Cheryl - Are we all here to talk about writing and/or 4-BLocks writing?
naneb - yes
kim - Hi everybody. I have never been to a chat room, and i just got hired as a kindergarten teacher for the rest of the year so i decided to join a chat about writing to get some pointers
Cheryl - Glad you're here, Kim!
Cheryl - Let's get the ball rolling! Anyone want to throw out a question, problem, or concern about the writing block? WHere are you at this point in the year? Everyone publishing?
naneb - I teach 6th grade special ed and we end up publishing almost everything. I think they work so long on a piece that I let them publish it. They will put more effort into a work that is going to be published
Cheryl - Most folks who'v been doing 4-blocks for a while say that this is the block (writing) where everything comes together.
Mary/PA - kim, being in kindergarten, you would be more interested in Building Blocks, 4 Blocks is for grades 1 on up
Cheryl - Hey, Lisa!
kim - well i want to teach upper grades in the years to come
naneb - When I told them they needed 5 pieces before they could publish they became very discouraged, so, we publish everything, but they do all the work
Cheryl - If you publish everything, I think kids get the idea that everything we write is worthy of publishing---and it's not. We want them to see that every once in a while there's a gem worthy of publishing and carrying through the whole writing process.
Cheryl - Students need to learn to be more discriminating in their writing---able to judge quality and variety.
naneb - They have a pretty strict criteria and must do an editors checklist, alone, with an editor and then with me, rewrite and conference again before it is published
Cheryl - Kim, we do start writing in K! It's just that it's not so formal.
naneb - I guess I shouldn't say we publish everything, because not every piece makes it through the entire process.
Cheryl - How are your students doing at coming up with their own topics---unassigned?
kim - I just had the kids try to write about penguins. They only could write one or two things but they had fun
Cheryl - naneb, the writing process is laborious, and that's another reason I wouldn't want them to publish too often. They need to experiment a lot. But, they do love to publish, don't they?
Cheryl - Fun is what it's all about---especially in the beginning.
kim - where do you publish their work, on the web?
Cheryl - There are other ways to publish other than in a book format. Have any of you tried other ways?
Lennette/2/IL - Writing is my favorite block. I had a parent ask if all the students in my classroom were as crazy about writing as their child was.
naneb - my 6th graders are becoming tremendous writers. They will write pages and are getting very complex stories. We are going to write non-fiction next
Kimm - Lennette, are you from IL
Cheryl - Lennette, it's usually a sign that you love writing, too. Right?
Lennette/2/IL - We do a classroom newspaper.
naneb - My kids will write so they can share. It is great. They love to read it to the others
Cheryl - How often is the newspaper published?
lisa/2/nc - does anyone know anything about the program Write From the Beginning?
Cheryl - Naneb and others, what sharing formats are you using?
kim - I have my kids "write" in their journals then share what they "wrote about in circle. It is the best part of the week
Kimm - Cheryl, my kids are making historical comic strips this week for writing following their research.
Cheryl - Lisa, I have heard of WFTB but don't know anything about it.
Mary/PA - Our First Grade teachers have never done much with writing in the past. This year we are starting 4 Blocks and they are struggling with getting this Block started. What advice can you give that might help them get the ball rolling?
naneb - I have a portable microphone and they love that, partner share and small group share. I only have 10 students so they can share often
Lennette/2/IL - Yes, I love to write as well. Right now, we publish about every other week...if everything falls just right.
kim - only 10 students!!!!!
naneb - I teach sped, kim
lisa/2/nc - my district is implementing it this year -- it doesn't exactly mesh with 4Blocks -- my kids are having trouble putting what they know about writing together with this program
naneb - I think they are all ADHD, like 10 bouncing balls LOL
Kimm - Cheryl, are you conducting the inservice in Chicago, IL on the 24 of April.
kim - i have 15 in my preschool sped class
Cheryl - Mary, the most important tip I can offer is that teachers should not get uptight about writing. They should start out writing about things that are ordinary and everyday---what happened at the grocery store, walking the dog, your baby, your husband. Let them know they all have something to tell. Get them to be fluent. Don't assign topics in the beginning. Just tell them to tell you something on paper.
Cheryl - Kimm, I think April 24 is an upper grades presentation in Chicago. I don't have my schedule with me right now.
naneb - mary, we made big posters of topics, then groups of students added ideas under the topics The kids use these as ideas for stories and then they write
Nicole - Cheryl, at one of your SDR seminars you mentioned when you model writing on the overhead, not to read the writing aloud as you are writing. What kinds of things do you say as you are modeling writing? I find myself trying so hard not to read aloud that I have trouble speaking!
Cheryl - Kimm, I was right--upper grades in Chicago on the 24th of April.
Kimm - Yes, that is the one. I am trying to decide if I want to attend that one, or go to the Guided Reading inservice in St. louis on 3/1. I teach upper grades, which would you suggest. I am just getting started on Four Blocks
naneb - I would love to go to a workshop
Kimm - I can
Lennette/2/IL -
Kimm - I can't hardly wait.
Kimm - I just got approval this week.
Cheryl - Nicole, this is about reading, too, not just writing. I have found if I read it aloud as I write, they're not as attentive---they don't have to be. I think aloud the decisions I'm making--why I indent, when to capitalize, what I want to say next. Kids need to hear what goes on in a writer's head. They don't know.
kim - Cheryl, do you do any seminars in Mass.?
Roberta - I would love to go to one, too. Will anything be scheduled in NH or ME?
Mary/PA - Yes, I just checked - Chicago, IL - April 24 - SDR (upper grades)
Cheryl - Kimm, my upper gr. seminar will be on all 4 blocks and schedules for upper. The GR one is about Guided Reading all day.
Lennette/2/IL - Kimm~personal opinion. If you are just starting out with 4 Blocks, I would go to Cheryl's.
Kimm - really?
Karen - My LD com arts class (most anyway) are really getting into writing. Today I read them some "That's Good. That's Bad." stories. Then after discussing what makes them so amusing and how ideas follow one another, I gave them sheet that I had typed the form. They got so excited that they were wanting to read it to me as they wrote. One of my students filled 2 pages and wanted more pages. Anxious to see this one!
Cheryl - Back to writing---did my comment about not reading aloud make sense, Nicole and others?
kim - Cheryl, Do you have any info. about 4 block that is avalible over e-mail
Cheryl - Karen, do you have mixed grades?
Nicole - Yes, it makes sense. I noticed the children are more attentive while I'm modeling the writing, too. They notice if I make a mistake or if it doesn't make sense.
Karen - Cheryl, do you ever get around the Kansas City, MO area?
naneb - I felt foolish at first doing the writing and talking about my thoughts but now it is so natural I make mistakes and they usually find them and remind me to skip lines so that I can edit
lisa/2/nc - I need to go....night everyone!
kyp/1/IL - I have been to both the Guided Reading Seminar and also to Cheryl's 2 day seminar this past summer. And the overview was definetly better for the beginning teacher in Four Blocks.
naneb - kim, are you a member of the 4blocks mailring?
Karen - This com arts class is 7th grade only.
Cheryl - Writing is the time that we see most about what students know about phonics as well as what they're pulling together from SSR reading and from comp skills learned in GR block. Don't you think so?
eduKate - hi everyone
Mary/PA - How often would you say an average first grade student (or class) create a work worthy of publication?
Cheryl - Karen, yes I've been there.
naneb - I can really see the value of words block during writing
Lennette/2/IL - Definitely!
Cheryl - Naneb, it does come naturally after a while, doesn't it? You just have to get brave and do it every day, just as you expect the kids to!
Roberta - They'll get more reading practice when you don't read as you write, an added benefit of the whole process. I call what I do, modeling thinking aloud. I just talk through my thoughts about various writing concepts or skills.
naneb - they almost always write about something similar to what I wrote about too
kim - Mary, when i was a sub. we made a book, the kids revised their work for over a month. It turned out terrific.
kyp/1/IL - Cheryl, I have found that some of my struggling students are doing a great job transferring words and thoughts in their writing, but are still struggling when it comes to reading in books. Is this common?
Mary/PA - "should" create - I left out a word
Cheryl - Mary, with kids working at different rates, it's hard to set a number---and with populations of students varying so. I think by winter break everyone should be publishing, though. I think some teachers make a mistake by publishing too early in the year.
Kimm - Can some one expand on assessment with writing or the Four Blocks in general?
Nicole - I am interested in ideas on how to teach storywriting. The children are writing about personal experiences but I am not quite sure on how to develop their sense of storytelling.
naneb - we have published some poetry and i had a student teacher and we did group stories that we published and then everyone has published one big story
Cheryl - naneb, it's fine for them to write about the topic you chose, but we usually allow them to write about whatever they want to. Sounds like you're doing that.
Mary/PA - Kimm, have you read - http://teachers.net/gazette/JAN02/sigmon.html ?
naneb - I don't ask them to writebut, for example if I write about my dog and what he did the kids will write about their pet or make up a story about a dog
Cheryl - Kyp, all 4 blocks will work together to strengthen them.
Kimm - no, I haven't read that yet. I will very soon.
Roberta - Nicole, I start by reading lots of great books to my kids. We do some rewrites and lots of talk about story structure. Then they try their own.
Mary/PA - Kimm, it's about Troubleshooting: Help with Writing Scores
Cheryl - Nicole, if you're first grade, I would allow the fluency in writing to develop. Once they're somewhat fluent, I would teach beginning, middle and end. They still may not have any great plots. That isn't easy for little ones. Writing about personal exp. is really good for them. Keep using good model read-alouds---some that you can mimic in your writing.
kim - thank you Mary, i just glanced at the article and it looks extremely helpful
deb - Naneb -- that's one of the wonderful benefits of modeling writing in front of the students. you can generate topic development without assigning. I like to write about playing outside on the playground, then they do. I write about going to the grocery store... etc
kyp/1/IL - So I shouldn't worry about their reading yet? I mean they are even spelling the words correctly in their writing, but then have a difficult time on the same words sometimes in their reading. I know that they are learning lots, but it just baffels me how they can do that.
Kimm - I just looked at it too. Thanks.
aggie/1/ca - Hi everybuddy!
kim - Hi aggie
naneb - ((((aggie)))
aggie/1/ca - (((naneb!)))))
Lennette/2/IL - I use the book Write Up a Storm by Patricia Reilly Giff with my kiddos. Anyone else used it?
Cheryl - kyp, that is an oddity!
Mary/PA - kyp, when they are writing, they HAVE to pay attention to detail, when they are reading, they often don't
Lennette/2/IL - Hey Aggie!
aggie/1/ca - I don't know it, Lennette--- is it a teacher's resource or a read aloud?
aggie/1/ca - Lennette--- I'll be seeing YOU next week!
naneb - I have asked my 6th graders to develop characters .We have beens studying characters and traits in reading so now I want their stories to be less about themselves and more about their characters.
deb - When the children write words but don't recognize them in their reading, I make a point of showing them look this word is the one you wrote here in this story. Also you can put some of those words on the word wall so that you spend time on them in the words block too
kim - thats a good idea deb
Cheryl - kyp, are they missing words that are important to the comp of the text?
Nicole - Thanks for the storywriting tips. . . .I do teach first grade.
deb - The coaching group strategy of saying the letters also helps kids identify the words they know from their writing.
Lennette/2/IL - It's how to write a story (or book). Takes you step by step (in kid lingo) chapter by chapter. I use it to introduce writing Chapter books.
Cheryl - Let's share some ways that your students are organizing their writing---notebooks, spirals, etc.
aggie/1/ca - I will have to look for that, Lennette! Thanks!
deb - Nicole, also the beginning middle and end of the story can be that the children write a "topic" sentence, a beginning sentence. IE, I went to the store. and then write their sentences about going to the store. Then end the story with a "feeling" sentence.
Lennette/2/IL - I use binders with dividers.
Kimm - My students use sprials for their journal writes and folders for long term projects.
kyp/1/IL - That's the funny thing also. Most of them are on our word wall and nine times out of ten they can read them on the wall, but if they come across it in a book they will look to the wall before saying it. This is only happening with about 4 of my students, but it has puzzled me, but we just keep working on it. They love to write and they even stay on topic most of the time.
Lennette/2/IL - Aggie....I picked up a copy when I went to NC the first time.
naneb - I use notebooks and a folder but I am not happy with it. I will find something different for next year
Cheryl - Journals are another good topic, Kimm.
deb - I teach first graders to include who, what , where, and when in their beginning sentence. Usually in first grade, this includes several sentences instead of all fitting into one sentence. deb
aggie/1/ca - kyp--- I have had that happen, too.
deb - kyp, at least the kids KNOW to LOOK on the word wall!!
Kimm - Somedays I do not like them(journals) They don't always take them seriously.
Roberta - I use portfolio folders with pockets, but it is so easy for my first graders to keep them organized.
Kimm - I think if it became more of a daily routine like our SSR time, they would though.
Kimm - I teach on a modified block schedule for 6-8 and I am very pressed for time.
naneb - I saw some folders with different colored pages connected by a spiral They looked like they would be good
deb - I like taking handwriting blackline masters and making little books so each month the students have new "journals" or writing notebooks or whatever you want to call them
Cheryl - I've found that journals (in the strictest sense) don't help students to develop quality writing. I think one reason is because journals aren't considered for publication and often aren't read by anyone else.
Roberta - I don't use journals anymore. I used to have my kids do them every morning, but found that they weren't putting as much effort into the writing block later in the morning. There was no real purpose for the journals.
Nicole - What kinds of things do you do and say with a child during a writing block conference? I use a writing conference checklist but I'm wondering how other teachers handle this.
Kimm - Very true
Kimm - So, is it best to do away with journaling.
kyp/1/IL - I visited in Lennette's classroom last year and this year we are also using the binders. We have a portable word wall inside their notebooks also. We use a journal each morning to share things that happened to us the night before. This has been a great way for me to get to know my class and what their lives at home is like. We use the writing notebooks for our writing block.
Cheryl - Roberta, I agree. I think you can have too much of a good thing. Kids aren't as excited if they have too much writing time or too many writing times during the day.
Kimm - We do a lot of other writing in my room, which I think is more important.
Nicole - The children in my class use a spiral notebook but because the lines are not like primary paper the writing gets scrunched. When I model on the overhead I use a transparency of the spiral notebook paper.
deb - I have my students write TWO sentences in the morning. The purpose of the writing is "dol" or editing for CUPS (capitals, understanding, punctuation, spelling)
Cheryl - Nicole, I think it's like with SSR conference. Part of what you have to accomplish is building their confidence as writers. Kind somethings to give them pats on the back about and some way to grow.
naneb - we do first draft in the notebook, the folder has plastic sleeves with, portable word wall, editor's checklist, spelling strategy poster and writing rubric, pockets are for rewrites and to be published work
deb - conferencing -- I always tell my students two stars (two things they did right) and one wish (one area to improve on)
Kimm - What does Four Blocks say about DOL. I have been using that, simply because it has been used for years. They can do it in the DOL but not in writing.
Nicole - Kind somethings... I like that!
cdfaulkner - deb, I found your idea about CUPS thank you so much for sharing!!!!!!!
Cheryl - In the conference, I think it's most important that you leave the student "in control" of the composition. I wouldn't even take it out of his hands. Guide him to think about his writing the way a writer should think and make decisions. Ask probing questions that cause them to make those decisions.
naneb - I do DOL as my bellringer activity
deb - Kimm, I think you just answered your own question, if they can't do DOL in their writing, is it worth the time in your classroom. I like having my students write two sentences using the Editing skills they need instead of the DOL since the kids don't apply DOL in the writing block.
Cheryl - Kimm, I agree. That is my problem with using DOL---the transfer isn't there often. I don't think there's anything accomplished in DOL that isn't more effectively done during your model writing lesson.
naneb - I liked the idea someone shared on the mailring about adding legs and arms to the paper to enable them to add more without rewriting
Kimm - Deb, not to sound stupid, but could you explain.
deb - Another idea is to model the "dol" stuff during letters to the class, or daily class letter
cdfaulkner - I think DOL is easier for them. Editing your own writing is hard.
naneb - I use a skill that I have noticed a lot of mistakessuch as quotation marks or commas and that is the focus of the dOL
Cheryl - I think they need to see why editing is done. I'm not in favor of the isolated sentences. That's been my experience.
deb - kimm, no stupid questions here.
Kimm - Thanks!
Cheryl - Naneb, why not use that same focus for your mini-lesson?
deb - I have my students come into the classroom. Write two sentences. Go through the CUPS for editing. Show the sentences to me. I help wherever they needed help then they move on to something else (centers, puzzles,etc)
naneb - I have to have a short activity on the board when class begins so, I do a sentence, then we correct it together, they don't write it just find the errors
Jean - Deb and naneb, I was wondering what grades you teach
Cheryl - By the way, how are you all deciding on the focus for your mini-lesson each day?
Lennette/2/IL - My kiddos love being in charge of their writing conferences. One of their favorite parts is
naneb - Cheryl, I try to do both so that I reinforce with the bellringer
Lennette/2/IL - holding the pen.
deb - I have also had the kids practice the DOL type lessons with three or five word wall words so that I can grow their punctuation and editing skills to include DOL type lessons
naneb - 6th sped
Kimm - I try to pick lessons from my class novels. ie. Foreshadowing, flashback, character analysis, setting, punctuation, etc.
Cheryl - Lennette, that's what I love to. There is little learned if the teacher takes control of the writing and of the conference!
Nicole - What are some ideas for children to edit and revise papers in first grade? Should they do it with a "buddy"? Only with the teacher? What are some fun ways to do this?
deb - naneb, I use "spider legs" to help with editing all the time. I also cut apart and tape to another bigger paper so the kids can add on ideas
cdfaulkner - Hey team, what is adding legs and arms to your paper. It sounds interesting.
deb - Nicole, MOST of the writing that first graders do doesn't include buddy revising. Remember simply re-reading and adding a word or a sentence to the end of the piece or changing a word or changing a sentence is revision. Revision doesn't have to be a BIG idea.
cdfaulkner - Lenette, how do you give them ownership?
naneb - I use the kids writing, my kids have good beginning paragraphs but they don't give enough detail and there stories need expanding. I have been focusing my lessons on expanding sentences with adjectives and adverbs, phrases etc. and then how good writers keep you enthralled. I use picture books and parts of books we've read for examples
deb - Legs are simply paper strips that you staple onto the papers whereever more space is needed. The paper then has strips attached all over the paper.
Jean - Is anyone teaching Kindergarten
kyp/1/IL - I try to look at what they're struggling with in writing and focus a mini lesson on this skills.
deb - kyp, that is exactly right!
Kimm - I have become absolutely amazed at how well reading does teach writing. The more I teach that the more I believe it.
Cheryl - Ownership is helping them to make their own decisions. It's saying, "Let's read that first sentence. Do you think that will get someone's attention?" Of course, if they say "yes" and you hoped they'd so "no", you have to live with it. But, you model how to think about the writing.
deb - nicole, the CUPS idea works well in first grade too
deb - writing is one of the best approaches to teaching reading. One of the 4!! -- ha-ha
cdfaulkner - Thanks Cheryl. I'm on the same wavelength. I just wanted to make sure.
Lennette/2/IL - cd..when I conference with the child, they tell me what type of conference they are needing/wanting-ie: a general how am I doing, or I'm stuck and need help thinking it through or I've met with my peer editor and have chosen this piece to publish.
Cheryl - Kimm, Lucy Caulkins says, "Writing is reading from the inside out!" That's exactly what happens!
ncnyga - deb, I logged in late. Can you explain CUPS in brief for me?
Nicole - What does CUPS mean? I have never used it although I have seen the acronymn.
deb - CUPS is an editing tool. Capitals, understanding, punctuation, spelling. Read the piece looking for capitals. Count your capitals. If you don't have any capitals, fix that then move onto understanding, do your sentences make sense...
Cheryl - Lennette, your kids have obviously learned how to talk about writing! Good job!
Lennette/2/IL -
Kimm - Cheryl, I still struggle with being able to document progress, which is done in the fashion which parents buy into. I utilize rubrics, find little significance in A/B grading as long as they are showing progress.
naneb - I have a student who writes wonderful complicated stories with no punctuation or capitals. He told me he can't stop to put it in so he does it later
Kimm - Wow, speaking fo punctuation. I went over board.
deb - naneb, can he find the right places later?
Kimm - I cant type either.
ncnyga - deb, I like the idea of counting capitals except for the kids who capitalize the word "the" everytime they use it!
NicoleToo - Hi all, I am a full believe that reading and writing go hand in hand. What do you do when you have a class of great writers but struggling readers?
naneb - deb, yes, he may miss a comma or two but he always finds the periods and capitals
cdfaulkner - Check out S.W.E.A.T.S. It is on the teacher time saver site. S -sentence structure W word choice E ending A attention grabber T thoughts S sequence. I just found this tonight. Under each letter is a list of target questions.
Kimm - Anyway, what advice would you give.
Cheryl - Kimm, the rubrics can be used to give grades--A, B, C, etc. It just does it in a way that allows kids to understand the criteria and makes parents happy to have grades. Kids should always know exactly what counts in their writing. Sounds like you're using the rubrics well.
naneb - make books of their stories for SSR, I take all of the stories and make a book. Even my lowest reader can read them and someone always picks it to read
Kimm - I utilize 6 1 traits for writing and use them to guide my rubrics.
deb - Start typing up their stories and use the idea of language experience. You need to show them that they can READ their own writing and the other kids in the class' writing
deb - naneb, great! I am glad he can do it then.
Cheryl - Nicole, I think if they're great writers, they'll be good readers too.
naneb - deb, I won't conference with him now unless he has checked and corrected them
deb - I have a magic "AND THEN" eraser. I wrote and then on a really big pink eraser and then the kids have to erase every one of the "AND THEN"s on their paper
Cheryl - Kimm, I'm a believer in 6 traits. Some of the best training I've ever had several years ago with the originators of that model.
Nicole - Do you use rubrics to assign grades in first grade?
deb - naneb, exactly! I have a few stubborn ones too
Roberta - Interactive writing is another good way to integrate reading and writing.
kyp/1/IL - Nicole, I have the same problem with about 4 of my little ones. We just keep trying.
Kimm - I am in the process of convincing my district of implementing disrict wide for consistency.
deb - nicole, I use rubrics in writing to help parents understand what the grade level expectations of writing is.
Cheryl - If there's something like the "and" "but" syndrome that drives you wild, you can just put it on the Editor's Checklist and make it a basic rule.
ncnyga - does anyone have any great activities to help first graders decide where their sentences begin and end? For children, who can fill a page without any punctuation?
Kimm - I had a very frustrating year last year...with my 5th graders, who I now have again. They could hardly write.
NicoleToo - I also want to know, I oversee 13 other 1st grade teachers and many of them do not have experience with a true writer's workshop and are always asking for mini lesson ideas. Does anyone know where I can locate a list of appropriate mini lessons for 1st graders for them?
naneb - deb, I did a mini lesson on not starting a sentence with and, it is on the checklist that they have to complete
naneb - Cheryl, it was like you read my mind about the checklist
Kimm - So, that is when I decided that we must have consitency. What mini lessons do you cover in writing.
deb - ncnyga, I do a lesson of writing several sentences without punctuation or capitals. Then I read it fast. Then I read it with big NOISE breaths. I talk about how when I take a breath I now the sentence is done. My first graders call periods breath marks.
cdfaulkner - Where should I go from here? We are working on adding details. My minilesson: I wrote a short, choppy paragraph about my dog. I asked my students what they thought. They asked a million questions. "Details you think I should add?" "YES!" they say. I jotted down their questions. I told them asking questions is a great way to add details. I had them write. During sharing, I had them share with a partner. The partner asked questions.
Kimm - Hyperstudio is wonderful publishing a final product. We have used it in 1st and now through 8th with my students and narratives.
ncnyga - thanks, deb. I have done that individually with the kids, but perhaps I need to pull a group.
Cheryl - So much of what we do with mini-lessons is merely model the appropriate use in your own writing for the students. You must stop, though, and teach it explicity and directly. Don't make the lesson so "mini" that it doesn't exist. They'll get to see it in action and understand it's purpose. Hopefully you have a curriculum guide that gives some direction and you're looking at students' writing, too.
cdfaulkner - I'm not sure their questions "good." I overheard some of the most off-the-wall questions.
deb - do you have emotion? I work on getting my students to end with a feeling, memory, or wish
naneb - cd, I started with a sentence and added details. The dog ran. We added adjectives, adverbs and phrases. The new sentence became a 6th grade sentence and is now the most acceptable sentence
Cheryl - CD, sounds great! Good modeling!
Kimm - Cheryl, I would assume that we skip the skill worksheets and just look for mastery in writing.
naneb - ncnyga, hi!!!
ncnyga - Hi Nan!!
cdfaulkner - naneb, we have been through adj. and adv. They are not giving me "substance details" that flow into writing.
deb - I would like to add that we don't need 180 DIFFERENT mini lessons but about 20 for the beginning of the year, 20 for the middle of the year and another 10-20 for the end of the year that the students see over and over with different written examples.
Kimm - I would like to burn my grammar books. Unfortunately, my kids lack a lot in that area.
Cheryl - Naneb, sometimes it's good to stop and ask different students, "How do you picture the dog in my story?" Then ask another. When their descriptions don't match, say, "Then I must not have painted a good description. Let me go back and add some details."
cdfaulkner - Cheryl, WOW! I'm honored.
Kimm - Is there a list of mini lesson anywhere? The really important ones?
Cheryl - Kimm, you'll never achieve mastery in writing---I surely haven't! We just want them to grow from wherever they are--forward!
deb - Many teachers choose a specific grammar lesson and do that on Monday, then reinforce and practice that skill IN THEIR mini lessons and writing the rest of the week. If you can avoid the grammar books altogether, great!!!
ncnyga - deb, thanks for the words of wisdom about the number of minilessons. That is what i have been thinking-they need more practice with the same things to make them consistent.
Roberta - I tried the organizer using "green light, yellow, light, and red light" for the first time today. My kids loved it! Thanks to the ring and the teacher who posted it.
Cheryl - Kimm, you can be guided by the grammar book as a curriculum and maybe some practice occasionally, but "real" writing will get them so much further along!
deb - Kimm, I have listed tons here on teachers.net under the lessons, click on four blocks literacy lessons
cdfaulkner - IDEA: (not my own) A 4th grade friend told me. She had her students write and add for a missing dog (ect.) The students traded papers. THe new students had to draw a picture from their add.
Cheryl - Deb and all the others are great about sharing lessons on T.net!
deb - Who'll be at the leadership conference next weekend!?????? I am so excited to be going again !!
NicoleToo - Roberta, can you explain this organizer thing?
Cheryl - I'll be there but can only come for the first day. I've got to fly out Sunday to WI.
Lennette/2/IL - ME!!!! Arriving Friday afternoon.
Leanne - Back to the rubrics, are there any first grade teachers with a copy of a rubric that they use anywhere?
Jean - I teach Kindergarten and was wondering where to go with the mini lessons next. I have a group of children who can write a sentence, begin it with a capital, put spaces between words, employ a return sweep, and end with a period. Any suggestions? I hope I'm in the "right ballpark" for this question. I've worked on adding another sentence for more details but am not sure about my next step.
Cheryl - The 6 Trait folks have wonderful primary rubrics if you can get your hand on them.
deb - leanne, I do. I will post it to you if you email d-smith@cybersol.com
naneb - Cheryl, I have to tell you this story. This is my 4 blocks story. One of my first really successful mini lessons was on good story beginings. I passed out books and we read the first sentence and decided if it was a good beginning. Was it interesting, exciting, attention getting etc. One of my students took his story and rewrote it. When his mother came to open house and read it she was amazed. I heard him tell his mother about the lesson. He said it was an ordinary story and then we had a lesson about good beginnings. His first sentence was "You're out!" the umpire shouted.
babs - My students are getting such a learning experience from writing each day in a journal. You can see how the are internalizing reading skills and strategies and applying them to their writing.
kyp/1/IL - I wish!! I did get to go to South Carolina in Sept. A friend and I drove after the plane scares. It took us 18 hours. Maybe next year!
cdfaulkner - Sorry about the typing errors. It is 9:00 down here in MS
ncnyga - I would love to have the 1st grade rubric as well.
deb - Jean, look at the Blackburn Cramp Writing Scale that I posted on the teachers.net under lessons. It breaks down the writing in K into 40 baby steps
Cheryl - Jean, just turn 'em lose and let 'em write. Don't tighten the reigns on too much that's formal. Get them fluent first during K.
Cheryl - Naneb, great story! That child and others in your class learned a lot about writing a good first attention-getting line.
Roberta - I'm just learning, too, but I'll try. The green light is the topic, the yellow light is the detail, and the red light is a fact or reason about the detail. Then you repeat the pattern, yellow, red, .... until the end, when you have another green that restates the original topic. Depending on the kids and grade level, the pattern can vary as they build their stories (GYRYRYRG, GYRRYRRYRRG, and so on. It is supposed to help with story development and paragraphing in the upper grades.
deb - Anyone who wants the rubrics can email me
deb - d-smith@cybersol.com
Cheryl - KYP, so glad you joined us in SC. We had so much fun with the group there!
naneb - cd, I have had my students writing dexcriptive paragraphs. It is a required thing. We did the monster assignment. They drew a creature and then wrote a description. When I go back next week they will swap paragraphs and draw the creature from the description then we will match the pictures to the paragraphs
Kimm - Deb, what grade level are you.
kyp/1/IL - Another thing that we use in writing are "5 W poems". This is a great way for the children to tell you information about something.
cdfaulkner - I'm jealous! I want to go to the conference. When will be the next. Hopefully in MS.
ca - I also got to go to SC in Sept. It was a wonderful experience
Jean - Thanks naneb, I 'll be sure to look it up.
kyp/1/IL - And Cheryl, we had a fantastic time in SC. I think we'll be back next fall and hopefully fly.
cdfaulkner - naneb, ooooh! I'll try that too.
debagain - I am a full time four blocks presenter now. I taught second grade until this year. I also was the writing person in K-5
debagain - thanks ncnyga!
Cheryl - CA, the next one for us (with ERG) is Oct 5 and 6 with a conference and block party again. Hope everyone can join us in Charleston, SC.
Kimm - Ah, just a person I need. I am setting up K-8 wring curriculum in my building.
kyp/1/IL - deb are you in Illinois?
debagain - Kimm, email me then I will send you my phone number we can talk
Kimm - kyp, are you in IL?
debagain - I am in Michigan very close to IL
kyp/1/IL - Yes. Central IL near Peoria.
debagain - I am going to the American Girl Store on Michigan Ave in Chicago on Sat
Kimm - Cool, I work at Divernon. Not too far from you.
NicoleToo - Just out of curiosity what is the difference between the Leadership Conference and the conference the beginning of Feb?
Cheryl - Thanks to T.net for sponsoring this event! It's been fun talking about writing tonight. I hope to see you all on the mailring. I'm trying to get my problem with staying on the ring fixed. I trying to change servers. Thanks for joining me tonight and sharing your great ideas!
kyp/1/IL - Cheryl so the next 2 day will be in Oct. this year? Are there any for the summer scheduled?
cdfaulkner - Good Night
Roberta - Thank you!
Cheryl - kyp, do you mean conferences or seminars?
ca - Thanks for all of the great ideas here tonight.
Kimm - Thanks, for your advice Cheryl.
kyp/1/IL - Both!
naneb - thanks cheryl
debagain - NicoleToo, the difference with the two conferences is that the January one is three days and it is for the leaders for four blocks. It is really up to date and beyond the basics.
Cheryl - Seminars occur almost every month in some location. The ERG conference and block party will be annually.
Cheryl - Thanks again y'all! Take care and happy writing in the New Year!
kyp/1/IL - Is it the one that you said would be Oct. 5 and 6, so I can start planning?
debagain - The Four Blocks Leadership Conference is in January
Kimm - kyp, what gradel level do you teach.
Roberta - You, too. Thanks for the wonderful advice and comments. 4 blocks is terrific. Good night.
Cheryl - The Oct conference by the way will again have strands for beginners of K, 1-3, 4-8 and administrators. Separate strands for new and beyond the basics.
Kimm - I can not seem to type tonight.
kyp/1/IL - 1st
kyp/1/IL - Night everyone!
Kimm - Sound like fun.
Cheryl - Yes, the Oct. 5-6 in Charleston is set. It will be advertised at ergsc.com within the next week or two. It will fill fast, I believe.
Kimm - bye
naneb - Cheryl, I have to tell you that 4 blocks is what I have been looking for, my kids have made more than a grade levels progress already this year!!!
Cheryl - Good night and thanks again!
Cheryl - Naneb, WOW! That's great! Sounds like you're doing a super job!
Cheryl - I'm really leaving this time! G'nite!
naneb - thanks, I think it is that they are finally reading and liking it
NicoleToo - Good night everyone
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