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Mme G.C. -Work in Progress

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PWIM

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

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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 🙂

10 Steps of PWIM step 8


Step 1    Step 2   Step 3   Step 4    Step 5  Step 6   Step 7    Step 9  Step 10

8. Class generates, reads, classifies and improves sentence

Each student has the opportunity to contribute a descriptive sentence to the class set. The teacher is encouraged to elicit proper grammar and a variety of sentence starters. Writing each sentence in a different or alternating colour models that sentences vary in length and can be more than one line long. Some teachers like to write each sentence on an individual sentence strip while others prefer to write them all out on chart paper.

sentences.jpg

Give students plenty of opportunity to read the sentences as a group and alone. Choral reading in a variety of voices develops fluency and engagement by reading grade appropriate material in context. Students will naturally classify by structure and mechanics (Starts with The, They, # of words in the sentence, capitals,) but it is very important that they begin to categorize the sentences by content because these categories are necessary for generating good paragraphs.

Have students substitute a word in the sentence several times.

E.g. The elephant is walking on the grass.

The elephant is walking on the beach.

The elephant is walking on the cement.

 Ask them to illustrate their favourite one of the 3.

Have them share their illustration and sentences with a partner. The partner must figure out which of the 3 sentences was illustrated.

change a word.jpg

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Create sentence cubes (I use a math black-line master) for the students to roll out different sentences, allowing them to play with sentences starters content and descriptions. The first block is a variety of sentence starters. The second block is nouns from the photo.The third block is linking verbs-is-are-was…) The fourth block is verbs ending in ing and the final verb is a location in the photo.

cubes (2).jpg

 Assessing sentences is essential in this step of the model. What do students know about sentences? Do they know the difference between letters/words/ sentences? What high frequency words are they incorporating into their PWIM sentences? Are sentences starting and ending in a variety of ways? How long are the sentences?

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Use your sentences for running records and repetitive reading to build fluency and check accuracy.

running record.JPG

 

 

 

 

 

 

10 Steps of PWIM step 7


Step 1    Step 2  Step 3   Step 4    Step 5  Step 6  Step 8  Step 9  Step 10

7. Class generates titles, main ideas and topics of study

It is essential to discuss the purpose of the title –it is an introduction to main idea. A title is a promise from the author that the content of the book will match the title.

“Mask’ book titles and show them to students one at a time.

titles.jpg

If the author is keeping their promise, the title needs to be about the contents of the book. Let’s look at this book-what is it about? What is the main idea? Can you think of a good title? (generate ideas…let’s see what the author entitled the book…)

Brainstorm things that have titles, together with your students- they will have ideas but you might need to push them-People (Mr. Mrs…), movies, video games…) Tell your students that there are MANY kinds of titles. It is important to be able to make up titles for many things.

  • We are going to look at kinds of titles.
  • Begin an anchor chart with kinds of titles
  • Add the name of each type of title as you go
  • Alternate colours
  • This could be over a week or several days

step7Ali titles (1).JPG

Another way to display titles is by writing them on paper and attaching them above your photo. Make sure that there are several options for students. Avoid voting on a class title and provide students with several options to choose from.

I am attaching a link to the power point I use when teaching titles. Each type of title is a separate lesson. Don’t teach them all in one day!!

A lesson on Titles

10 Steps of PWIM step 6


Step 1    Step 2  Step 3   Step 4    Step 5  Step 7  Step 8  Step 9  Step 10

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based on the work of Emily Calhoun

10 Steps of PWIM step 5


 

Step 1    Step 2   Step 3    Step 4     Step 6   Step 7   Step 8  Step 9   Step 10

5.PNG

Based on the work of Emily Calhoun.

10 Steps of PWIM step 1


I’m finding that I prefer the 10 steps of PWIM to the 5 phases. I think the steps are easier to follow and make more sense. I am trying to write them up in a simple way with photographs. Here is step 1!!

Step 2  Step 3    Step 4  Step 5  Step 6  Step 7  Step 8 Step 9  Step 10

Step 1

 

Differentiation in the PWIM


Differentiation in PWIMCapture

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

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