This writing program has been developed for fourth grade, the primary method of writing instruction will be delivered through Writer's Workshop. The Writer's Workshop consists of four components: Mini Lesson, Independent writing, and sharing. In the classroom, students will have the opportunity to work wherever they are most productive, so long as they are not disrupting someone else's work.
In our writing workshop we will be working on developing our writing in the five genres: persuasive, descriptive, expository, narrative, and poetry.
We will also be working on developing our writing using the 6+1 traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.
Over the course of this year, students will be able to:
ESL Accommodations:
Pre Production Level
For students who are at the pre production level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: predictable routines, story mapping, integration of students' interest/culture, books on tape, L1 materials, graphic organizers, modeling procedures, extended wait time, one-on-one instruction, small group instruction, illustration, extra time, slower rate of speech during instruction, (Lypka, A., 2013).
Early Production Level
For students who are at the early production level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: predictable routines, integration of students interest/culture, guided notes, graphic organizers, visual support, modeling instruction, extended wait time, one-on-one instruction, small group instruction, (Lypka, A., 2013).
Speech Emergence Level
For students who are at the speech emergence level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: integration of students interest/culture, guided notes, graphic organizers, think-pair-share, think-alouds, dialogue journals, choral reading, (Lypka, A., 2013).
Intermediate Fluency
For students who are at the intermediate fluency level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: integration of students interest/culture, DRTA (Directed Reading Thinking Activity), peer review, cooperative learning, SQ3R (Survey, Question, Read, Recite, Review), dialogue journals, (Lypka, A., 2013).
In our writing workshop we will be working on developing our writing in the five genres: persuasive, descriptive, expository, narrative, and poetry.
We will also be working on developing our writing using the 6+1 traits: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.
Over the course of this year, students will be able to:
- demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Including:
- using relative pronouns and relative adverbs.
- forming and using the progressive verb tenses
- using modal auxiliaries to convey various conditions.
- ordering adjectives within sentences according to conventional patterns.
- forming and using prepositional phrases.
- producing complete sentences, recognizing and correcting inappropriate fragments and run-ons.
- correctly using frequently confusing words.
- demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- use knowledge of language and its conventions when writing.
- determine the meaning of unknown words and multiple-meaning words and phrases using:
- context
- Greek and Latin affixes and roots
- reference materials
- apply word relationships like:
- similes and metaphors
- idioms, adages, and proverbs
- use general academic and domain-specific words and phrases in writing.
- write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- develop and strengthen writing as needed by planning, revising, and editing.
- use technology to produce and publish writing.
- conduct short research projects.
- write about relevant information for experiences or information from print/digital sources.
- find information in literary or informational texts to support analysis, reflection, and research.
ESL Accommodations:
Pre Production Level
For students who are at the pre production level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: predictable routines, story mapping, integration of students' interest/culture, books on tape, L1 materials, graphic organizers, modeling procedures, extended wait time, one-on-one instruction, small group instruction, illustration, extra time, slower rate of speech during instruction, (Lypka, A., 2013).
Early Production Level
For students who are at the early production level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: predictable routines, integration of students interest/culture, guided notes, graphic organizers, visual support, modeling instruction, extended wait time, one-on-one instruction, small group instruction, (Lypka, A., 2013).
Speech Emergence Level
For students who are at the speech emergence level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: integration of students interest/culture, guided notes, graphic organizers, think-pair-share, think-alouds, dialogue journals, choral reading, (Lypka, A., 2013).
Intermediate Fluency
For students who are at the intermediate fluency level of language development have the opportunity to use (but are not limited to) these strategies during our writing workshop: integration of students interest/culture, DRTA (Directed Reading Thinking Activity), peer review, cooperative learning, SQ3R (Survey, Question, Read, Recite, Review), dialogue journals, (Lypka, A., 2013).