Transcript Blooming Writers Power Point

BLOOMING
WRITERS
Chelsea Dullye ~ Kindergarten
[email protected]
Kristin Daugherty ~ First Grade
[email protected]
WORKSHOP MODEL
1.
Opening: Teach a mini-lesson focusing on one specific
skill (10-15 minutes)
2.
Work Period: Students work independently or with some
teacher assistance to write a their own story. (up to 40
minutes)
3.
Closing: 3 students a day share in the Author’s Chair and
students give one another specific positive feedback.
BOY EXPECTATIONS

KINDERGARTEN:
Stage 2:
Draws a picture to address the topic
Spelling word wall words correctly
Makes some letter/sound connections

FIRST GRADE
Stage 4:
Names one action/idea (no movement through time)
Simple sentences
Capitalizes “I” and personally significant names
Spells using dominant vowel and consonant sounds
Uses upper and lower case letters more consistently
Spaces between words
*Benchmark first week in October
EOY EXPECTATIONS

Kindergarten
Stage 4:
Names one action/idea (no movement through time)
Simple sentences
Capitalizes “I” and personally significant names
Spells using dominant vowel and consonant sounds
Uses upper and lower case letters more consistently
Spaces between words

First Grade
Stage 6:
Sequences multiple actions
A general opening with a purpose, occasion, time and place
Simple ending (reflection or summary)
Basic sentence conventions (caps, punctuation, etc.)
Consistent letter size and spacing
Spells sight words correctly
Uses spelling patterns and rules (irregular and regular blends, silent e, etc.)
Show Examples of
stages & rubric
W H AT YO U C A N D O T O H E L P
YO U R C H I L D AT H O M E …

Write DAILY!

Handwriting: help your child write their letters correctly and at a consistent size

Remind your child to use spaces

Encourage your child to stretch their words slowly and write what they hear; do not spell the word for them.

Review word wall words frequently (75% of words in books are high frequency or “word wall” words)

Help your child organize their story prior to writing it (creating a thinking map of their ideas)

Remind your child to add details by asking themselves who, what, where, when, why or by using their senses

Encourage your child to write about how they fell

Multiple kinds of stories (expert writing, how to, personal experience, persuasive, etc.)

Showing movement through time by stretching a small moment (telling a story using transition words)
If your child has not mastered their letters and sounds they should be working on them
daily at home and at school.
QUESTIONS?
Chelsea Dullye
Kindergarten
[email protected]
Kristin Daugherty
First Grade
[email protected]