write up a storm! - wordpress.com · 2016-04-04 · write up a storm!®©1995 3 write up a...

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

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!®© 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


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.


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WRITE UP A STORM!®©1995 100 KINDER / FIRST GRADE FOUNDATIONS

MODULE 1 WRITING – RETELL NARRATIVE RETELL PICTURE/STORY MAP

First,

Nam

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Next,

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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.


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!®© WRITING FRAME Name ______________________ Date_____________ Title___________________

First, Verb

Next, Verb

Then,

Verb

write up a storm! - wordpress.com · 2016-04-04 · write up a storm!®©1995 3 write up a...

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