# data[].attributes.body
STRUCTURE:
Overall: Told, Drew, and wrote a story.
Lead: Wrote opinion.
Transition Words: Example: because
Ending: Ended the paper or page.
Organization: Told opinion in one place

DEVELOPMENT:
Elaboration: Puts everything she thought about on the page.
Craft: Detail in pictures and words.

LANGUAGE CONVETIONS:
Spelling: Read their own writing
Wrote a letter for each sound the student hears.
Used the word wall for help.
Punctuation: Puts spaces between words.
Uses lowercase and upper-case letters.
Capital letters at the beginning of sentences.

# data[].attributes.body
Box 1- Activities you like to do:

·     Softball

·     Basketball

·     Volleyball

·     Coloring

·     Camping

·     Hunting

·     Hiking

·     4-wheeling

·     BBQing

·     Horseshoes

·     Cornhole

·     Traveling

Box 2- Family Members:

·     Mom

·     Dad

·     Sister

·     Aaron

·     Amy

·     Kurt

·     Brenda

·     Grandma

·     Britney

·     Tyler

·     Rissa

·     Kelcie

·     Kamber

·     Kenzi

·     Aj

·     Jeramiah

·     Jordan

·     Easton

·     Daisey

·     Karlee

·     Kaegan

·     Whitney

·     Spenser

·     Bailey

·     Duke

·     Roper

·     McCoy

Box 3- Things you are good at and can teach:

·     Softball

·     Basketball

·      Volleyball

·     Being a leader

Box 4- Places you would like to go or have visited:

·     Nashville

·     Cancun

·     Hawaii

·     Wyoming

·     Alaska

·     New York

·     Florida

·     Italy

·     Bora Bora

·     Anywhere on a cruise ship

·     Texas

Highlighting:

Yellow: A topic you can tell a story about.

Purple: Informative Writing

Pink: Explain step by step

# data[].attributes.body
* Opinion
* Informative/ Explanatory
*Narrative

# data[].attributes.body
* Respond to questions and suggestions forms peers and add details.
*Explore digital tools to produce and publish writing: Collaborate with peers.

# data[].attributes.headline
Research to Build and Present Knowledge:

# data[].attributes.subject
Research to Build and Present Knowledge:

# data[].attributes.body
*Shared research and Writing projects.
*Recall information from experiences/ gather into to answer questions.

# data[].attributes.headline
Composing- Narrative story that you wrote. 

# data[].attributes.subject
Composing- Narrative story that you wrote. 

# data[].attributes.body
A mini lesson cab be taught to the whole class or a small group and should only last about 10 minutes. When teaching a mini lesson some sort of writing skill must be taught such as: the correct form of writing chemical formulas, selecting topics, proper email format, etc.

# data[].attributes.body
Writing guides are important because students may be unfamiliar with what the writing concept requires. Using writing guides helps students to understand the content that is presented. When using a writing guide there are prompts and suggests that may help the students writing process easier. When students are beginning to write the writing, guides are more structured to give the students more help, but as the students become better writers the guide can become more flexible.

# data[].attributes.body
Modeling is showing the students how you are going to go through the process. How to go through the process is by selecting a topic, where to find sources, writing the report, reviewing, and editing. Modeling the process, it is a good idea to do a think aloud, so that your students understand what you are thinking as you are going through the process. It could be helpful to provide models of different types of writing from previous students. Using a mentor or model text is good guide to help the students to better understand what is expected.

# data[].attributes.body
Students will be able to write an opinion text.
Students will be able to write an informative and explanatory text.
Students will be able to write a narrative text.
Students will be able to add detail to their writing.
Students will be able to respond to questions.
Students will be able to collaborate with their peers.
Students will be able to share their research and writing projects.
Questions:
A. Why are objectives needed?
Objectives are needed to help guide the teachers' lessons.
B. Where are objectives created from?
When a teacher writes her objectives they are created based on the standard and the lesson that is being presented that day.
C. How can objectives be used to form rubrics and checklists?
Building a rubric or checklist can be outlined around the objectives to help the students understand what is being asked.

# data[].attributes.body
Writing time for students should last approximately 30 minutes. Within the time allotted students can work on their individual writing, meet with their teacher, or meet with other students to discuss each other's work. After the students meet in their groups the teacher should go around and help students individually. During this time teachers might meet individual students, small groups, or with students that have similar topics. During the conferences students may read their paper and ask other how they may improve their writing.

# data[].attributes.body
Group sharing is a positive and constructive workshop which is held at the end of the section. During this time students volunteer to read their writing assignments while the students tell the author what they like about their writing. At this time the students can ask questions about things they are unsure of and make suggestions. Group sharing is helpful because not only does the writer get feedback, but their peers learn from each other.

# data[].attributes.body
When doing a writing workshop, it is best to have the workshop well organized. In order for the workshop to run smoothly it is important to explain the room set up and where supplies are located. It is helpful if the student has specific plan at the workshop such as: revise a piece, confer with the teacher, or seek additional information. It is important that you as a teacher notice where the students are succeeding and where they struggle. This is the perfect time to meet individually or in small groups to discuss issues or questions the students may have.

# data[].attributes.body
Technology in writing can be very beneficial to all students. Whether we like it or not computers have become the way of the world ad can help students who may struggle without them. Students can be more creative with their writing, able to research data, use the tools such as spell check to make the overall quality of their writing better. While I believe technology benefits the students there are also some negatives regarding technology in students writing such as plagiarism, and students lack handwriting skills.

# data[].attributes.headline
Helping EL's, struggling writers and achieving writers 

# data[].attributes.subject
Helping EL's, struggling writers and achieving writers 

# data[].attributes.body
It is important as a teacher to find out what level of writing the EL students are at and gear their assignments accordingly. Using sentence structures, writing guides, and modeling will help the students to understand the writing process better. Showing different strategies such as using dictionaries and handbooks could be beneficial to all students.

# data[].attributes.body
It is important that student develop foundational writing skills in order to be proficient in writing any type of paper. These skills include handwriting, spelling, punctuation, and understanding how to form a sentence. For my kindergarteners it is important that they understand how to hold a pencil correctly, how to form letters, sound out words and write a letter for each sound that they hear.

# data[].attributes.body
A narrative piece of writing can be presented as nonfiction or as a fiction piece. During a narrative piece introduces an argumentative or explanation throughout the writing. When writers are writing narratives, they paint a picture in the reader's head. The writer adds a lot of detail, so that the viewer can see, hear, smell, or touch what is being presented. Writing a narrative is typically a series of events. There are several skills that a writer needs to include into their narrative piece of writing: organizing and presenting a series of events, transition phrases, concrete pictures and vivid descriptions, dialogue/ actions, and the writer need to slow down the piece and then speed it up. These are all the components of writing a narrative piece.

# data[].attributes.body
Descriptive writing is where a writer is describing a scene to their readers. The author may describe a character, an event that is taking place, a place in the story, or all three. When describing a scene in a story the author may use our senses: sight, taste, touch, hearing, and scent. The author uses a lot if detail through the writing to help the reader understand what is being presented throughout the story. There are a lot of descriptive words: brilliant, funny, gloomy, dirty, and many more. The descriptive words are to help the reader visualize what is being presented.

# data[].attributes.body
Informative and explanatory texts teach the reader about a topic. The idea of these two texts is to help increase the knowledge of your reader. When reading these types of texts there are facts and details, and answer questions such as why and how. The difference between the two texts is that informative texts provide information to the reader and explanatory texts provides an explanation about a topic.

# data[].attributes.body
Opinion/ argumentation texts is written about two sides of an issue. The author could explain to the reader by presenting the argumentative text equally or the author could feel stronger about one side more than the other. It depends on what side of the issue the author believes in the most.

# data[].attributes.body
Lesson 7.1: Onomatopoeia: Sound Effects
Page: 262
Materials: Read Aloud book Mr. Brown Can Moo! Can you? by Dr. Suess, onomatopoeia puzzle pieces: one has the picture and the other has the onomatopoeia sound effect. Example: puzzle piece 1 will have a picture of a Bee and puzzle 2 will have buzz, buzz.