Purposeful Daily Writing Strategies

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Published on February 27, 2014

Author: Bookmaking4kids

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PowerPoint Presentation: Purposeful Daily Writing Strategies By Heather Glass Write On!TM Publishing © 2014 PowerPoint Presentation: Daily Writing Practice (DOL) What is it? This is a process to practice writing conventions, sentence structure, punctuation, spelling and other writing-related issues on a daily basis. This is accomplished by writing a sentence on the board every morning that needs corrections and has parts of speech to be identified. This can be done in grades K-8. You can use this for both teaching and review. Why is it important? It provides daily practice of the conventions of writing and learning challenges students have when writing. Writing practices need to be reviewed on a daily basis if you want your students to begin applying the skills. Even though it is out of context of a piece the student’s is writing, the repetition is effective. You can’t just do a “commas” or “possessive nouns” worksheet once a month and expect your students to apply it in their writing. Repetition is how you can teach grammar, figurative language and so many other important components of writing. Write On!TM Publishing © 2014 PowerPoint Presentation: How to do this? Create a sentence with mistakes in it up on the board for the students to copy into a notebook. To personalize the sentence, use your students’ names and classroom situations that have happened to you and your students. This makes the sentence more meaningful, interesting and engages students more. For example, (Jeremy said miss glass look at Stephanie she just dropped the globe on her foot). When everyone is finished writing and making the corrections, have the student whose name is in the sentence come up and fix it. As the student is fixing it, he/she must explain to the class why the changes were made. For example, “I capitalized this because it is the beginning of a sentence. I capitalized this word because it is a proper noun. I put a comma here because…” As the student does this he/she is reinforcing the concepts to the class. Students are to fix anything they might have missed as the student on the board makes the corrections. Make sure that you communicate well with your students that they will be tested on that exact sentence in two weeks so it is critical they repair everything correctly for studying purposes. Write down the incorrect sentence somewhere so you can reproduce it for the test and give it to students for studying purposes. It is a great process for getting a language grade because the exact information was covered in class. As the year goes by, the sentences can become more complex and can have more to correct. Let the student/s who are in the sentence be the one who comes up to fix the sentence. Then he/she can pick the next student to continue fixing the corrections if unable to think of anymore. Eventually, students can start taking turns composing the morning sentence. Later in the year, let students become the teachers and direct the morning warm-up. Write On!TM Publishing © 2014 PowerPoint Presentation: Sample Sentences Use your state standards to know what to cover in the morning DOL. The following are examples of daily sentences. Capitalizing names, states, proper nouns. stephanie is from phoenix arizona and has a Dalmatian puppy (underline the proper nouns) Punctuation, quotations, indenting dialogue. Hey give that to me cried billy okay here you go responded sam . Use of commas Caroline brought in cupcakes punch cookies and party hats for her birthday party on april 22 After the party we all went home Common spelling challenges Samantha and bob said that their was a cat over by there back yard (their, there, they’re, your, you’re, too, too, two, a, an, our, are, its, it’s) Write On!TM Publishing © 2014 PowerPoint Presentation: Possessives, plural possessives, contractions its so easy for a dog to chase its tail. kevens answers to the tests questions hadnt been corrected yet. Study guide for your tests should have the incorrect sentence from the DOL with the corrections below. stephanie is from phoenix arizona and has a dalmation . (underline the proper nouns) Stephanie is from Phoenix, Arizona and has a Dalmatian . (underline the proper nouns) Sam grabbed Billys hat. hey give that to me cried billy okay here you go responded sam. Sam grabbed Billy’s hat. “Hey, give that to me!” cried Billy. “Okay, here you go,” replied Sam. Write On!TM Publishing © 2014 PowerPoint Presentation: Descriptive Writing Another writing skill that can be improved by practicing on a daily basis is writing descriptively. Students do not learn to write descriptively by being told, “you need more description” or, “you need more details.” These statements are vague. It is like saying, “You need to make your writing really interesting and wonderful.” Well, yes, but just how does one achieve “more description?” What does that mean? But if you say to a child, “Writers need NOUNS to create word pictures in their writing,” it is far more understandable to children and even adult writers. However, to understand where the description or “word pictures” are needed, a learning writer must first understand where description is missing. A writer must see that, “She was being bratty to her brother” is missing description and that “bratty” needs nouns to create word pictures as in, “She was hiding her brother’s comic books and putting spit balls in his milk .” Write On!TM Publishing © 2014 PowerPoint Presentation: Write one Word Picture Practice sentence on the board a day. Have the students write the “guessing” word in their notebooks and then rewrite the sentence using nouns to create word pictures. Use a sentence a day in your morning warm-up. Eventually, have the students take turns coming up with their own sentences with “guessing” words for you to put on the board. A snake came slithering into the bathroom. There was a bird in the tree. The Halloween bowl was filled with candy. The dog was being so bad. (This one has two) Stuff had been thrown all over everything. (This one has two) There was a bird up in the tree. (This one has two) Billy was acting like a pig at the dinner table. Bugs were crawling everywhere. (This one has two.) Smelly food was in the ice chest. The scary storm made us all terrified (This one has two.) The goat was eating everything in my barn. Melissa made a loud noise in my ear. Write On!TM Publishing © 2014 PowerPoint Presentation: Weekly Writing Practice You will find that once students begin to understand the power of using nouns to replace “guessing” words, their writing will become more descriptive. Once a week, have students write a “descriptive” paragraph using a sample from the adjective/noun combinations below. Have students create a list of nouns associated with their adjective/noun combination. The sample below is of a “mean rooster.” Sample one is lacking the use of nouns. Notice how the writing lacking nouns tries to bring the story to life with adverbs and adjectives, but still there is no imagery. The reader has to imagine what it is the writer is trying to say. Sample 2 used the nouns in the list and, as a result, has much more imagery. Terrible Rooster Beak Feathers claws Barn dog Crow Hens Horse Cow Farmer corn Sample 1 There was a rooster and he was so totally and completely mean. He chased everyone around the place and kept loudly crowing all the time. He pecked at the poor innocent people and chased all of the nice helpless animals. Everything about him was completely mean. How he looked was even mean. This rooster had a field he lived in and none of the other poor animals would go in there because they were scared of the terrible rooster. Everyone knew this was probably the most terrifying, nasty rooster in the county. He would flap around, peck and carry on terrorizing the farm. Sample 2 Instead of crowing first thing in the morning, this rooster stood on top the of the barn and crowd from 2:00-4:00 in the morning. His beak was covered in dried blood from pecking at the goat’s leg, the pig’s nose and even sometimes the farmer’s arms. His claws were sharp as razors and he dug them into the horse’s’ back if the horse got too close to the rooster’s den. The feathers on his back were torn and filled with dirt and saliva from the fights he would pick with the hound dog. Many times, he would even chase the farmer’s wife out of the henhouse and all the way into the front porch door. Cows stood out in the far end of the pasture to stay away from the bloody-beaked bully. Write On!TM Publishing © 2014 PowerPoint Presentation: Incorporating the Six Traits into Adjective/noun Descriptions Once students start understanding how to write a description using the nouns, start incorporating other important aspects of writing such as creating a topic sentence, varying sentences beginning and types of sentences. Focus on punctuation, capitalization, as well as a good ending. Even voice can be discussed by sharing clever descriptions written by students in the class. Wacky policeman Badge Squad car Uniform Ticket book Gun Holster Hat Annoying bird Feathers Feet Wings Head Eyes Beak Nest Flight Mean dog Bowl Collar Tail Eye, ears, nose, Teeth, mouth Bone Doghouse Dog door The following adjective/noun pairs are sample prompts to use a couple of times a week for practicing descriptive writing. Write On!TM Publishing © 2014 PowerPoint Presentation: Naughty puppy Puppy Chow Bowl Bone Teeth Collar Dog door Legs Ear, eyes, tail Angry bear Claws Grizzly Fur Garbage cans Teeth voice Yellow stone, forest Picnic basket, campground Expensive Airplane Passengers Seats Wingspan Engine Speed Cockpit Pilots Flight attendants Beautiful Meadow Grass Pond, lily pad, frogs Deer, fox, Trees, willow, cotton wood Stream Breese Flowers birds Scary forest Trees Branches Wind Fox, coyote, wolves Squirrels Frogs Bushes Tarantulas, bats Silly Fireman Ax Boots Uniform Hat Truck Siren Ladder Dalmatian Fire Fire hydrant Write On!TM Publishing © 2014 PowerPoint Presentation: Messy classroom Chalkboard Desks Floor Bulletin boards Books Book corner Recycle bin Garbage can Organized classroom Chalkboard Desks Floor Bulletin boards Books Book corner Recycle bin Garbage can Noisy Movie Theater Ushers Kids Popcorn Soda Candy Isles, doors Seats Screen Strange fish Aquarium Eyes Gills Fins Mouth Water Worms River Seaweed Beautiful bird Feathers Feet Wings Head Eyes Beak Nest tree Mean dog Bowl Collar Tail Eye, ears, nose, Teeth, mouth Bone Doghouse Dog door Write On!TM Publishing © 2014 PowerPoint Presentation: Friday Letters Home Every Friday, I had students write letters home to their parents. They were organized in a five-paragraph essay format. The advantages to writing letters home is that it was writing to a real audience (parents) for a real purpose (to discuss the week’s events) from real life experiences. The other advantage to doing this was repetition in writing. If you want your students to become developing writers, then they need to write regularly. On Friday, we create a list on the board of different activities during the week and then thought of nouns associated with the lists as in the sample below. Guest speaker Bob Smith Idaho Power Co. Maps Dams Transformers Electricity Lucky Peak Boise River Math Two step division Store inventory Multiplication time test Measure the field Calculated store earnings P.E. Sam broke his leg Field hockey Substitute on Tues. Flooded field Friday free play Reading Maniac Magee lit studies SSR Book sharing Reading corner cushions New book set New bean bag chair Write On!TM Publishing © 2014 PowerPoint Presentation: Once the class creates the list together, have them write a thesis statement. Dear Mom and Dad, A very busy week indeed! We had a guest speaker, math kept us busy as usual, and in P.E we had some interesting and scary events. Then, the rest of the letter should be three supporting paragraphs all beginning with topic sentences. Students use the brainstormed nouns to get writing ideas for each topic. The follow two are sample paragraphs. We had a guest speaker come from SRP, which stands for Salt River Project. He came to our class to tell us about how water reaches the city. He brought in a huge map that covered the whole chalkboard and showed us how the Verde River drops into Roosevelt Lake. Water goes through turbines and creates electricity as it drops into Saguaro Lake. Math was a challenge this week! We learned two-step division and let me tell you, it was no picnic. It felt like I was learning how to build a car it was so hard. The more enjoyable part of math was when we worked on math having to do with our classroom store. We figured out how much we had mad so far this year by adding up our earnings and our expenses and figuring out the difference. The last page should be a conclusion. Even though it was a challenging week, I enjoyed many parts of it. Write On!TM Publishing © 2014 PowerPoint Presentation: During and after students finished their letters, I made light pencil corrections on punctuation, spelling and other small errors. These were never graded. Students returned letters from home on Monday and we saved them. In December, students looked at the improvements they made from their first letter in August to the ones written in December. They were always shocked and proud of the profound changes in their writing. Much giggling was usually associated with this as they proudly saw their improvements and growth. This is an average sample of a 4 th grader’s letter to the fourth grade student who would be in the following year’s class. This was not edited in any way. After writing letters home for a few months, students were capable of following this same essay format about field trips and other experiences. Field trip and “events were graded whereas the letters home never were. Grades 1-3 This same process can be done with younger students, just on a smaller scale. Grade 1 1-2 sentences Grades 2-3 A full paragraph with topic sentence Grades 4-6 Full 5-paragraph essays Write On!TM Publishing © 2014 PowerPoint Presentation: Write On!TM Publishing © 2014 PowerPoint Presentation: Write On!TM Publishing © 2014 PowerPoint Presentation: Write On!TM Publishing © 2014

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