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Which writing components do you feel most confident about teaching, and which areas do you want to learn more about?

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I am most confident in teaching Critical thinking to kindergarten because they can draw their ideas. They are good at finding out information and drawing about it. The book states "Students engage in critical thinking as they reflect on what they want to communicate through their writing" (Sedita, 2023). I am also confident in teaching transcription because as they learn letter sounds and letter names, they start to write them down. They get comfortable with writing the letters they know then fill in the rest by what they hear. I want to learn how to teach them syntax. They don't understand when to use a period, question mark, and explanation point at the end of their sentences. I would also like to to teach them text structure and have them be able to organize their sentences in a paper. Writing an informational text is hard for them to grasp.

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How often do you assign Quick Writes, Content Learning Tasks, and Formal Writing Tasks?

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I assign quick writes every morning when my students come into my classroom. The book states, "Quick Writes are very short writing tasks that can be integrated frequently into classroom instruction (i.e., at least two or three times per week)" ( Sedita, 2023. p. 8).They must draw a picture about what my question of the day is. I ask questions about them, and an example would be, what is your favorite movie? I have started to have them label their pictures. In kindergarten I do not assign content learning tasks because they are just learning how to write. I do not assign formal writing tasks in general, but I do have them do an information writing assignment that has more than one page. There is only one sentence per page.

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ldentify at least two principles that you would

like to use more often.

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Lesson plan on the writing process chapter 5

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Lesson plan on the writing process chapter 5

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One principle I would like to use more often would be the gradual release of responsibility to my students when I am teaching a skill. I would show them how to do the skill first. As a group we would do it together. They would then have to do it on their own. I want them to be more independent.

Another principle I would like to use more often would be differentiated instruction to meet the needs of all my students. Sometimes I forget to break my assignment into parts, where all my students can understand, then I teach to the whole group.

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1. ldentify a writing skill, strategy, or technique that you would like to teach your students.

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Sedita, Joan (2023). The Writing Rope: A Framework for Explicit Writing Instruction in all Subjects. Baltimore, Maryland: Paul H. Brookes Publishing Company ISBN: 9781681255897

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Identify students that have difficulty with writing

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Students start at the beginning level writing letters and numbers. Students need to be able to write or keyboard words to paper. In order to do this students need to be fluent in spelling They also need to be fluent in handwriting or keyboarding. This should happen by the fourth grade, Once they are fluent in handwriting and keyboarding, they can move onto more complex writing. They can begin to compose sentences and paragraphs. If students do not develop these skills by fourth grade they will have difficulty in writing skills and keyboarding skills. They will have difficulty composing paragraphs. The students that will have difficulty with writing are these students ( sedita, 2023).

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How are spelling and handwriting/keyboarding taught in your school?

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At are school we teach students handwriting and keyboarding by starting with holding the pencil the correct way.   In kindergarten, we start with basic strokes such as just drawing pictures and sharpening our skills on that before we even start to use strokes of a pencil.  Once we are able to draw pictures and communicate what it is, we start to teach the strokes.  We start with up and down as the letter L.   Once we know that, we will start to draw horizontal lines and from there curved lines.   Letter formation is easier once we have all those strokes down.    From letters we write words,  then sentences.

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How often do you assign writing tasks that have authentic audiences?

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We have one writing assignment that is mandatory by our school and it is a writing piece for the spring fling. We are given a book that the students must write stories in.  On the night of the spring fling, the parents get to come in and read their books and take them home. So, the authentic audience are the parents and anyone else that stops and reads them. Students will write better when they are writing for people other than their teacher. The book states that, “addressed. Students will be more motivated to write when they can keep in mind an authentic (real) audience rather than thinking that the only audience for their writing is a teacher. Students stay more engaged with writing and the quality of their writing improves when they write with a real audience in mind” ( Sedita, 2023 ).

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Select one of the literary devices in Figure 4.5, and identify two mentor texts that provide clear examples of the device.

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Two mentor texts that I believe show the literary device of dialogue would be Green Eggs and Ham by Dr. Seuss and Don’t let the Pigeon Drive the Bus! By Mo Willems. Green Eggs and Ham shows dialogue between the two characters Sam-I-Am and the character who doesn’t want to try something new. The whole book is dialogue between the two. Don’t’ Let the Pigeon Drive the Bus shows dialogue between the bus driver and the pigeon. The pigeon wants to drive the bus and the driver keeps denying him. Both would be great mentor texts to show students. According to the book, “Literary devices are specific techniques a writer uses to convey meaning and allow for greater understanding of the text by the reader. They highlight important concepts in the text, strengthen the story, and convey important information about characters and themes. Literary devices are sometimes referred to as adding flavor to writing” (Sedita,2023)

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graphic poster of the writng process Chapter 5

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graphic poster of the writng process Chapter 5

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One skill that I think would be beneficial for kindergarten would be to break a writing task into smaller and more manageable parts. When kindergarteners are faced with a big job to do they tend to shut down and not do it. They forget how to be independent thinkers. When they have to write in smaller parts, they do not feel overwhelmed.

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Gayla Farmer

EDRL 442

Professor Kim Noah

April 21, 2024

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Summary Template to Use With Lesson Plan

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Summary Template to Use With Lesson Plan

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u

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3. After reading The Writing Rope,  I have had a few ah-ha moments.  I found it amazing that there were three types of writing tasks.  I had no idea that so much information was available for writing.  I never thought you could go so deep into writing.  The three writing tasks were quick writes, content learning tasks, and formal writing tasks.  The quick writes take about ten minutes to complete.  The content learning tasks takes a few days. The formal writing tasks takes a few weeks. Another Ah-ha moment was learning how important mentor texts are for writing skills.   I know now that showing students texts and how things are written by different authors will help them gain skills in their writing because they will want to mimic them.  My third ah-ha moment was learning about the writing process.  I can use this knowledge to teach writing to kindergarten students (sedita, 2023).

2.  There were many different writing activities in The Writing Rope.  One of the activities I really liked was the sentence scramble.  I would use this activity in my classroom because I thin it will help the students understand the syntax of sentences.  The more they practice with this, they will become great writers.  The second activity I liked was teaching paragraph structure by using color coding.  Students take a green highlighter and highlight the topic sentence.  This is the first sentence.  The last sentence will be the concluding sentence and it will be highlighted in red.  The sentences in the middle are the supporting sentences.  This method teaches students how to organize their paragraphs.   I will use this in my classroom because I feel like it is important to train the students to be able to identify different parts of a paragraph.  This will help them to be better writers (sedita, 2023).

1.  S- One goal I set for myself is to take what I learned in this class and teach it in my classroom

M-I will know I have accomplished it when I see how my students are writing and if they are using the strategies from this class,  I will know I achieved my goal.

A-The goal can be accomplished if I make sure my students are writing and using the strategies I have taught them that I learned from this class

R-This goal does seem worthwhile because I will help students become great writers.

T- I can accomplish this goal starting right now in the class that I am teaching and continue every year.

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https://chat.openai.com/

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