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WRITE UP A STORM!®©1995 1
SM
WRITE UP A STORM!®
FOUNDATIONSLesson Plans And Activities
To Increase Writing Proficiency©
4th GRADE FOUNDATIONS
Wilda Storm, MS
COPYRIGHT © 1995-2010 Wilda StormFor Classroom Use Only – All Rights Reserved
Wilda StormPO Box 501995
San Diego, CA 92150-1995(858) 668-1771
DoveTail House Publishing
A Writing Curriculum
K-1 FOUNDATIONS
WRITE UP A STORM!®©1995 2
WRITE UP A STORM!®©1995
WRITE UP A STORM!®© KINDER OVERVIEW HIGHLIGHTS GUIDED INSTRUCTION
Phonics –Teachers use district or school mandated program 10 min Vocabulary & Grammar (nouns, verbs, adjectives, etc.) Word card manipulation or word differentiation, vocabulary, listening for phonemic sounds, oral language development 15 min Journal with oral language – the purpose of this writing is for students:
• to develop the ability to generate their own ideas and content for writing • to apply phonics (inventive spelling) • for teacher to monitor progress • for shared writing experience (teacher and students) • for interactive writing instruction (rules, lettering, spacing…) • for personal narrative practice (personal experiences) 20 minutes Close Reading
This section of reading targets science and social studies content. We target (CCS):
• retelling • story structure • summarizing • understanding the topic • asking questions • incidental vocabulary
development • point to prove • text features • text structures • main idea • comparing and contrasting • understanding characters of a
story • theme • points of view of characters • and more
20 minutes of Explicit Writing Instruction
This includes oral language, sentence structure, editing, revising for all text types – informational/explanatory, opinion, and creative and personal narratives – TEXT DEPENDENT. Is used in conjunction with close reading text. The prompts are written based on the text that is currently being read. We start with sound sentence structure. Teacher assigns sentence writing using varied prompts for text types - narrative, opinion, informational and explanatory at each level of sentence writing. See below. • 4 is the Core
o Linking 4 is the core • 5 is fine
o Linking 5 is fine • 6 Clicks
o Linking 6 clicks • Teach how to write and introduction • Teach how to write a conclusion
Combine intro, body, and conclusion into one paragraph
WRITE UP A STORM!®©1995 3
WRITE UP A STORM!®© FIRST GRADE OVERVIEW HIGHLIGHTS
Phonics– Teachers use district or school mandated program 10 min Vocabulary & Grammar (nouns, verbs, adjectives, etc.) Word card manipulation or word differentiation, vocabulary, listening for phonemic sounds, oral language development 15 min Journal with oral language – the purpose of this writing is for students:
• to develop the ability to generate their own ideas and content for writing • application of phonics (inventive spelling) • for teacher to monitor progress • for shared writing experience (teacher and students) • for interactive writing instruction (rules, lettering, spacing…) • for personal narrative practice This writing time diminishes after first semester. 30 minutes Close Reading
This section of reading targets science and social studies content. We target (CCS):
• retelling • story structure • summarizing • understanding the topic • asking questions • incidental vocabulary
development • point to prove • text features • text structures • main idea • comparing and
contrasting • understanding
characters of a story • theme • points of view of
characters • and more
30 min Explicit Writing includes oral language, sentence structure, editing, revising for all text types – informational/explanatory, opinion, and creative and personal narratives. TEXT DEPENDENT. Is used in conjunction with close reading strategies.
• 4 is the Core o Linking 4 is the core o Cueing o Editing o revising
• 5 is fine o Linking 5 is fine o Cueing o Editing o revising
• 6 Clicks o Linking 6 clicks o Cueing o Editing o revising o formative assessment
• Seven-Up+ Sentences o Linking 7-up+ is the core o formative assessment
• Teach how to write and introduction • Teach how to write a conclusion • Combine intro, body, and conclusion
o Teach how to integrate one E – example o Teach how to write a paragraph
• Teach how to write a multiple paragraph essay (Paragraph 1 = introduction; Paragraph 2=5 sentences; Paragraph 3=conclusion
WRITE UP A STORM!®©1995 4
THREE VOCABULARY ACTIVITIES
VOCABULARY INTRODUCTION
• The teacher provides experience to make the word understandable. • With the word card, the teacher/class echo the word three times,
pronouncing it completely. o Watch that all students are participating.
• Teacher says, “Say it to the ceiling, say it to the floor, say it to your
hand, etc.” • Teacher expands the meaning of the word.
o Tell what it is and tell what it is not. o Tell multiple (other) meanings
• Teacher demonstrates the physical representation (motion) and the
class practices it.
30 SECOND PRACTICE Use the current week’s words and a few words from previous weeks that need more practice. 1. Teacher says, “Show me ________.” Students perform the physical
representation.
2. Teacher performs the physical representation and says, “What is this word?”
WORD WALL – ORAL SENTENCE PRACTICE
1. Select one word from the word wall.
If the word is a noun, say, “What did _______do? Tell your partner, say, “The _______ __________.”
2. Pull a name stick for individual student responses. The student responds in a complete sentence. The teacher repeats the sentence. The class echoes. Repeat the procedures with another student.
WRITE UP A STORM!®©1995 5
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WRITE UP A STORM!®©1995 6
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1
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WRITE UP A STORM!®©1995 7
WRI
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SE
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4.
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-20
11
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DIV
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AR
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)
5.
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95-2
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WRITE UP A STORM!®©1995 8
WRITE UP A STORM!®©1995 100 KINDER / FIRST GRADE FOUNDATIONS
MODULE 1 WRITING – RETELL NARRATIVE RETELL PICTURE/STORY MAP
First,
Nam
e________________________________ PICTU
RE M
AP FOR
________________________________________________________
Next,
Then,
WRITE UP A STORM!®©1995 9
WRITE UP A STORM!®©1995 101 KINDER / FIRST GRADE FOUNDATIONS
MODULE 1 WRITING – RETELL NARRATIVE
RETELL PICTURE/STORY MAP Title of Story _____________________________________ Name______________________ UNIT 2 UNIT 1 - RETELL SUMMARIES
RETELL QUICK WRITE GRAPH
1. 2. 3. 4. 5. 6.
WRITE UP A STORM!®©1995 10
Name _________________________________ Date_____________ Title__________________________________________ WRITE UP A STORM!®© RE-TELL STORY FRAME ____________________________________________________ _______________________________________________
when where __________________________ _______________________________ who problem First, verb
Next, verb
Then,
verb
WRITE UP A STORM!®©1995 11
WRITE UP A STORM!®© WRITING FRAME Name ______________________ Date_____________ Title___________________
First, Verb
Next, Verb
Then,
Verb
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