• Welcome

• DUE: Improving Your Classroom Text Environment

• DUE: Text Analysis

• Opening Prayer

Content Objectives:1. I will identify the steps in the writing

process.2. I will identify ways to positively respond

to student writing.

Language Objectives3. I will listen to my colleagues share their

comprehension presentations. 4. I will discuss and write how writing

empowers students to learn in the classroom.

Comprehension Strategies

Integrated Approaches can be used across all stages of the lesson – prereading, reading, postreading.

Listen-Read-Discuss (pg. 182) - TiteebwaScaffolding Reading Experience (pg. 184) - Tanouea

Prereading Strategies:Text Appetizers (pg. 192) - Tebakaro

Reading Strategies:Option Guides (pg. 201) – TaraiaAnalogical Guide (pg. 203) - Teaka

Postreading Strategies:Reaction Guides (pg. 209) - TemokuaThe Imposter (pg. 211) - Bwereia

Writing

The Process

Composing Transcribing

Purpose

To Learn To Inform

Evaluation

Individual Self Peer

Writing• The Process

– Composing• Brainstorming ideas• Organization

– Web– Outline

– Transcribing• Rough Draft• Editing for:

– Ideas, Content– Organization– Expression

• Second Draft• Edit for:

– Sentence Structure– Vocabulary– Mechanics: Spelling, Punctuation, capitalization, formatting, neatness

• Final Draft

Writing• The Purpose– To Learn• In classrooms when students write daily

they are empowered to take control of their learning– HOW? Turn and Talk– Quick Write

• Writing allows students to explore and integrate ideas from their learning– HOW? Turn and Talk– Quick Write

Writing To LearnStrategies• Journal Writing (pg. 221) - Mary• Quick Writes (pg. 223) - Rebwa• Possible Sentences (pg. 224) - Ataruru• Cubing (pg. 225) - Boutara• Writing Roulette (pg. 226) - Emely• Re-write (pg. 228) – Maingatara• Guided Writing (pg. 231) Sis. Rasmussen

Writing to Inform

• Autobiographies• Biographies• Biopoem• Research Paper• I-Search• Imaginative Writing

Jigsaw Activity1. In pairs, read your assigned

paragraph on pg. 241.2. Discuss3. Write down 2-3 ideas to share with

the class4. Class Share

Writing EvaluationResponding to Writing– Your skill at responding to student writing becomes

crucial

– Students need to be able to take risks in portraying their ideas

– Valuing students and their writing should be a priority

• First Rough Draft: Respond only to ideas and organization– Begin with positive comments– Ask questions to probe students for ideas

• Second Rough Draft: Respond to mechanics• Final Draft: Grade the composition

Writing Evaluation• Individual Conferences

– Writer’s Workshop• Mini Lesson – 10 min.• Students write – 20 -30 min.• Author’s Chair – Student share

• Self-Evaluation– Use the Guided Writing Process Checklist

• Peer Evaluation– Use the Guided Writing Process Checklist

• Rubrics

Assignments to date• Text Analysis (Due Aug 6)

• Comprehension/Writing Presentation (Due Aug. 27, Sept 3)

• Improving Your Classroom Text Environment (Due August 27)

• Student Study (Due Sept. 3)– Observations– Metacognitive Awareness of Reading Strategies Inventory– Student Interview– Content Area Reading Inventory

• Portfolio and Reflection (Due Sept. 10)

Running to the Syllabus

Calendar