Focus on 5 introduction psy institute june 2014
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FOCUS on 5Heather Carrigan & Kelli Wise
June 25, 2014
Kids say the funniest things!
10-Second Table Talk
• What does writing instruction look like in your grade level?
T-Chart What I like about my What I don’t like
writing instruction about my writing instruction
Our Inspiration
The SistersGail Boushey & Joan
Moserwww.thedailycafe.com
ComprehensionAccuracyFluencyExpanding
Vocabulary
CAFE Wall Menu in Kelli’s Classroom
An Idea is Born
Name That Domain
• clear & logical beginning, middle, & end
• create an opening / hook
• write a thesis statement
• use transitional words and phrases
• maintain the proper text structure
• create a conclusion that wraps up loose ends
Name That Domain
• clear & logical beginning, middle, & end
• create an opening / hook
• write a thesis statement
• use transitional words and phrases
• maintain the proper text structure
• create a conclusion that wraps up loose ends
Organization
• create an exciting opening that grabs the audience’s attention
• choose interesting, descriptive, and precise words
• ensure that No Two Sentences Start With The Same Word (NTSSWTSW)
• Use a variety of strong nouns, adjectives, & adverbs
• “Show, Don’t Tell”
• Experiment with the rhythms and rhymes of words and phrases
• Use a variety of sentence lengths, structures, & types
• Take risks with new ways of saying things
• Use figurative language
Name That Domain
Name That Domain• create an exciting opening that grabs the
audience’s attention
• choose interesting, descriptive, and precise words
• ensure that No Two Sentences Start With The Same Word (NTSSWTSW)
• Use a variety of strong nouns, adjectives, & adverbs
• “Show, Don’t Tell”
• Experiment with rhythms/rhymes of words/phrases
• Use a variety of sentence lengths, structures, & types
• Take risks with new ways of saying things
• Use figurative language
Style
Name That Domain• Use proper capitalization
• Use proper punctuation
• Circle words that may not be spelled correctly
• Spell high frequency words correctly
• Write in complete sentences
• Use appropriate grammar
• Accurately proofread your writing
• Use resources when editing your writing
• Indent to create a new paragraph for each new mini-topic
• Correctly format text features
Name That Domain• Use proper capitalization
• Use proper punctuation
• Circle words that may not be spelled correctly
• Spell high frequency words correctly
• Write in complete sentences
• Use appropriate grammar
• Accurately proofread your writing
• Use resources when editing your writing
• Indent to create a new paragraph for each new mini-topic
• Correctly format text features
Conventions
Name That Domain• Use the 5 senses to enhance descriptions
• Include text features such as illustrations, captions, diagrams, etc. when appropriate
• Include 4-6 sentences in a typical paragraph
• Revise the message by adding, removing, moving, or substituting ideas in the text
• Use accurate facts, definitions, concrete details, quotations, examples, or explanations to examine and convey ideas and information
• Include literary elements (characters, setting, plot)
• Use purposeful dialogue
Name That Domain• Use the 5 senses to enhance descriptions
• Include text features such as illustrations, captions, diagrams, etc. when appropriate
• Include 4-6 sentences in a typical paragraph
• Revise the message by adding, removing, moving, or substituting ideas in the text
• Use accurate facts, definitions, concrete details, quotations, examples, or explanations to examine and convey ideas and information
• Include literary elements (characters, setting, plot)
• Use purposeful dialogue
Content
Name That Domain• Use a variety of planning strategies
• Draft using a planning graphic organizer that fits with your purpose, mode, and text structure
• Clearly and accurately respond to a prompt
• Generate a topic with a purpose, mode, audience, and text structure in mind
• Generate a title that matches the topic
• Remain on-topic throughout the beginning, middle, and end of a piece, maintaining the proper mode
• Write in a variety of modes and distinguish between them: Opinion, Informational, Narrative, and Poetry
• Maintain a consistent point of view
Name That Domain• Use a variety of planning strategies
• Draft using a planning graphic organizer that fits with your purpose, mode, and text structure
• Clearly and accurately respond to a prompt
• Generate a topic with a purpose, mode, audience, and text structure in mind
• Generate a title that matches the topic
• Remain on-topic throughout the beginning, middle, and end of a piece, maintaining the proper mode
• Write in a variety of modes and distinguish between them: Opinion, Informational, Narrative, and Poetry
• Maintain a consistent point of view
Focus
FOCUS on 5A Menu-Minded System for Writing Instruction &
Assessment
★ What is FOCUS on 5?
★ How do I begin FOCUS on 5 in my classroom?
FOCUS on 5 Menu
FOCUS on 5 Wall Menu
How do I begin FOCUS on 5?
★ Give students writing prompts for the 3 modes of writing: Opinion, Informative, Narrative.
★ Analyze students’ writing to determine Strengths and Goals using the FOCUS on 5 Menu. This is your baseline data!
Prompt ActivityBeginning of the yearFriendly Letters - Narrative
Prompt Activity1. Read the yellow writing prompt.
2. Use the PA Rubric to determine which domain is a strength for the student and which domain may be an area for growth. Jot down your notes on the Writing Super Star form.
3. Use the FOCUS on 5 Menu to choose a beginning goal for the student.
4. Discuss your results with a partner.
Kelli’s Notes
Prompt 2
Opinion Writing
Kelli’s Notes
Prompt 3
Informative Writing
Kelli’s Notes
Analyzing the Baseline Data
Whole Group Trends
Model with Mentor Texts and Teacher
Samples
Small Group and Individual Trends
Begin/Continue Individual Record Keeping
Small Group/Individual Goal-Setting
Small Group/Individual Modeling with Mentor
Texts and Teacher Samples
Analyze new writing and share results
Whole Group Trends● Trends emerge from assessing the
initial writing prompts
● Model with mentor texts and teacher samples
Analyze New Writings
• After meeting with students in small groups or individual conferences
• Students produce new writing with their specific strategy in mind
• Share results for students to graph
• Students reflect and share their perceived strengths and areas of need
Continuation of Cycle
• New whole group trends may emerge
• New small group trends may emerge
• New individual goals may be set
Miscellaneous
• Mentor Texts
• Writing Process
• Writers’ Brain Books
• Reading and Writing Handbook
• Graphic Organizers
Thank You!Thank you for spending your time with us this morning.
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