Quick Write—Susan & Kari Have you ever felt frustrated or fearful with your writing or a part of...
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Transcript of Quick Write—Susan & Kari Have you ever felt frustrated or fearful with your writing or a part of...
Quick Write—Susan & Kari
Have you ever felt frustrated or fearful with your writing or a part of it?
What were the triggers—environment, distractions, criticisms or maybe something inside of you that caused you to struggle with your writing?
Today
Inquiry Question Background My School Support Curriculum Decisions The Lesson—You Write Share Your Stories The Real Story Student Work Conversations What’s worked for me Back to The Question & Handout
Inquiry Question
What suggestions do you have for me with my middle school students—especially those who are frustrated with reading and writing—to help them be writers?
What changes should I make in my classroom or approach to writing with students?
Background
My family From the basement of UCSD to teaching Mixing It Up—Elementary, Middle School,
General Education, Resource Teacher
My School
Currently a Resource Teacher grades 6-7-8 My caseload currently 28 Pine Ridge School in Magalia K-8 school, 825+ students 3 sections each grade--grade 6, grade 7, grade 8 74% free and reduced lunch, 16% disabilities, 0% ELL Title I K-6 Mostly Caucasian Many single parents, several students living with grandparents Program Improvement Year 1
Support
Caseload currently 28 with IEP’s, serve up to 45, many labels Support 11 general education teachers Pull-out, some push-in, each student with me 0-2 periods a day, serve
10-15 students per period Teach—1 period 6th grade Reading/Writing/Math Intervention class -- 1 period 7th grade World History/Reading/Writing class -- 1 period 8th grade US History/Reading/Writing class -- 1 period 7th/8th grade Math Intervention/Content Support class Push-In up to 2 periods a day Lunch Support 3 days a week 2 Instructional Aides—push-in all day long to general education
classrooms Reverse Mainstreaming Big Buddies / Experts
Curriculum Decisions
Read out loud to my students
Visuals with Writing
Lessons
Students read at a successful level
Kate Kinsella Vocabulary Lessons
Project—Reading/
Writing/Art/Technology
History/Reading/Writing class period = 53 min = 15 min Predictions and Silent Reading + 7 min Word Work + about 20 min of an above activity daily.
3 week units with each of above activities approximately X3 each.
The Lesson—Visual Activity with Writing
Look at the picture carefully. Notice all of the details. This picture tells a story about an event that really did happen.
You are a student in my class about to start a new unit in US History.
Write what you think the real story is behind the picture.
If you get stuck, work with a partner, or go back to the picture. Use the clues to help you. You must use my clues in your story.
I’m going to give you just a few minutes to start writing and then I will stop you. I will stop you, give you some clues, let you write again, give you more clues…We will work on this for about 10 minutes of writing altogether.
You will be able to share your story in the end if you want to. There will be a prize for the story that is closest to the real story.
The Visual—What do you think the real story is?—Write the story. You may write on your own or with a partner.
Zooming In
Clues
Henry 1849 $86 Friday, 5 am Richmond, Virginia
More Clues
Cows bladder 27 hours Tobacco
Still More Clues
Upside down Coroner—the official that declares a body
dead
Share Your Stories With Me
Only if you want to—but I bet you have something great to share.
The Real Story—Henry Box Brown—Written by Henry
Student Work—Some Difficulties for My Students
Getting started Spelling, verb tenses, structure of the writing Limited background knowledge about what they
have to write about Takes some of them X6 longer than someone else Focus— forget what they are writing about Do not understand the directions /too many parts Switching gears-- from listening to writing Printing or typing skills WRITING IS HARD WORK
Conversations
As a writer, what parts of this activity worked for you? What did not work for you?
If you were a struggling writer in my class, what parts of this lesson might have needed to be done differently for you?
What changes might you make in one of your own writing lessons?
Questions for me.
What has worked for me over the last week here with you. Thank you.
Acceptance/ Encouragement** Short timed writes** Questions** Untimed writing** Variety** Writing everyday Background reading Discussions** Knowing that you guys—whom I perceive as writers-- don’t always
have something to write Hearing what you guys, as good writers have to say and write Whatever I write is OK** I do not have to share** Being relaxed /Food Fun** ** Also on my kids’ list of what works for them
Back To The Question
What suggestions do you have for me with my middle school students—especially those who are frustrated with reading and writing—to help them be writers?
What changes should I make in my classroom or in my approach to writing with students?
Handout