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Independent Writing. Daily Activity Student Determines: Purpose Audience Message Genre and Text Conventions Teacher Confers and Assists. Process Writing. Planning Generate information Organize Set goals Translation Mechanics of writing Review Evaluate (Did I stick to my plan?)
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Independent Writing • Daily Activity • Student Determines: • Purpose • Audience • Message • Genre and Text Conventions • Teacher Confers and Assists
Process Writing • Planning • Generate information • Organize • Set goals • Translation • Mechanics of writing • Review • Evaluate (Did I stick to my plan?) • Revise
Topic Information Topic Information Purpose & Key Point Audience Text Conventions The Planner’s Blackboard
Directed Writing Directed Reading Read Aloud Shared Reading IR/IW Conferring Writer’s Craft • Thinking as a writer • Purpose • Audience • Planning & Organizing • Book Language & Literary Styles • Writing Schemas and Genres • Conversational Learning • Build Oral Language Structure • Vocabulary • Understanding
Key Ideas Instructional Focus: • Viewing self as a writer • Looking at the world like a writer • Reading text like a writer • Writing for a variety of purposes and developing a sense of audience.
Conferring Points • What is my purpose? • Who is my audience? • Is my message clear? • What are my key points? • How did I organize my text? • Did I follow my plan? • Did I achieve my purpose?
Independent Reading: Conferring • Where is the author taking me in this story? • Am I paying attention to the author’s message? • What lesson is the author teaching me? • Why did the author choose this story to tell? • What information is the author trying to explain to me? Chrys Hutchins
Independent Reading: Conferring (continued) • When I finish this book, what would the author like me to remember? • Why is the author spending so much time with this scene, character, topic conflict, resolution, clue, or fact? • Have I figured out the author’s big idea? Chrys Hutchins