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K-5 WRITING #2

Interactive Writing: Composing A Sentence

Grades K-1

 

Writing

 

Common Core State Standards

• W.K.7 Participate in shared research and writing projects.
• W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
• W.1.7 Participate in shared research and writing projects.

Rationale

Scaffolding students in emergent writing works better in small groups than in whole group. The teacher has the opportunity to help children compose a sentence in their heads, rehearse it, and begin to write it. The teacher shares the pen with students as the message is constructed. The children write what they have control of and the teacher fills in the rest. Children practice letters that are used or words that are constructed on their wipe-off boards. The final product is a sentence or two on chart paper that can be displayed in the classroom for further re-reading.

 

Materials

  • Chart paper and marker

  • Individual wipe-off boards and markers

 

Direct Explanation

Today we are going to write a sentence about something we liked in the story, The Three Little Pigs. We are going to think about what we want to write and practice saying it together. That will help us remember it long enough to write it down. You will help me write it and when we are finished, we will put our sentence up on the wall where you can see it and read it again.”

 

Model

1.” Let’s think about what we liked in the story.” Listen to comments and guide the composition into a sentence from their comments such as, “The wolf was tricky but the pigs were smarter.” Remember that these children are learning to listen to all the sounds they hear in a word. Some of these words will have sounds they will not hear or know how to write, so the teacher will quickly supply those.

2. The teacher will have the students rehearse that sentence two or three times aloud.

3. The word “The” is a word they are seeing and writing frequently, so one child will come up and write the word, “The” on the chart paper with a marker. Before the child writes the word, ask where he should start to write this sentence and what direction he will write in (top left and then to the right). After the child writes the word, ask him to run his finger under the word and check it by reading it. Have the other students write the word “the” on their wipe-off board several times, erasing each time.

4. Rehearse the sentence aloud again and ask what word comes next. Talk through what sound they hear at the beginning of the word and what letter that would be (“w”). Refer to the ABC chart and locate the picture of the wagon and the Ww. Ask a child to come up to write the “w” in wolf. Before writing, ask the child to show where it will be written, emphasizing the need for a space between words. After the child writes “w”, the teacher will write the “ol” and then ask for the children to listen to the sound they hear at the end of the word (“f”). Ask another child to come up and write the “f” at the end of “wolf”. Ask the child to run his finger under the word and check it by reading it.

5. Continue this process, asking students to write what they know and filling in the rest. Remember to re-read and rehearse the sentence every time something is about to be written. Model or ask student to put a period at the end of the sentence and talk about how that mark helps the reader know when to stop. Re-read the final product together.

Guided Practice

In a small group, have children compose a sentence of their choice, rehearse it and begin to write it by saying the first word, listening for the beginning sound, using their abc chart, as needed, to identify the letter that goes with the sound and then write it. They will write this sentence in their writing journal (a spiral bound booklet of blank or very-wide lined paper). The teacher will fill in the parts the students cannot control yet. Before writing the letter or word that they need next, the students will re-read what is already written and rehearse aloud the sentence they want to write. The teacher will function as a writing coach in this setting.

 

Independent practice

Over time, expect students to generate sentences and record them from left to right with spacing between words, writing all the letters in the sounds they hear and putting punctuation at the end of sentences.

Assessment

Evidence that students are recording the sounds in the words they are trying to write should be visible in their journal writing.

Tier II Additions

  • Allow student to work with peer partners, matching stronger and weaker students for support in completing task.

Assessment

Evidence that students are recording the sounds in the words they are trying to write should be visible in their journal writing.

Tier III Accommodations/Modifications

.

  • Provide individual alphabet desk charts for students that also have a picture cue.

  • Provide “space man markers” as needed. (Space man markers are plastic space men are placed at the end of each word to provide a cue for proper spacing between words)

  • Allow students with fine motor deficits to have someone write the letter for them after they submit the correct answer orally.

  • Mark the starting point (left) on guided activities. Have students mark their starting points, using highlighter, post-it flags, etc.

  • Pair up students and give answer orally as partner does the writing.

Assessment

Evidence that students are recording the sounds in the words they are trying to write should be visible in their journal writing.

 

Tier IV Modifications

  • Students having difficulty writing may pair up with students having difficulty writing and give answer orally as partner does the writing.

  • Allow student to use electronic aid in writing (computer/typewriter).

  • Use any previously mentioned modification or accommodation that is applicable.

 

Assessment

Evidence that students are recording the sound in the words they are trying to write should be visible in their journal writing.

 

 

Tier V Modifications

  • Have students match beginning sounds in words to single spoken sounds. These sounds may be live or recorded.

 

Assessment

Students should be able to match beginning sounds in words to single sounds.

Resources

Apprenticeship In Literacy, Dorn and French

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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