Transcript Writing - Amy Benjamin

Today’s workshop will…
Give you ideas about expanding your students’ vocabulary
and sentence skills
Expand your understanding of the writing process
Focus your use of the New York State Standards and Rubric
Four modes of writing: Inform, Entertain, Persuade, Socialize
Give you ideas for spelling instruction
Help you shape writing tasks
Improving Writing Instruction
Grades 3,4
Part One: Word Profusions:
Expanding Vocabulary
Generating Words
Generating Ideas
Formulating Sentences
Handout Pages: 1-8; 16; 17-19
Springboarding lists into critical thinking and language expansion
activities:
Classify
Students think
of ways in which
the words on
their lists can
be classified
(sorted,
arranged,
organized)
Build
Students build
words into
phrases,
phrases into
simple sentences,
simple sentences
into complex
sentences.
Analyze
Students
break words
down into
prefixes,
roots,
suffiixes
(Word Study)
Handouts:
P. 5-8
Morph
Students
manipulate
the words
into different
parts of
speech
Synthesize
Students
use their words
to generate
ideas for a
writing piece:
To inform,
To entertain,
To persuade
To socialize
Classifying: A critical thinking skill
How many ways can we think of to classify the words
on our list?
Out of the words,
students make
phrases;
Out of the phrases,
students make
sentences;
Phrase: part of a sentence
Sentence: You can put the
words “IT IS TRUE THAT…”
in front of words that make a
sentence;
Out of the sentences,
students make
subordinate clauses;
A sentence has a SUBJECT
and a PREDICATE, like a
bicycle has two wheels
Out of the subordinate clauses, (see next slide)
students make complex
sentences
Subordinate Clauses: AAAWWUBBIS:
although, as, after
while, when
until
because, before
if
since
To create a complex sentence:
The “basket” (subordinate clause) can
be placed on the back of the bike
(no comma necessary) or on the
front of the bike (needs a comma).
The subject + the predicate connect to form a stable structure.
Gardening is my favorite weekend activity
Because I like worms
,
because I like worms.
gardening is my favorite activity.
Gardening is my favorite activity on a rainy day because I like worms.
(add modifiers: When? Where? Why? How? To What Extent?)
Morphology Chart
Noun:
The…
Verb:
They…
Adjective
Which one?
What kind?
How many?
The___truck
Adverb
Where? When?
Why? To what
extent? In what
manner?
The Language Tree
Adjective Branches:
very___________
Noun Branches:
Verb Branches:
very___________
very___________
can___________
can___________
the______________ very___________
the______________
the______________
very___________
can___________
can___________
can___________
the______________
can___________
the______________
the______________
Prepositional Phrase Branches:
in________________
on________________
at_______________
for________________
with________________
Topic: ______________________________
Vocab: Three Tiers of English
Words
Tier 1: Conversational words (vernacular)
(high frequency in natural conversation)
Tier 2: Academic words: “school-loving” words
(Latinate: prefix, root, suffix): 4th grade; lower in
frequency than Tier 1; literary air; church-like air;
business-like air; “dress-up” words
Tier 3: Technical words: Low frequency; used for
particular technical subjects: photosynthesis;
polyhedron; metamorphosis; No synonyms
Three Kinds of Writing
1. Writing to learn; writing for self-understanding
Audience: Self
2. Writing to prove knowledge or to demonstrate the ability to write
Audience: Teacher
3. Writing for social communication
Audience: peers, family
The Writing Process
Pre-writing: Gathering knowledge and readiness to write
Drafting: Going from plan to paper
Revising: Forming a cohesive whole
Editing: Consideration of the reader’s needs
Throughout: Awareness of audience and purpose
Key for Success: Prewriting
Use of resources
From speech to writing
Make a Plan:
List
Draw
Map
Awareness of question
NYS ELA Standards:
Reading, Writing, Speaking, Listening
Standard 1: ….for information
processing (non-fiction, expository
text, objective and factual information)
Writing primarily to inform
Standard 3: …for critical analysis,
argumentation
Writing primarily to persuade
Standard 2… for literary
expression and response
Writing primarily to entertain
(or respond to writing which entertains)
Standard 4:…for social interaction
Writing primarily to socialize
Inform
Persuade
PIES
Entertain
Socialize
Persuade
Inform
Using the pictures, create
writing tasks for the four
modes.
PIES
Entertain
Socialize
NY State Rubric (Scoring Guide)
1. Meaning: Addressing the task
2. Development: Providing reasons, examples, details
3. Organization: Introduction, body, conclusion, transitions
4. Language: Use of formal language tone
5. Conventions: grammar, spelling, punctuation, capitalization
Scoring Guide (Rubric)
M: Meaning: Addressing the task
Answering the question
Focus on the task verb
Story Summary
Somebody wanted something but, so….
Story Summary
Somebody wanted
but
So…
Story Summary II
Somebody wanted
Who?
Where?
When?
Why?
but
So…
What went
wrong? What
got in the way?
How did it all
work out?
Story Summary II
Somebody wanted
Who?
Where?
When?
Main character
Setting
Why?
Motivation
but
So…
What went
wrong? What
got in the way?
Conflict
Obstacle
How did it all
work out?
Resolution
Scoring Guide
Development: Reasons
Examples
Anecdotes
Supportive details
Textual reference
Scoring Guide
Organization:
Sequence
Transition
Scoring Guide
Language Tone: Proper formal diction
Scoring Guide
C: Conventions:
Grammar
Spelling
Punctuation
Capitalization
Handwriting
I or Me
Key: Take the other person out.
Can I go to the movies?
Can I go to the movies?
If you have any questions, see Joe or me.
Handouts: Page 12-15
Spelling Board
Rules and Regs Rhythm & Reps Air-Writing
Color-coding
Mnemonics
Patterns &
Partnerships
Exaggerated
pronunciation
X-word puzzles;
Word finds;
Jumbles
Working with a
spelling partner
Best Spelling Rules
When adding a prefix,
the spelling of the base word does not change.
Ir + regular = irregular
Dis + appear = disappear
Dis + satisfy = dissatisfy
Im + possible = impossible
Im + mature = immature
I before E
I before E, except after C
Or when sounded as A,
As in neighbor or sleigh.
Thief
Chief
Brief
Relief
Belief
Grief
view
Except After C
Conceive; conception
Receive; reception; receipt
Perceive; perception
Deceive; deception
Or when sounded as A
•
•
•
•
•
•
•
•
•
Freight
Weight
Sleigh
Neigbor
Foreign
Reign
Sovereign
Reindeer
their
Doubling the final consonant when
adding a suffix
Three conditions must be present if we must
double the final consonant:
Referring
reference
Beginning
commitment
Beginner
begins
Occurrence
deferment
Committing
Winning, winner
Three conditions for doubling the
final consonant
• Suffix begins with a vowel
• Base word end in CVC
• Accent falls on syllable just before the
suffix
Exceptions
• Weird
• Seize; seizure
• Science
Where do I need help?
Writing the Introduction
Getting Started
Addressing
the question
Writing the Conclusion
Time Management
(Meeting Deadlines)
Organizing
Vocabulary
Spelling, Grammar, Cap,
Punct
1.Definition of a key term
2. Rhetorical question
3. Anecdote
Development
Other
Conciseness
Writing Guide: Checking My Work
Handout Page 9: How should this be upgraded for grades 3,4?
Do all of my sentences begin with a capital letter?_________
Do all of my sentences end with end punctuation?_________
Have I used some new words?________
Is my work clean and neat?________
Did I write my work more than one time?_______
Do I have enough sentences?_______
Do my words help my reader see a picture?______
Have I included pictures?_______
Writing Instruction Procedures
• How will I frame the task?
• How will I guide the students through the
task? (reading, socializing, modeling, brainstorming, drawing,
word banks, sentence stems, drawing, mapping, using a graphic
organizer)
• How will I follow up? (assessment, follow-up lessons,
transitioning to the next writing experience)
Sentence Stems
Sentence stems are frames for sentences that will be useful for a writing task.
Ex: An example of __________ is ____________.
_____________ happened because_______________.
To devise sentence stems, ask yourself: “What kind of sentence(s) do I want
to read for this writing task?”
Sentence stems are generic and can be used for multiple writing tasks in the
same genre (description, comparison, cause & effect, etc.)
The Writing Teacher’s Planning
Guide
Teacher Guidance/Student Growth: In what ways will students be increasing their
knowledge and communicating their thoughts in preparation for this writing task?
Reading, socializing, brainstorming, modeling, drawing, word banks,
sentence stems, mapping or other graphic organizers
Word Bank: Useful words and phrases for this task: (approx. 10)
Sentence Stems: Sentence frames on which students may build their ideas:
(approx 3)
Handout: Page 11
Informal and Formal
backpack
briefcase
flip-flops
dress shoes
McDonald’s
sit-down restaurant
frisbee on the
lawn
football on the team
snack
zapping/nuking
lunch
cooking, baking, roasting
Informal and formal English
got, gotta
hafta
gonna
have, have to
going to
want to
wanna
let me
lemme
would have, should have,
could have
woulda, shoulda,
coulda
because
cuz
Handout, p. 21: Shaping a writing task