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Mme G.C. -Work in Progress

Instructional Consultant sharing my learning with others. Please scroll way down to follow me!!

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Writing

Powwow Composing Think Aloud


Once the sentences are easy to read for the students , fluency is essential . Now we move to the composing think aloud. I have attached a power point of the way in which  I like to present my own writing to students. I find the visuals along with clicking through the power point a very effective model. Once I have modeled, we do a class paragraph together.

Powowcomposing think aloud

step 2

10 Steps of PWIM step 10


Step 1    Step 2   Step 3   Step 4    Step 5   Step 6   Step 7  Step 8   Step 9

10. Students write paragraphs following the teacher model

Encourage your students to write their own paragraph. Remind them to remove student names and sentence numbers from their PWIM sentences. Teach students how to start sentences in different ways-use mentor texts to teach the text structures required at your grade level. Plot your students on the grid below to plan your next steps. Practice fluency by re-reading the paragraphs.

Step 10 grid.PNG

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step10 paragraph

Thank you to R.E. for sharing your student work 🙂

Descriptive Writing


Brian Wildsmith has a wonderfully descriptive passage about squirrels in his book Squirrels. I used to love using it as a mentor text springboard with children. Unfortunately the book is out of print. Link to a video reading of Squirrels which you can use if you cannot find the book. If you have suggestions for newer books with excellent descriptive passages please share them with me!

I like the passage because the author starts with “It is easy to recognize a squirrel…” which students can use to start their own paragraph about an animal of their choice.

I usually read the story and we discuss it and I list what the author did that we liked.

I then share my own descriptive writing starting with the same introduction about an animal they might not be aware of.

After I have read my model,we look at the list of attributes to see if I followed the structure of this experienced author. Next we  write a group piece but at this point some children are ready to write on their own. Once all students have written their paragraph we create a class book entitled-It Is Easy to Recognize a...

Mentor Text with What Neat Feet


This is a lesson shared with my team by Emily Calhoun. She used Hana Machotka’s What Neat Feet as a mentor text to help students write a descriptive text called Fascinating Faces Familiar Faces.

what neat 1.PNGWhat neat 2.PNGWhat neat 3.PNGwhat neat 4.PNGwhat neat final.PNG

The Bison Kit


I love this new kit that our Curriculum Materials center put together for the Bison. There is such a great variety of literature (both fiction  and non-fiction for teacher read-alouds and student reading) ,as well as a DVD and toy bison in the kit.The Bison kit accompanies our bison photographs in the Picture Word Inductive model and helps to integrate a variety of grade one out comes in social studies, science and health while integrating them through language arts.

Bison Kit

A teacher I have been working with has started a “Bison Notebook” Everyday she takes a photo of a child with the bison. They glue their photo in the notebook and write about the bison. Sometimes it is bison facts, or a made up bison adventure or just a drawing of them with the bison. Each day, the child gets to share their entry with the class. This is a great way to encourage children to present to the rest of the class. Do you know of any materials we could add?

 

For more ideas, try the Office of the Treaty Commisioner website

Historical Context  Grade 1 Treaty 6 Education
 

HC13: Explore the many ways people meet their needs from nature and the land on which they live.

Indicators:

Ø  Describe various uses (e.g., food, clothing, shelter) of buffalo, elk, moose, and caribou, now and in the past.

Ø  Compare how people, past and present, live on the land (e.g., agriculture, ranching, trapping, fishing, dwellings, and modes of transportation).

Ø  Explain how people helped and continue to help each other live on this land.

Grade One Writing With Mentor Text


A grade one room I am working in, has some very struggling writers. We have noticed that we have to scaffold more and more for this small group.

The following process really helped them move forward.

We had been working on writing about animal body parts and trying to use descriptive writing. We realized our group didn’t even understand what the parts were. We had been modeling with the mentor text Horns  by Rebecca Rissman

horns

We quickly realized that it was too hard for this small group. I went back to an old stand by-

I Like Hats. By Blair Drawson.

I Like hats

After reading the story , we talked about what the author did. I pointed out the repeating phrase I like… but pointed out that each ending was different. We talked about capitals and periods and how the author helped us to understand the story through repetition and art.

I showed the students how I tried to write about animals with humps just like we had been talking about in science. I ended my writing using a line from Horns which they found very funny-“Do you have horns? No, you do not!” became “”Do you have a hump? No, you do not!”

We read my writing several times. I then told them that I wanted them to write a similar piece but about animals with  hooves. We had to discuss hooves again. I was surprised to notice that in-spite of showing many photos of hooves the children thought birds had hooves and so did dogs. We looked at more pictures and books. We talked about how hooves helped animals. We made a mind map about hooves.Then we tried a very scaffolded piece. Here is some of their writing:

Next we moved onto the topic of animal tails. This was less scaffolded and they had to write a bit more.

Finally the children chose another animal body part. There was a great deal of laughter as they wrote and illustrated their pages. They shared their reading with each other.

Thank goodness for published authors who have great mentor text to help us with writing!!

Composing Think Aloud 1e


MIMI Picture Selection.pdf - Adobe Acrobat Pro

Les bisons1

Please follow my power point as I model step by step a composing think aloud for grade one/two French Immersion.  I used sentences which the students generated with the help of their teacher.The cloud bubbles are my thinking which I explained to the students. I showed the children how I combined sentences through colour coordination things that were the same. At the end of the model, each student illustrated the paragraph. That gave me an idea of how much detail they understooddrawing

Talk Aloud for Writing


A talk aloud for writing is when a teacher explicitly uses mentor text and the gradual release of responsibility, to help students understand how to improve their own writing.

taljk aloud for writing

Talk Aloud (for Comprehension)


A Talk aloud (for comprehension) is using mentor text to help you explain what published authors do and how text features or structures help you to better understand what you are reading. It is not as important to be able to name them, but being able to recognize the features and how they help the reader is crucial.Talk aloud

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