Rubric Area:
Content and Ideas
Brainstorming lots of topics
1. Writing workshop
mini lesson generating ideas to write about.
Tell me what you know. Tell me what you wonder. What questions do you
have about this entry? Where's the mystery here for you? One book that
leads to writing is Aunt Flossie's Hats by Elizabeth Fitzgerald Howard.
It says, "We pick out hats and try them on. Aunt Flossie says they are
her memories, and each hat has a story..." The tale goes on to tell
a story or adventure about each hat. After reading aloud the story,
say to the students, "I suppose we each have things in our house, in
our families, that hold stories. I am thinking about the dusty old animal
cages in the garage that my family has. Once it was a home for a baby
crow, another time, it was held a litter of baby rabbits." Send students
on their way to write thinking of their own treasures in their own houses.
Some more books that recall memories are: My Grandmother's Cookie Jar
by Montzalee Miller, The Button Box by Margaret Reid, and Ruth Heller's
The Front Hall Carpet.
2. Writing workshop
procedure mini lesson Getting the kid to write.
To mobilize a student to write, have a conversation with the student.
"I don't got nothing to say." Let's make a list of what you're an expert
about. "I'm not an expert about anything ...........TV that's all. .....
and baseball." Maybe he mutters, "almost got a home run." In just one
hit? Tell me about it. After hearing a few sentences, say, "Would you
put that down on paper. Just how you described it to me?" Teacher stares
at paper and repeats what he said. Wait expectantly. Do not ask or coax,
just wait staring at the paper and if you feel you need to walk away
and go help another child. Do not coax. He must learn to write for himself,
not to your agenda.
3. Writing workshop
mini lesson Brainstorming topics.
On one color paper or a 12 inch by 18 inch paper (big) brainstorm possible
topics. First the teacher lists about six broad, general topics on board
and reads them to class. Then teacher has students write possible topics
for two minutes. Interrupt them saying, "Raise your hand if you have
ridden on a train? If you have ridden in a plane? If you have driven
a tractor?" Record more topics (for two minutes.) "Have you ever done
something embarrassing? Consoled a friend? Given a gift you've made?"
Add to your list.
4. Writing workshop
mini lesson Brainstorming more topics.
I also ask have any of you ever been in kindergarten. What's your teacher's
name, write it down. What do you remember the most. I usually tell them
something I remember from kindergarten. Have any of you ever been in
first grade? Etc. What about second? Have you ever had a field trip?
What was the best part? Add ideas to your list of possibilities.
5. Writing workshop
mini lesson What do you know about?
Help the children list what they know about. Give them classifications
(pets, family members, school kids, friends, field trips, zoo, Walmart).
They can record possible writing ideas on the front of their writing
notebook, on a colored piece of paper, whatever the teacher wishes.
6. Writing workshop
mini lesson daily writing journal.
Children who write in a journal tell about their lives every day are
developing a ready list of topics they can then extend into a more detailed
story. In second grade children write a dialogue journal with their
teacher. The child writes about his/her day. The teacher writes a question
or comment back modeling the correct spelling without making the children
fix it.
7. Writing workshop mini lesson modeling how to write.
Before each writing session, we did a daily news or some kind of modeled
or interactive writing. This helped the children have clear expectations
of what to do. I modeled what to do when I came to a word that was tricky
('stretch" the word to hear the sounds, clap long words to hear the
"chunks"), how to find words on the word wall, etc. Included in that
modeling session, I did a quick McCracken lesson before I began writing.
I gave them the tools they needed to get started. We started the year
writing diary type journals because recalling daily events was easier
for the kids than to make up a story. This way they could concentrate
on writing words. Once they felt more comfortable in their writing (taking
risks through invented spelling and a bank of high frequency known words
including using the word wall) I began to model other types of writing.
I would model for a long time before I would require them to begin writing
different genres but they were always allowed to start earlier if they
wished.
Most did.
Rubric Area: Content
and Ideas
Brainstorming the Development of one topic
1. Writing workshop mini lesson Using the senses.
Get the five senses involved. Ask probing questions that stir memories.
Christmas was fun. How was it fun. Who came? What did they wear? Think
about Christmas. Could you hear the sleigh bells jingling. How did Christmas
dinner taste? Was the turkey juicy or dry? Did your aunt's special pudding
make you gag? How did it taste? How did it smell? What sounds did you
hear? What did you see? Was the present as big as a tree? Was the dinner
disgusting or the best turkey you've ever eaten?
2. Writing workshop
mini lesson I have a topic. Now what?
STEP ONE: Write down everything you can think of related to your topic.
Don't worry about spelling, capitalization, complete sentences, etc.
JUST WRITE!
STEP TWO: Write some more. Make sure you have answered the following
questions about you topic. Who? What? Where? When? Why? How?
STEP THREE: Narrow you topic. Make sure you have enough information,
but not too much. Use the following questions to help narrow your topic:
What or who is affected by the topic? How? Is the topic influenced by
other things? How? Why is the topic important? What is the purpose of
the topic? Why am I interested in this topic? Who will my audience be?
What do I want to tell my audience? What is my purpose for writing about
this topic?
STEP FOUR: Tie the similar ideas together. (They'll probably end up
in the same paragraph in the paper.) Use a graphic organizer, or create
your own.
STEP FIVE: Write the rough draft. Don't worry too much about conventions
at this point. Get your ideas into writing first.
3. Writing workshop
mini lesson strong nouns/verbs.
Adjectives/ adverbs make sentences weak not strong. We somehow think
if there are five adjectives in front of the noun dog that dog is stronger.
Is it? Rather than saying the young dog, how about puppy?
4. Writing workshop
mini lesson adding detail.
Sometimes I have a hard time seeing what is being written. I have been
going around to classes and often see "I had so much fun at the party.
I got lots of presents. I ate a lot of food. It was delicious." Instead
I'd like to hear about the twin dolls she received with soft white blankets,
beds and carriages. I'd love to hear about the walkie talkie that only
has static. I'd love to see the seven layer cake and the 4 glasses of
coke she drank. So when you are writing today, remember the details.
5. Writing workshop
mini lesson M through P (middles)
List the following sentences on the board then ask the students, "Where
do you think I could begin my story?" They say #1 where else? Bring
up starting in the middle. Possibly use other stories they are familiar
with to give concrete examples.
1. waking up on
the day we're going to climb a mountain
2. having breakfast
3. driving up the mountain
4. climbing up it
5. reaching the top
6. climbing down
7. getting home
6. Writing workshop
mini lesson Rereading what they write.
Can I ask you to do one thing today? When you open your writing folders
today, read the entire piece from yesterday. Reread the words gathering
page too before you start writing.
7. Writing workshop
mini lesson Titles.
Last night I was thinking about your titles. If you are writing about
your dog, your title is My Dog. Think about how you might change that
label to a title. Give examples of titles of books that students are
familiar with. One example may be, Where the Red Fern Grows which is
about two dogs. Another example is a story called The Trip which we
all know as The Lion, the Witch, and the Wardrobe.
8. Writing workshop
mini lesson Writing points twice.
Did you say something twice? Showing what you mean encourages the lazy
reader while telling cuts down on the interest of the piece. If your
piece says "Grandma's House, Grandma this, Grandma that...can you write
other descriptive words instead? Eliminate whenever possible words like
and, it is that, it is this.
9. Writing workshop
mini lesson Making the writing more interesting.
Teacher writes in front of the students. For example teacher writes
on board, overhead, etc. I have two dogs. I like my dogs. One is black.
One is brown. The end. Then read story to class. Is this very interesting?
"NO! ok help me add to my story." "Do you wonder about my dogs?" The
kids ask what's it's name, where did you get them, etc... Teacher modeling
of writing in front of the students is very helpful. Brainstorming descriptive
words to help make writing more interesting.
10. Writing workshop
mini-lesson honesty, details
When you write "white snow covered the world" was it really white? Or
"I had a terrific time" weren't there really some sad times too? As
a class model how to brainstorm all the different words that pop into
your head about something.
11. Writing workshop
mini lesson TAP (topic, audience, purpose).
Read Owl Moon. In the story the little girl learns to go owling from
her father. What have you learned from someone?
Brainstorm possible topics:
tie a shoe
hunting ride a bike
playing scouts
fishing
golf
whistle
cooking
cookies
drive a car
mac and cheese
embroidery
12. Writing workshop
mini lesson bubbles.
Take the children outside during recess to blow bubbles. What was it
like? Brainstorm words all together. Then have the kids brainstorm for
1 minute alone. Then have the kids partner or small group share their
words. Then large group share. Have them write about a time they played
with bubbles. It could be this time. It could be a special memory. Where
do you find bubbles? What have ever done with bubbles? Have you played
with them in the bathtub? This ties in to second grade science objectives
too.
13. Writing workshop
mini lesson helium filled balloons.
Bring in a garbage bag of helium filled balloons. Have the class work
together to keep the balloons up in the air. Then brainstorm words all
together. Where do you find balloons? What are your memories of balloons?
Then have the kids brainstorm for 1 minute alone. Then have the kids
partner or small group share their words. Then large group share. Have
them write about a time they played with balloons. It could be this
time. It could be a special memory.
14. Writing workshop
mini lesson teacher modeling how to write a story.
This minilessons should be done many many MANY many times. Tell the
children that today during the writing workshop you will show them how
to write a story. Explain that they have a job to do while you are writing
your story: it will be their job to use their eyes, their ears, and
their brains. They are to use their eyes to watch everything you do.
They are to use their ears to listen to everything you say. They are
to use their brains to remember what they see and hear so they will
know how to write a story.
First, talk about
your story. What are some things that I know about that I could write
a story about?
I could write a story about...
I think I'll write a story about...
Where will my story take place?
Who will be in my story?
What will the problem be?
How will I solve the problem?
What words will start my story?
Second, write your
story using the chalkboard, chart paper, an overhead projector. Make
some or all of the following mistakes:
omit some words
omit some capital letters
omit some punctuation marks
use some incorrect words
use some incorrect spellings
Reread your story
often while writing. Add any missing words. Correct incorrect words
by putting one line through the incorrect word. Correct spelling and
punctuation errors. When you are finished, have the children tell everything
they saw and heard you do while you were writing your story. Record
their responses on a chart. Post the chart for future reference.
15. Writing workshop
mini lesson using picture clues to improve detail to stories.
