blooming writers chelsea dullye ~ kindergarten kristin daugherty ~ first grade

BLOOMING WRITERS

Chelsea Dullye ~ Kindergarten

cdullye@nisdtx.org

Kristin Daugherty ~ First Grade

kdaugherty@nisdtx.org

WORKSHOP MODEL

1. Opening: Teach a mini-lesson focusing on one specific skill (10-15 minutes)

2. Work Period: Students work independently or with some teacher assistance to write a their own story. (up to 40 minutes)

3. Closing: 3 students a day share in the Author’s Chair and students give one another specific positive feedback.

BOY EXPECTATIONSKINDERGARTEN:

Stage 2:

Draws a picture to address the topic

Spelling word wall words correctly

Makes some letter/sound connections

FIRST GRADE

Stage 4:

Names one action/idea (no movement through time)

Simple sentences

Capitalizes “I” and personally significant names

Spells using dominant vowel and consonant sounds

Uses upper and lower case letters more consistently

Spaces between words

*Benchmark first week in October

EOY EXPECTATIONSKindergarten

Stage 4:

Names one action/idea (no movement through time)

Simple sentences

Capitalizes “I” and personally significant names

Spells using dominant vowel and consonant sounds

Uses upper and lower case letters more consistentlySpaces between words First Grade

Stage 6:

Sequences multiple actions

A general opening with a purpose, occasion, time and place

Simple ending (reflection or summary)

Basic sentence conventions (caps, punctuation, etc.)

Consistent letter size and spacing

Spells sight words correctly

Uses spelling patterns and rules (irregular and regular blends, silent e, etc.)

Show Examples of

stages & rubric

WHAT YOU CAN DO TO HELP YOUR CHILD AT HOME…

Write DAILY!

Handwriting: help your child write their letters correctly and at a consistent size

Remind your child to use spaces

Encourage your child to stretch their words slowly and write what they hear; do not spell the word for them.

Review word wall words frequently (75% of words in books are high frequency or “word wall” words)

Help your child organize their story prior to writing it (creating a thinking map of their ideas)

Remind your child to add details by asking themselves who, what, where, when, why or by using their senses

Encourage your child to write about how they fell

Multiple kinds of stories (expert writing, how to, personal experience, persuasive, etc.)

Showing movement through time by stretching a small moment (telling a story using transition words)

If your child has not mastered their letters and sounds they should be working on them

daily at home and at school.

QUESTIONS?

Chelsea Dullye

Kindergarten

cdullye@nisdtx.org

Kristin Daugherty

First Grade

kdaugherty@nisdtx.org