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Feature articles are basically articles that inform readers on a topic, specifically one topic, that they probably don't know much about already.

Features of Feature Articles:
◦ Title
◦ Single Topic
◦ Section Headings
◦ Pictures
◦ Captions
◦ Facts
◦ Interesting writing

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Feature articles are important because they can really inform students on one specific topic, they're usually more interesting, and are organized in a way to make it easier for students to understand. They also help combat stereotypes that children could have about non-fiction writing, magazines, and articles not being interesting because feature articles geared towards children are usually much more exciting.

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Peer conferencing is when different students are paired together to evaulate each other's writing. When students do this, you have to teach them HOW to evaluate a piece of writing based on content rather than conventions.
Sometimes, this also includes teaching how to listen, compliment, and how to receive/react to the feedback.

MODEL:
1. Practice collaboration first!
2. Collaborate on pre-writing activities (support before evaluation)
3. Practice with a training paper and help them understand feedback –
Consider PQP: Praise, Question, Polish
4. Guide them in reviewing with their peers

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Peer conferencing is really important because students should know how to give and receive feedback to/from peers because it also helps them develop how to edit and look over their own writing. Along with this, it really helps students learn how to be more social with their peers.

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Writing to demonstrate is audience centered, has substantial evidence, and is edited/polished.

ABC book

Brochure

Book boxes

Open mind portrait

Poetry

Simulated letters

Simulated journals

Feature article

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Writing to learn is exploratory, informal, and not revised or edited.

Clustering

DEG

KWL

Learning log

Semantic feature analysis

Exit slip

Writing Breaks

Power writes

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Writing to learn increases knowledge every time students writes things down, and gives them different ways to interpret information (like graphs, notes, diagrams, KWL charts, etc.)
Writing to demonstrate gives students the opportunity to express themselves and prove what they know in creative ways rather than requiring one form of writing, multiple choice test, etc.

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Rubrics
Checklists
Writing Prompts
Conferences

Different programs and ways to assess (Writing Prompts, CoP test, mClass, conferences)

You can assess:
writing, letter recognition, reading levels, fluency, other language arts standards

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Different ways to formally and informally assess were really important to me because, while we assess students at the end of the year with EOG and EOC testing, or at the end of the units with tests, informal assessments are very important as well to see where your students are.
Some of the payoffs of assessment are:

Enables us to get to know students’ strengths and needs as writers

Helps us tailor our teaching to students’ individual needs in writing conferences.

Helps us design units of study that focus on the collective needs of the children in our own classrooms.

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I wanted to include modes of writing because the difference between modes of writing and genre are very important to know.

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Mode is the type of writing you are doing and the genre is specifically HOW you're writing it.

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"A strategy is a series of actions that writers undertake to achieve their goals. They are tools that can help students generate content and carry out components of the writing process."

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"A strategy is a series of actions that writers undertake to achieve their goals. They are tools that can help students generate content and carry out components of the writing process."

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Several Writing Strategies I think are useful:

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Several Writing Strategies I think are useful:

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Generating: Students collect ideas, words, sentences for their writing through background knowledge or classroom resources.

How can students use it?
Reading books, internet, clustering, quick write, or talking to each other.

Revising: Improves quality of composition, makes changes to communicate ideas more effectively, add/substitute/delete words, sentences, or paragraphs for final draft.

How can students use it?
Revising groups, work centers.

Questioning: Students asking themselves questions to guide their writing, "do I need to add more info, should I draft, should I move this part?" Can use them to develop and review writing. |

How can students use it?
Have Q&A sessions with themselves.

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I chose writing strategies because 1: There are so many of them to choose from or use in writing and 2: They tend to overlap and multiples of them can be used in one lesson.
I think it's really important to know the difference between the different writing strategies because some of them do sound similar so we need to know how to use them all specifically.

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Starts with a mini lesson (writers' meeting)

explicit instruction time

Only 5-15 minutes

Only teach a little bit at a time

Writing (The heart of the workshop) and conferring

ideally at least 20 minutes a day, alone or together

Prompts vs. Choice

Conferring/Conferences

Get to know your students as writers

Teach the writer not the writing

Author's share

End of workshop celebration

Variety of formats

Viewing Share

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Writer's workshop is really important in a classroom because it gives all students one-on-one time with the teacher, it gives them all time to focus on one specific skill they should work on during writing time, and gives them an opportunity to share and celebrate their work. I really love writer's workshop for these reasons. You get to see a whole different side of everyone's interpretation of the topic.

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Found poetry is when you take a piece of writing, fiction or non-fiction, and edit it into a poem. You can try to keep the same main idea of the original writing or you can create your own work.

Underline words or phrases

Keep them in order

Make minimal changes/additions

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Found poetry is really important to me because 1: Poetry is really important to me as a whole. I really love poetry and I have always wondered how to get students involved in it and this is a really great way I could incorporate! It's also a good way to get students to shorten a non-fiction article to create their own "notes" for a quiz by making a shorter and poetic version of the notes.

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I chose RAFT writing because it's one of the most fun activities I participated in this semester and I feel like my future students would really enjoy it. It's a creative way to show off what you've learned and how to apply what you've learned to other contexts and contents.