♪♪♪[intro music]
>>class: chickens go cluck, cluck
Chickens lay eggs.
>>teacher: what else can we say about chickens and eggs what else
do they do?
>>student: they hatch from eggs. >>teacher: so say
>>class: chickens hatch from eggs.
Chickens drink water every day.
My main focus in the writing lesson was
for them to be able to understand how to
write an explanatory paragraph how to get
the information from text
make a plan and from the plan write a
paragraph using you know the big idea
sentence the detail sentences and a
conclusion
>>Class: Daddy chickens are called roosters
>>teacher: again
>>Class: Daddy chickens are called roosters
>>teacher: Nice [Birds chirping]
>>teacher: On day one the focus of the lesson is
reading the PowerPoint or the book
whatever you are getting the information
from so the students understand the topic
and then creating the plan. Very good. Alright
Mrs. Klein's class now it is time to give me a
big idea sentence. Don't call it out.
Who's going to give me a big idea sentence about chickens?
Monset please stand up and use a
presentation voice tell the class your big
idea sentence.
>>Monset: Chickens are beneficial.
>>teacher: Chickens are beneficial.
Are chickens beneficial?
Yeah? How are chickens beneficial?
>>Monset: We eat them.
>>teacher: Very good. Chickens taste very good, don't they?
Very good. Thank you have a seat
>>student: They also give us eggs.
>>teacher: They do; you're so right chickens gives us
eggs and we eat chickens. Chickens are so
beneficial to us Excellent job Mrs.
Klein's class. Now beneficial has a lot of
syllables or word chunks. Let's do our
first one ben-e-fic-al Their plan always
has the main idea or the topic idea
That's always in green. I keep everything
color coded with the plans. The green is
the main idea; they write the topic on top
and then they tell me the big idea
sentence. They give me different sentences; we
always use one word for each sentence so
that gives them the idea that remember we
don't have our complete sentence here we
just have to remember our sentence.
Chickens are birds. We can say chickens are
beneficial, chickens are fun, chickens are
funny birds.
Or we can say chickens are birds.
You can decide which way you want to go with that.
Alright Mrs. Klien's class
It is time for our detail what do chickens look
like or what do chickens have?
If you are going to tell me what a chicken
looks like what would you say I need some
big idea I'm sorry some detail sentences.
Marqucia, what is one detail sentence
about what chickens look like?
>>Marquicia: Chickens have wings.
Chickens have wings. Help me out.
The necessity of having the plan is so
that they know in kindergarten that when
they get to first grade they have to pre
write they have to plan they have to know
that this is where I get my ideas from
because it goes from kinder all the way up
into college so they need to understand
this is a skill that helps us with our
writing.
Alright Mrs.
Klein's class what are we practicing right now?
What are we reading? >>class: Chickens.
>>teacher: What are we going to be writing about?
>>class: Chickens! >>teacher: Chickens!
Alright. Elsa, will you turn the lights off please.
The focus on day two is once again we re-read the
PowerPoint; we review the plan and then
they their main focus in writing a
paragraph together how do we take our
ideas on our plan and create
a paragraph. We have
>>class: Chickens are beneficial. >>teacher: Again.
>>class: Chickens are beneficial.
Chickens are fun.
>>teacher: When we are reviewing the chart and we are
reading quote unquote reading our
sentences on the plan I use hand signals
point to the word and then when a word is
not on the plan I'll do the hand signal so
they know that word's not on the plan they
have to remember to write that word in the
sentence. When writing explanatory
paragraphs the students struggle the most
with being able to take the ideas from the
plan and put it into a complete sentence
in their paragraph rather than just
copying all the words in a list.
So who can give me our big idea sentence?
Let's see. Nathan please stand up and use a
presentation voice tell the class what is
our big idea sentence going to be.
>>Nathan: Chickens are beneficial.
>>teacher: Alright, so everyone say it with me.
>>everyone: Chickens are benficial.
>>teacher: How many words are going to be in our sentence? >>class: Three!
>>teacher: What is our first word going to be?
>>Nathan: Chickens.
>>teacher: Chickens. Very good. Have a seat. Thank you.
Alright. Chickens. How do.. I have to write a big idea
sentence. So how do I spell chickens?
I use the Step Up to Writing as well as
Get Ahead writing. I took both of those
ideas and I've combined them so I use
those ideas as well as the fact that as
far as I'm concerned if a student can
write a sentence they can write a
paragraph. Alright. What color do we
go to now? >>Class: Red >>Teacher: Red
What is our concluding sentence going to be?
Uh, uh, uh. We're not going to call out.
Remember our concluding sentence has to go back and revisist our
big idea sentence. So what do we want our
conluding sentence to be?
Toay I am going to call on
Angela
>>Angela: I love chickens.
>>teacher: I love chickens. How many words? >>class: Three.
>>teacher: What's our first word?
>>class: I >>teacher: What's our first word?
>>class: I Capital I
>>teacher: Thank you because this is where my
class falls into problems On day three we
start out the students re-read the
PowerPoint then we go from the PowerPoint
to reviewing the plan after we review the
plan then the students
we I give the students paper and they help
me generate another paragraph
at their tables where this time I am
modeling the writing and they're writing
at their tables this helps the student to
be be able to form letters and make sure
they are forming the words and writing the
words correctly so they can see how to write it.
Alright. Baby chickens what Mrs.
Klein's class? Baby chickens
>>class: "are"
>>teacher: If you have not yet written "are"
how do I spell "are"?
>>class: A-R-E
>>teacher: Do I write the R right after the S?
No. What do I need
>>class: Space >>teacher: Write the word are A-R-E
At this time in the year I normally don't
do this step with my students because they
have gotten to the point where they know
how to write their letters, they understand
how to write words they know where to find
the words and the sentence ideas on the
plan and so they are able to generate their
own sentences. I would only do this step
when the class still needs that extra
scaffolding.
On the last day we re- read the PowerPoint
the students. I review the plan with the
students and then once again I give them
their own piece of paper each student as
they come up and get their piece of paper
has to give me their big idea sentence so
that will start them on what their idea
what their thinking is. They go to their
tables and they start writing.
[students quietly sounding out words]
I will pull a group of students to the
back table with me. Those students the ones
who need a little extra help so they still
need to have someone supporting them while
they are writing, I'll work with that
student those students at the back
What's next babe? I'm not writing it for you
>>student: Chickens are funny birds.
>>teacher: What's your next column?
What's your detail?
>>student: Ummm...
>>teacher: What's your detail babe?
>>student: Baby chickens are called chicks.
>>teacher: Baby chickens are called chicks.
How many words? >>student: Five
>>teacher: First word? >>student: Baby >>teacher: Write it
And then any students who are
working at their tables if they need help
or they need asked questions they'll come
back and get help from me. Where do you find the word
chickens baby? On our plan where is
chickens? Yes. Write chickens babe. Ok. Let me see
it what is your next sentence?
I will conference with each student on
their writing. I read through their writing
have them read it for me and discuss where
they need to work next - what they need
to work on and it is very important for
them to have that interaction with the
teacher to have that conversation so they
understand what do I need to work on where
did I go wrong what did I do great what do
I need to practice.
Read it, read each word >>student: chickens are in a flock.
>>teacher: Flock. Very good.
and I really like...
I like how you are sounding out the words
if you don't know how to spell them I do
want you to continue working with your
spacing. >>student: Baby chickens are
called chicks.
>>teacher: And how do you need to conclude your
paragraph baby.
>>student: I like chickens!
>>teacher: Awsome!
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