Cherise Cherise Jones ones 2009 2009 UCI Grad: UCI Grad: BA - PDF document

4/11/2014 Cherise Cherise Jones ones � 2009 2009 UCI Grad: UCI Grad: BA Spanish; BA Spanish; BA BA Global Global Ideas Ideas for for Teachin Teaching Cultures Cultur es; Minor Minor in in Educatio Educational Studies Studies Common Common Core Writin Core Writing � 2010 UCI 2010 UCI Grad: Multiple Grad: Multiple Subject Subject Crede Credentia tial: MAT : MAT Cherise Jones Cherise Cherise Jones Cherise Jones Jones � 2010-2012 2010-2012 Viejo Elementary, CapoUSD: Viejo Elementary, CapoUSD: Dual Immersio Dual Immersion Kinde Kinderga rgarten; ELD ELD Adviso Advisor Mark Twain Elementar Mark Twain Elementary � 2012- 2012-prese resent nt Mark Twain Elementary Mark Twain Elementary Dual Immers Dual Immersion Academ Academy rd Grade; LESD; Dual LESD; Dual Immersion Immersion 3 rd Grade; Writin Writing Coach Coach Overv Overview ew � Common Common Core Core Writin Writing Standard Standards � Opinio Opinion Writin n Writing Text xt T Types pes – – Tipos ipos del del te texto xto � Write Writer’s Works Workshop �Opinion (Argument �Opinion (Argument) � Write Writer’s Works Workshop Unit Unit �Opinión (Argument �Opinión (Argumento) � Resou Resources �Inform �Inform rmativ rmativ ative/Explana ative/Explana Explanatory Explanatory ory ory � Units of Units of Study Study (Calkin (Calkins) �T �Textos tos Inf nforma ormativ tivos y Explicativ Explicativos os � Co Common Co mmon Core Writin re Writing g Bo Book (Owo (Owocki) cki) �Narr �Narrativ tive � Common Core Standard Common Core Standards �Textos �T tos narr arrativ tivos � Common Core en Common Core en espa espa ñ ol ol � Pin Pinterest erest 1

4/11/2014 Lawndale Elementary School District 3 rd Grade Trimester Map in Writing Trimester 1 Trimester 2 Trimester 3 Text xt Purpos Purposes – es – What t the the standard sa st says ys Write opinion pieces Write opinio pieces on on Narrative Informational/Explanatory Opinion/Argumentative topics or topics or te topics or topics or te texts texts xts, xts (40 Days*) (40 Days*) (40 Days*) supp supporting ng a a point of point of view with reasons. view with asons. Narrative Informational/Explanatory Opinion/Argumentative (10 Days*) (20 Days*) (20 Days*) Informational/Explanatory (10 Days*) Examples of Examples of Anchor Charts Anchor Charts � Anch Anchor charts charts are are tools fo tools for student r students to use during to use during Tipos pos de T e Textos xtos y sus y sus propósit ropósitos Writin Writing g Wo Workshop rkshop an and aid children d aid children in in remembering remembering pro proce cedu dure res an s and d expect expectat ations. Escriben Escr en propu propuest stas de de opini opinión sobr obre temas temas o � Chart Charts sho should ld be be made with the studen made with the students an and added to d added to tex extos, apoy poyando un punto punto throug ughout hout t the year. de vista de vista con r con razones zones e � Teac Teachers rs may may remove remove when no longer when no longer needed. needed. inform inf rmación Anch Anchor charts charts need to need to be be posted posted in the classro in the classroom where they are where they are easily easily access accessibl ible to to student students. Post Post anch anchor or ch chart arts from om m mini-lesso ni-lessons ns so so they ey are are easily easily accessibl accessible e to ch child ildren ren in ord in order r to serve as a resource serve as a resource for r their eir writ writing. ing. 2

4/11/2014 Have an Have an Opinio Opinion? Anchor Charts for Opinion Writing Anchor Charts for Opinion Writing Use the: Use the: What-Why-H -How s ow strategy gy � WHAT do WHAT do you you think? ink? This This is is you your opinion opinion. Som Sometimes s a singl single sent senten ence will ill be a all you ll you need. need. You ca can n also t so think ink of of it it a as you your main in idea idea if if you you’re re writ iting ing an essa essay. If y. If you you’re w re working rking on on a resea research ch pa paper, this w per, this would d be be you your thesis. thesis. � WHY � WHY WHY do WHY do do you do you you t you t think think ink it ink it it? Opinio it? Opinio Opinions don Opinions don don’t just pop don t just st pop up ou st pop pop up ou out of out of t of nowhere for of nowhere for nowhere for no nowhere for no no no reas ason at on at al all. If If you’ u’ve g got t an an op opinion, n, you’ u’ve g got t a a reas ason on for for it, an and often often more re than one. Ca one. Can’t n’t t think of ink of a rea reason? on? Ma Mayb ybe e you your opinio opinion isn’t isn’t rea really w lly what you you t think. ink. � HOW HOW do y you kn u know? ow? As As the s the saying goes goes: : “Ever veryone’s en enti titl tled to thei to their opini opinion.” ” But are you really? But are you really? Where’ Where’s you s your proof proof? Wha What examples examples or or eviden evid ence can you n you come up me up with to with to ma make ke you your point point? For every rea For every reason on you you shoul ould hav have at l at leas ast t on one ex e exam ample or ple or other other kind of kind of proof. proof. Th The e key t key to a successful a successful arg argument nt is g is great eat support support. Overview of Opinion/Argument OREO OREO – Graphic Organizer Graphic Organizer Within this unit of study, students will learn that writing argument essays involves not only writing an essay in which they make a clear claim and then shift towards including evidence. Students will learn that the challenge is also � Opini Opini ó n to reach and influence readers. � Razone Razones There will be evidence that students write with readers in mind—sometimes � Evid Eviden enci cia o ejempl ejemplos directly addressing readers, sometimes writing in ways that show they are trying to evoke a response in readers, sometimes using voice to try to win � Opini Opini ó n friends and influence people. As you continue through the unit, you will confer with students one-on-one and monitor their progress in writing. You will note whether they state a clear claim and give reasons and supporting evidence. If necessary, you can create a small group for students who need extra support in developing one clear stance. You will also note their structure and organization. A group (or perhaps Chart to he Chart to help lp stude students build ts build the their opinion ir opinion – by by the whole class) may benefit from extra instruction on strategically ordering the giving m giving more re re reasons/examp asons/examples, the es, their opinion is ir opinion is sections of their essay and the information presented within each section. You only strengthened only stre ngthened will also probably find some students that need support with introductions, conclusions, and/or transitions to make the ideas in the essay flow smoothly. ~ Adapted from Lucy Calkins Grade 4/5, 2013 3

4/11/2014 Possible Units of Study Response to Literature Poster Are we teaching opinion writing or Ar w t a hing opinion writing or Letter Letter persuasive/argumentative writing? Review – Book, field trip, movie, project, lesson Special Event – Book fair, Earth Day, MLK Jr., Content – Science, Social Studies, Math Unit Sequencing Daily Lesson Sequencing The Writing Process – Proceso de Parts of the Writing Lesson Escritura Partes de la lecci ó n en escritura Immersion - Inmersi ó n • Set-up Collecting - Coleccionando Selecting Escogiendo Selecting - Escogiendo • Mini Lesson • Mini-Lesson Developing - Desarrollando • Independent Writing Drafting - Redactando • Partnerships Revising - Revisi ó n • Independent Writing Editing – Correci ó n Final • Grammar Share Publishing - Publicando Celebrating - Celebrando Adapted from – The Common Core Writing Book, Owocki, 2013 4

4/11/2014 Mini-Lesson Sequencing Writer’s Workshop Writer’s Workshop – Nuts a Nuts and d Bolts Bolts � Mana Manage geme ment nt � Daily Wo Daily Workshop Schedu rkshop Schedule le Parts of the Writing Lesson � Setup fo Setup for r studen students Partes de la lecci ó n en escritura � Meeting Area Meeting Area � Visua Visuals to to assist assist – are there are there charts charts for for Connection – Conexi ó n pro proce pro proce cedu cedu dure dure res ro res ro s routin s routin utines utines es an es an and and d strategie d strategie strategies? strategies? Teach Teach – Ense ñ ar Ense ñ ar � Chart Charts – do do charts reflect curren charts reflect current un unit it Active Engagement - Participaci ó n Activa of study? of study? Link – Enlace � Vol Volume – is is there eviden there evidence ce o of daily daily writin writing? g? � Stamina Stamina – can student can students write for write for an an Adapted from – The Common Core Writing Book, Owocki, 2013 extende extended perio period o of time? time? � In Indepe depend ndence ence � Trans Transitions � Supplies fo Supplies for r writin writing Charts for Organizatio Charts for Organiza tion 5