Generative Writing

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Generative Writing. Session 3 Sentence Patterning Adolescent Research and Development Team. Iowa Professional Development Model. The Iowa Professional Development Model. Provides a recommended framework Targets increased student learning & achievement - PowerPoint PPT Presentation

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Slide 1

Session 3

Sentence Patterning

Adolescent Research and Development Team

Generative Writing

Iowa Professional Development Model

The Iowa Professional Development ModelProvides a recommended frameworkTargets increased student learning & achievementResponds to state and federal legislationIs based on research that shows how professional development results in student achievement gainsWhat Can the IPDM do for students?Full implementation of the model has the capacity to:

increase learning and achievement for everyonefocus on specific needs of subgroups of students

Purpose

Generate sentences from given words. Build writing fluencyBuild word choice

Generative Writing: Sentence Patterning

Advanced step in generative writingAdvanced level for Grades K-3.Advanced level to use with Grades 4-8 to scaffold learning.

Generative Writing: Sentence PatterningObjective: To compose written messages based on given words.Activity: Given specific parameters, students use their understanding of syntax and sentence structure to construct meaningful texts.Level of Support: Moderate at the beginning working to small group and then independent activities.Format: Whole class, small group, or individual student.

Fisher, D. & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a Gradual-Release Framework. New York: Scholastic.

Generative Writing: Sentence PatterningAdheres to conventions generally established in spelling, punctuation, grammar, usage, syntax, and styleUses writing as a tool for learningEngages in the information literacy process: accesses, evaluates, and communicates information and ideasIs able to write on demandCommunicates in a variety of genres

Iowa Department of Education. (2009, February). Iowa Core Curriculum. Des Moines, IA: Author.

Generative Writing: Sentence PatterningCorrelation to Iowa Core CurriculumObjective

Students will be able to write a sentence when given parameters for a chosen word, part of speech, punctuation, or element of style.Generative Writing: Sentence PatterningParts of SpeechBegin a sentence with a noun.Use a proper noun in a sentence. Use a noun and a pronoun in a sentence. Include an adjective with a target word. Use an adverb in the third position in the sentence. Include a preposition in your sentence. Use ___ as a gerund. Use a noun infinitive to make an interesting sentence.

Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.Generative Writing: Sentence PatterningPunctuationWrite a sentence that ends with an exclamation mark. Ask a question using the word . Write a sentence with an independent clause and a semicolon. Use a colon with a list. Include a parenthetical expression in a sentence.

Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

Generative Writing: Sentence PatterningElements of StyleWrite an imperative using the word . Create a sentence with a prepositional phrase. Use a possessive with the target word . Begin a sentence with a dependent clause. Write a sentence that uses alliteration. Use as a simile. Include an appositive in a sentence with the word __.

Fisher, D., & Frey, N. (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework. New York: Scholastic.

Generative Writing: Sentence PatterningExample A

Teachers directions:Use a proper noun in a sentence.

Student writes: Manuel is writing a letter to his family.

Generative Writing:Sentence PatterningExample B

Write a sentence with the word embassy and an adjective describing the target word.

Student writes : The French Embassy is on Cathedral Street.

Generative Writing: Sentence PatterningExample C

Write a sentence that asks a question using the word mineral.

Student writes: How would a scientist identify the mineral found in this rock?

Generative Writing: Sentence PatterningA Structure for Successful InstructionGradual Release of Responsibility

Adapted from Doug FisherBetter Learning Through Structured TeachingVideo clip of a 7th Grade Middle School Classroom Sentence Patterning (Punctuation & Parts of Speech)or7th Grade Special Education Small Group

Generative Writing Sentence Patterning Guided Lesson Gradual Release of Responsibility Model-Guided InstructionGenerative Writing: Sentence PatterningComplete the Sentence Patterning Video Response Sheet as you view the video.

Generative Writing: Sentence PatterningGroup Discussion of the Sentence Patterning Video Response SheetGenerative Writing: Sentence PatterningLets Try It!Generative Writing: Sentence PatterningPresenter take the staff through a series of letter placing examples. Write a sentence that includes a prepositional phrase.Write a sentence that ends in an exclamation mark.Write a sentence that uses alliteration.

20Small Group Explicit InstructionUse generative writing in small groups to work on missing skills in writing for your students.Tape record instructions of generative writing for students to complete in small group with a leader in charge of the recording.Revise and expand generative writing during Writers Workshop. (ie. Word families or drawing pictures and writing sentences to show word meaning)

Generative Writing:Sentence PatterningPair Share ActivityThink of how you could implement this into your classroom setting. (How often, how much time needed, preparation, would this work for you?)

Share with 1 -2 people at your table.Volunteers to share with whole group.

Generative Writing: Sentence PatterningQuestions?Generative Writing: Sentence PatterningIowa Professional Development Model:

Student Learning at the Center of

School Improvement/Staff DevelopmentOperating Principles

Focus on Curriculum, Instruction, and Assessment

Participative Decision Making (School/District)

Simultaneity

Leadership

Training/Learning Opportunities

Ongoing Data Collection

(Formative Evaluation)

Designing Process for Professional

Development

Selecting Content and Providers

Goal Setting and Student Learning

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Collaboration/

Implementation