stem
with curly vines coming out of it, and there are lots of
freckles and scars on its rough skin.”
Write a Rough Draft
Students were asked to draft a sentence
describing their pumpkins that included a list
of at least 4 descriptors.
Scoring Rubric, Edit and Revise
 The next day, I projected and taught a
scoring rubric for a descriptive sentence.
 Students practiced scoring teacher made
sentence of varying quality.
 Students took a rubric and were given time
to make changes to their rough drafts.
Descriptive Sentence Rubric
Descriptive Sentence Rubric for “My Pumpkin” by____________________________
Category
4
3
2
1
Capital letters were used
to begin the sentence
and also on all proper
names.
A capital letter was
used to begin the
sentence. There was
only one error.
Capital letters were used
correctly with more than
one error or omission.
No capital letters were
used as needed.
Ending punctuation
was used correctly.
Ending punctuation was
used incorrectly.
No ending punctuation
was used.
Punctuation
Ending and additional
punctuation was used
correctly.
Naming Part
(noun)
Multiple
naming parts
were used correctly.
A naming part was
used correctly.
Naming part partially
correct or pronoun used
instead of noun.
A naming part was not
used.
Multiple verb forms
were used correctly.
A correct verb form
was used.
An incorrect verb form
was used. was = were
No verb was used.
Descriptive word
choice
Descriptive words used
on nouns and verbs
giving a clear image.
Descriptive words used
on nouns or verbs, but
not both or all.
Descriptive words
attempted here and
there, but ineffective.
No descriptive words
were used.
Sentence reflects the
meaning of the
illustration
The sentence relates to
every detail of the
illustration.
The sentence relates to
the majority of the
illustration.
Sentence has a
relationship to only one
aspect of the illustration.
Sentence has no
apparent relationship to
the illustration.
Capital letters
Action Part
(verb)
Illustrate, Key and Scan
 Students drew a bird’s eye view and
an eye level view of their pumpkin while
others came to the computer with me.
 Students read their sentences aloud
to me as I keyed them into a Word doc.
 Scanning the rough drafts occurred
later in the day.
Edit, Revise and Rubric Score
 The next day, using a projected copy
of a student sentence with a rubric
projected below it, the student author
used an InterWrite Pad to edit and
make revisions as class members asked
about possible changes.
We also came to consensus on scores
to be awarded according to the rubric.
Edit, Revise and Rubric Score
Save and print
the final screen
The student
author saved
the InterWrite
display screen,
printed it, and
used the hard
copy as a guide
for publishing
her final copy.
A Final Published Copy
Publish and Share
 We each placed our completed writing
and illustrations next to our pumpkin on
our desks and walked about to one row
at a time to listen to authors read aloud.
 Pumpkins went home and papers were
displayed with the two view illustrations
in the hallway for all to see.
Integrated Curriculum work
 We sorted our pumpkins by their attributes onto a
physical floor graph.
 We copied our class results onto paper graphs to
be included in our individual pumpkin books.
 Each child found the linear measurements in
inches and centimeters for the circumference of
their pumpkin.
 Each child weighed and recorded the weight of
their pumpkin in ounces and pounds
Integrated Curriculum work
Our Favorite Pumpkin shape and texture
Number of
kids who like
this kind of
pumpkin
11
JAIDEN
10
HOPE
9
HOPE
JENNA
8
JENNA
KENNEDY
7
KENNEDY
AARON
6
AARON
JARED
5
JARED
SHANE
JAYME
JAIDEN
MERIDITH
ADAM
GRACE
4
3
JAYME
SHANE
JEFF
MERIDITH
CORBIN
2
GRACE
ADAM
MORGAN
JEFF
MORGAN
1
CORBIN
JACOB
KRISTEN
JACOB
KRISTEN
tall
short
wide
smooth
bumpy
Type
Integrated Curriculum work
 Each child weighed and recorded the weight of their pumpkin
in ounces and pounds
 We estimated how many seeds would be inside, removed the
seeds, counted them into piles of ten, totaled and recorded the
results.
 Some of our seeds were planted in the school courtyard.
Having written one
descriptive sentence, I
wanted students to combine
several sentences to
compose a thank you letter
to our tour guides
at the Cox Family Farm.
Building a shared schema as a prewriting step for thank you letters.
 After using a “Walk-Pair-Share-Retell”
cooperative structure for sharing our
favorite events at the Cox Family Farm,
we generated a list of words and phrases
we might use in writing thank you notes.
 Each child rough drafted a letter and
read it aloud to an adult who keyed it into
a Word document for future reference.
Individual Editing Conferences
 My Paraprofessionals and I met with
each child to edit and revise their
rough draft.
 The scoring rubric was consulted as a
guide to find necessary corrections.
However this was not a scored piece.
 We keyed a corrected copy for each
student to use as they published.
A “Thank You”
letter
The students
published
their final
copy of the
letter on
special
stationary
and colored
the border.
Oral Story Construction
The third piece generated from
this trip was each child’s account of
his favorite experiences at the Cox
farm.
The purpose was to retell a story
from experience and include a
beginning, middle and ending.
Oral Story Construction
Adults keyed Word documents as
each child spoke.
Students copied their stories onto
special publishing paper.
Students practiced reading their
stories to classmates and our 4th
grade buddies.
My Trip to Cox Family Farm
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
__________________
Text from Grace’s Cox Farm story
We went to Cox Farm. My class got to go through
the spooky house, corn maze, go on the trailer ride,
then we got to pick out our pumpkins! Then we took
pictures with our pumpkins! Yea! Then we went on
the trailer ride again. Corbin’s hat flew off! But the
man saved it. Then we kept on going. We saw signs.
Then we got off. We went into the store. We took our
pictures with the big pumpkins and then we went
home on the bus. Then Jeff fell asleep!
Sharing our work with parents
Students made audio (wav.) recordings
of their descriptive sentences.
Students illustrated their stories
using our Kid Pix program.
Sharing our work with parents
I made a PowerPoint presentation for
each child containing a rough draft,
editing process documents and photos,
published copies of descriptive
sentences with audio of the child
reading, and a scanned thank you note.
Parents watched their child’s
presentation as they awaited our Oct.
Parent Teacher Child Conference.
You might have thought it was
First Grade Oscar Night
outside our classroom on
conference evenings.
There were so many proud
students sharing their writing
process and work with parents!