DIRECTIONS:
In order to practice all the skills we have learned today, let's do a group activity. Everyone can get into small teams of 2-3 people. Using your computers, already created resources and resources from this web page, create your own writing assessment/assignment for a language learner in your classroom. Discuss how you would instruct this individual, how you will provide feedback throughout the writing process and how you will assess the work in the end. Please type this and upload it to the BLOG for others to see, share and use. We will have about 20 minutes to work and then we will share together.
My own example to get you started
Below is my own personal example of a writing system I use with my students in my classroom. This model can be used with students of any grade level. The youngest I have used it with is second grade. Students choose one picture from each board (subject, verb, what, where, when, why) and line them up to create a sentence. Then using filling words and the proper verb ending they create a final sentence and write it down. In order to challenge the students more you can have them write multiple sentences about one topic, come up with their own words and even use multiple verbs and adjectives in their sentences.
MODELING:
The students begin by completing the sentence on the table first. They lay out the cards and we discuss the sentence in parts. We check with the components listed on the board to be sure we have all of our parts. We fill in each box TOGETHER on the white board and write our sentences together. This allows for students to see the teacher model the system a few times and learn the procedures. It also allows for them to become more comfortable and confident in writing, later leading to further success.
The students begin by completing the sentence on the table first. They lay out the cards and we discuss the sentence in parts. We check with the components listed on the board to be sure we have all of our parts. We fill in each box TOGETHER on the white board and write our sentences together. This allows for students to see the teacher model the system a few times and learn the procedures. It also allows for them to become more comfortable and confident in writing, later leading to further success.
GUIDED PRACTICE:
As you can see, each component of this writing process is color coded. Once the students complete the sentence, they then go back and circle each component in the correct color. This is a way to double check we have used all the necessary parts.
INDEPENDENCE:
As I begin to encourage students to write independently, I teach them how to use a graphic organizer outline (attached below). This outline allows the students to continue to follow the basic format, but they must create their own words to share their experiences. This worksheet allows for three sentences, but can be modified for both higher and lower level writers.
As I begin to encourage students to write independently, I teach them how to use a graphic organizer outline (attached below). This outline allows the students to continue to follow the basic format, but they must create their own words to share their experiences. This worksheet allows for three sentences, but can be modified for both higher and lower level writers.
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ASSESSMENT:
In order to be sure students are making growth in the area of writing we need to use an assessment method to "check in" and assess their independent work. I have chosen to use a basic rubric that checks for all the components of each sentence. Students are given a topic and asked to write 3 sentences on this topic.
In order to be sure students are making growth in the area of writing we need to use an assessment method to "check in" and assess their independent work. I have chosen to use a basic rubric that checks for all the components of each sentence. Students are given a topic and asked to write 3 sentences on this topic.
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