Write…From the Beginning
The Whole Picture
Focused
Writing
MiniLessons
Unassisted
Writingmodeleddomain specific
daily
5 criteria
not modeled
variousdomains
and genres
Expository vs. NarrativeExpository writing explains an event, concept, or idea. It contains facts and examples. Non-fiction.
Narrative writing tells a story, or part of a story. It can be fiction or non-fiction.
What are the WFTB goals for your grade level?
Task: Look at the WFTB section for your grade level.
Work with your team to create a Thinking Map to show what kinds of writing tasks your students do learn this year.
Character
Setting
Event
One complete thought about the event
Roses
Lt nt ts ad I wt to rs ad bt a dp trk
Composing in First Grade
Observational Comment Writing
Level 2: Using a Tree Map, students write three compound sentences using pronouns
and connecting words.
11stst grade grade
Teddy Bear has a hat and a bow.
He feels soft and fuzzy.
Teddy Bear can bend and cuddle.
a hat
a bow
has
Teddy Bear (He)
soft
fuzzy
feels
bend
cuddle
can
Composing in First Grade
Observational Comment Writing
Level 3: Using a Tree Map and connecting words the students write three compound sentences with
pronouns and descriptive words.
11stst grade grade
Teddy Bear has a brown hat and a white bow.
He feels soft like a pillow and fuzzy.
Teddy Bear can bend and cuddle.
a brown hat
A white bow
has
Teddy Bear (He)
soft like a pillow
fuzzy
feels
bend
cuddle
can
11stst grade grade
First
We lined up and went outside.
Next
We looked at a tree.
Last
We came in.
First we lined up and went outside.
Next we looked at a tree.
Last we came in.
Use a Flow Map to model the structure of the Personal Recount Narrative.
2nd grade2nd grade
After that
We looked at a tree.
This morning our class went on a mini-field trip.
We lined up and went outside.
First
I was first felt bark
Finally
We came in.
wrote story
This was a great way to study trees!
Mini Lesson
s
Consistent SimpleBrief
Focused
Concise
Reflective
Non-threateni
ng
Daily
Fun
Five Criteria
MainIdea
Supporting
Details
Coherence
Organization
Conventions
narrowno
fru-fru
descriptive
wordspreciselanguageadditiona
linfo
plan
easy
retell
surfacefeatures
readability
More information is on page 6 in your Write…From the
Beginning Manual
readerappealeasy tofollow
Kindergarten Mini Lesson
?
grass
peas
lettuce
leaf
MainIdea
sun
Mr. Pig’s Birthday(What do you think this paragraph will be about?)
Today is Mr. Pig’s birthday. Mrs. Toad made him a cake. I like presents. Mr. Fox put the candles on the cake. A fox has sharp teeth. Mrs. Mouse cut the cake. Then everyone sang Happy Birthday to Mr. Pig.
(Are there any sentences which do not tell about the main idea?)
1st grade mini lesson: Main
Idea
Follow up by giving the students a new paragraph with irrelevant information. They will need to cross out sentences that do not go with the main idea, and add two additional sentences which do contribute to the main idea.
Supply an opening sentence for this paragraph.
_______________. He has a big barn and a lot of land, but no animals. Chuck does not raise animals. He grows trees. Chuck has many kinds of fruit trees. He grows pear, apple, cherry, and plum trees. Each spring and fall he is busy picking their fruit. It is fun to go to Chuck’s farm when the fruit is ripe.
2nd grade mini lesson: Main Idea
Follow up by displaying a topic sentence such as: Today we woke up and there was snow on the ground. The students will write two or more sentences that relate to the topic.
Student A
Student CStudent B
Student D
8888
1 2 1 2 1 1 0 2 181 2 0 0 0
01 2 14
1 2 0 0 00
1 1 132 2 1 0 0 1 0 2 16
¼ =25%4/4 =100%
2/4=50%
4/4=100%¼=25%¼=25%
4/4=100%0/4=0%¾=75%
3250
Based on this data, what should the teacher reteach during mini-lessons, and model in her own writing?
Are your students able to spell high frequency words?
Our class proficiency reports tell us that our students have difficulty spelling, especially high frequency words.
Conventions Mini Lesson
correct incorrect
Spelling
grilgirl
was
wuz becuse
becauseThe brain needs to see the word spelled correctly next to the word spelled
incorrectly so that the students can distinguish which one is the conventional spelling.
TPS: What kinds of activities do you do using your Word Wall or Most Frequently Used Words List?
1. Introduce 5 words at a time as you add them to the word wall. Once up, students are responsible for the word.
2. Add to weekly spelling homework.3. Read and spell as a sponge activity.4. Sing them.5. Make up chants for them.6. Refer to and actively use the word wall when
you model writing.7. Play games using the words on your word
wall.
Game: Be a Mind Reader1. This is a word on the word wall: _____________2. Clue #2
_____________3. Clue #3
_____________4. Clue #4 _____________5. This word will fit in the following sentence:
_____________
Chant word wall spellings. Add kinesthetics/movement.H-E-R-E – Here, right here. (Stomp feet)T-H-E-R-E – It’s outta there..... (Swing a baseball
bat.)Hula spelling – Spell the word out with your hips.Say – Spell – Say (from SFA- clap out each letter)Marine Chant: Here are 5 words you need
(repeat) if you want to write and read (repeat) the (t-h-e) where (w-h-e-r-e) who (w-h-o)
say (s-a-y) every (e-v-e-r-y)Make up your own chants.
WFTB Bulletin Board
Inter-rater reliabilityInter-rater reliability is established when
different teachers rate papers in the same way using a rubric. Scores should be the same regardless of which teacher grades the paper.
It increases when all teachers have an understanding of the rubric.
It increases when there are 2 or more teachers scoring the same paper.
How to Establish Inter-rater Reliability1. Read and discuss the writing prompt and the
rubric. 2. Write your own response to the prompt.3. Read a student response.4. Use the rubric to assign a score. Be
prepared to explain why you assigned the score you did.
5. Share your scores with a partner.6. If your scores didn’t agree, partners must
come to a consensus through discussion.
1. Read and discuss the writing prompt and the rubric (WFTB p. 196-198).
2. Write your own response to the prompt.
3. Read a student response.
4. Use the rubric to assign a score. Be prepared to explain why you assigned the score you did.
5. Share your scores with a partner.
6. If your scores didn’t agree, partners must come to a consensus through discussion.