Cycle 1 Reading & Writing Remote Learning

Writing Support:

Say, Say, Say, Sketch, Sketch, Sketch, Write, Write, Write

Preview:

Writing Lesson Plan: Day 2/4

Writing Support

is designed for anyone that would benefit from:

a second viewing of the material
retelling/planning support
having their understanding confirmed (see prompts below)
incorporating the independent practice portion (Part 5 of the Reading lesson Plan: day 1) of the lesson immediately after class.

Schedule:

I suggest keeping the students in the Zoom session but moving to breakout rooms immediately following the lesson.

I suggest supplying a movement break immediately and then starting the review/work.

Teach/Model to Learn new Vocabulary Words:

summarizing/ summary (use context clues in Reading Day 1)
essential (use context clues in Reading Day 1 or cognates)
recounting/retelling (morphology: re meaning back or again)
events (use context clues in Reading Day 1)

Review Vocabulary:

draft (use context clues in Writing Day 2)
sketch (use context clues in Writing Day 2)

If possible, teach what the word is similar to, what is different from and what it does.

Use visuals (Google Slide) to review the terms:

beginning

middle

end

Click on the play button on the Google Slide below . This will open 3 icons at the top. Click on the open in a new tab icon. This will open the slide in a larger format and then you can share your screen.

Start with 2 parts:

If your student is struggling to write a complete draft, start with:

beginning and end
model drafts with beginning, middle and end (orally)
when comfortable, add the middle
then add more pages

Beginning, Middle and End

Prompts:

If the student:

Does not have any ideas:

Model how you think of memories that make you happy
You can use a story for inspiration
Talk out the part to start

Will not write:

Study a mentor text to see how the author started
Model/reteach the steps or ask the student to explain how to use the graphic organizer
Allow them to say and sketch.
Encourage spelling of keywords
Try to find out what the problem is (perhaps they are missing a tool that they use from the classroom)

Has ideas and details but does not know how to start/use the graphic organizer:

Start by telling your story as you touch each page
Now, sketch what you said
Repeat steps. "You told your story, sketched your story. What is next?"

Does not have a focused topic or as a reader, you are confused when reading/listening to the student tell you the story:

Use the steps included in the graphic organizer and encourage the student to pick one favourite idea and start by talking about it.

Does not have adequate structure and organization:

Touch the pages as you tell each part
Work at say stage (step 1) before moving on.

Struggles with spelling/writing:

Work through his/her strengths (saying and sketching)
(Re)teach spelling strategies previously taught
Provide a bank of high frequency words
Allow the student to spell out key words in the writing section.

Struggles with finding vocabulary:

Encourage the child to sketch out their ideas and talk through each part as best they can. You can model correct sentence structure. This will also help confirm that you have correctly understood the child's ideas.

(adpted from Serravallo, 2017)

Independent Practice

Encourage student to do independent at home practice (see reading and writing lessons)

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