Welcome

1. Welcome We will work in our reading groups (Graves chapter 7, 12, 13, 14; ELD/ELA “Writing Strategies”, “Writing Applications” and “Written Language and Conventions” standards K-2 and 3-5/6) after today’s break. While you are waiting, please share the poem you brought in.

2. Running shoes Stuffed animals Shells, Leaves, Stickers Toys Photographs All have a story behind them Some belie what seems to be true Objects that elicit tears, laughter, pain, longing Flood of memories Stories Change Possibilities Time passing Identity Passages Who am I? Who do I want to be? Favorite cities Important people Families, friends, strangers Vietnam, Saudi Arabia, Scott Lake, Mexico. Disneyland, Guatemala, Yosemite, Tucson, Glamis

3. Helping Students Write Poetry “In our minds we store the images we gather from the time we are born, vivid fragments rooted in the five senses: the smell of mother’s milk, the texture of grandfather’s face, the terror of trees in a night storm, the sound of sirens or dogs barking sharply in the city, the smell of scallion and garlic sizzling in a wok.” Judith W. Steinbergh

4. Helping Students Read Poetry What is Green? 1 Green is the grass And the leaves of trees Green is the smell Of a country breeze. 2 Green is lettuce And sometimes the sea. When green is a feeling You pronounce it N.V. 3 Green is a coolness You get in the shade Of the tall old woods Where the moth is made.

5. 4 Green is a flutter That comes in Spring When frost melts out Of everything. 5 Green is a grasshopper Green is jade Green is hiding In the shade— 6 Green is an olive And a pickle. The sound of green Is a water-trickle 7 Green is the world After the rain Bathed and beautiful Again.

6. 8 April is green Peppermint, too. Every elf has One green shoe. 1 Under a grape arbor 1, 2 Air is green 1, 2, 3 With sprinkles of sunlight 1, 2, 3, 4 In between. 1, 2, 3, 4, 5 Green is the meadow, 1, 2, 3, 4, 5, 6 Green is the fuzz 1, 2, 3, 4, 5, 6, 7 That covers up 1, 2, 3, 4, 5, 6, 7, 8 Where winter was. 1, 2, 5, 6 Green is ivy and 3, 4, 7, 8 Honeysuckle vine. All Green is yours Green is mine…

7. How to Read Poetry Aloud • In unison • Repeating lines in response to the leader’s call • Reading one line each • Reading lines alternately in two groups • Reading cumulatively, beginning with a few voices and gradually increasing the number • Individual reading the lines, with the class joining in on refrain

8. Shared Writing

9. “Stake a claim on something—your desk, the classroom, the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.” JoAnn Portalupi, “Priming the Pump”At your table, brainstorm a list. As a group, write a line for a class poem that uses some of your table’s ideas. Write it on a strip and put it in the pocket chart. Table 1: What things LOOK (color)?Table 2: What things SOUND (color)?Table 3: What things SMELL (color)?Table 4: How does (color) FEEL?Table 5: What makes YOU FEEL (color)?Table 6: What things TASTE (color)?Table 7: What EXPERIENCES or IDEAS seem (color)?Table 8: Can you think of any (color) PLACES? As a group, we will write a general statement, summary statement, or another type of ending for this color.

10. Color Poems • Choose a color. • Brainstorm: things that look, sound, smell, feel, make you feel, taste, experiences that seem, places that seem to be associated with that color. • Choose a way to end, summary • Write ideas on strips. • Move strips around to revise. http://orchard.sbschools.net/users/pvandegraaf/colorpoems.htm

16. Goals • Using and writing poetry • Organizing the classroom for writing • Components of a balanced writing program • Assessing writing • Response

17. Components of a Balanced Language Arts Program

18. Modeled Writing • What does it look like? • What is its purpose?

19. Modeled Writing Examples: • Ms. Garcia writes a "morning message" about what will be happening that day in terms of activities. As she writes, she thinks aloud while correctly writing in front of the students. • Ms. Washington writes on chart paper a personal experience "Yesterday I went to visit a zoo. I saw two adorable monkeys swing from tree to tree." She models for students one form of topic choice for writing in their journals. • Mr. Brown models using a paragraph frame on an overhead or chart, to create his own written summary paragraph of a science text selection. • Mr. Morgan uses a Newsweek essay, “Inside the Classroom” as a patterned essay. He utilizes a “think aloud” as he develops his own essay using key words and the author's structure as a pattern.

20. Non-examples 1. The teacher makes mistakes for students to find and correct. (i.e., DOL) 2. The teacher posts "daily news" on the chalkboard for students to read as they enter the classroom. 3. A group of students collaborate with the teacher on editing a class story. 4. The teacher presents a writing prompt or topic for students to respond. 5. Students develop and write their own conclusions to a story. 6. Students are required to look up and copy key vocabulary from a text selection.

21. Guided Writing • Core of the writing program • Instructional setting • Role of teacher • Role of student • Topic choice • Demonstrations and minilessons • Form • Skill development

22. Independent Writing • Instructional setting • Role in the writing program • Role of teacher • Role of student • Topic choice • Demonstrations and minilessons • Form • Skill development

23. As you come in from break… • Find the group that did the same reading as you. • Please take a couple of minutes per person to share your mini lesson and text with the people in your group.

24. Sharing Mini Lessons from Action 12.4

25. Organizing the Classroom for Reading and Writing Reader’s/Writer’s Workshop (Atwell, In the Middle, late 80s) • Mini lesson (10 minutes) • Reading and Writing time/conferring (guided practice/individual assessment; 15-40 minutes; start off slow, time extended over year) • Group share (10 minutes) Literature Instruction (whole text OR daily lessons) • Into • Through • Beyond Guided Reading/Writing Groups and Job Time • Whole group meeting to explain new jobs and go over schedule • Teacher works with small groups • Other students work independently on jobs

26. Group Synthesis • Create a five minute presentation at the docu-cam to facilitate note taking of …main points …connections to previous learning …questions and/or controversies PLEASE BE READY AT 11:28 RUSTY WOULD LIKE YOU TO BRING YOUR ATM BOOKS TO FRIDAY’S CLASS

27. Assessment

28. Responding to Writing: Response Groups • Writer: read one of your poems (Action 20.1, 20.2, or 20.3) to your group. • Listener: • “Tell me what your poem is about.” • Find out main idea; details that support the main idea • Ask the writer about where the ideas/details are located or referred to, in the poem. • Together: discuss the function of the nouns and verbs in the poem.

29. Responding to Writing “At first children are caught up in their own thinking, finding it difficult to include the thoughts and opinions of others. Gradually, through the process of sharing their writing and showing it to others, they begin to acknowledge other ways of thinking. Understanding point of view is a lifetime journey in both reading and writing.” Graves, D. (2004, November) What I have learned from teachers of writing, Language Arts, 82, 88-94. • How can you prepare students for responding to each other’s writing?

30. Some other formats to consider… 1. One thing I really like about the writing is …2. One thing I think the author can improve upon is …3. Something I would like the author to tell me more about is …4. One last comment is …

31. Some Literature Resources from Week 1 Syllabus • California Dept of Ed lists - • http://www.cde.ca.gov/ta/tg/sr/readinglist.asp • http://www.cde.ca.gov/ci/rl/ll/index.asp • Baharona Center for the Study of Books in Spanish for Children & Adolescents • http://www.csusm.edu/csb/ • CyberGuides • http://www.sdcoe.k12.ca.us/score/cyberguide.html • The Children’s Literature WebGuide • http://www.ucalgary.ca/~dkbrown/

32. Picture Books with Strong Characters The Two of Them by Aliki The Song and Dance Man by Karen Ackerman Granpa by John Burningham Molly’sPilgrim by Barbara Cohen MissRumphius, by Barbara Cooney ThroughGrandpa’sEyes by Patricia MacLachlan Mr. Grigg’sWork by Cynthia Rylant Amos and Boris by William Steig Crow Boy by Taro Yashima William’s Doll by Charlotte Zolotow Paper Bag Princess by Robert Munsch Wilfrid Gordon McDonald Partridge by Mem Fox

33. Novels with Strong Characters TuckEverlasting by Natalie Babbitt TheStoriesJulianTells by Ann Cameron Ramona books by Beverly Cleary Charlieand the Chocolate Factory and Matilda by Roald Dahl TheOutsiders by S.E. Hinton Bunnicula by Deborah and James Howe Great Gilly Hopkins and Bridge to Terabithia by Katherine Peterson Maniac Magee by Jerry Spinelli

34. Other Poetry Writing Resources • For the Good of the Earth and the Sun: Teaching Poetry by Georgia Heard • For the Love of Language: Poetry for Every Learner by Nancy Lee Cecil • Classroom Events through Poetry by Larry Swartz • Hailstones and Halibut Bones by Mary O’Neill

35. Other Writing Resources • Teaching Young Writers: Strategies that Work by Lola M. Schaefer • Scaffolding Young Writers: A Writer’s Workshop Approach by Linda J. Dorn and Carla Soffos • Show Them How to Write by Mary Hodgson • The Art of Teaching Writing and Living Between the Lines by Lucy McCormick Calkins • In the Middle and Side by Side by Nancie Atwell • Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi • Craft Lessons and Nonfiction Craft Lessons by JoAnn Portalupi and Ralph Fletcher • What a Writer Needs by Ralph Fletcher • Wondrous Words by Katie Wood Ray • Honey, I Love by Eloise Greenfield