Jan's+Demo



Teaching Demonstration by Jan Sabin UPWP Summer Institute**
 * Learning to Write: A Gathering of Words

Young students or writers with limited background knowledge often possess a somewhat limited writing vocabulary. When asked to describe someone or something, or explain an idea their word choice may be limited. They tend to use words that they can read and spell. Words like fun, nice and good may be used to describe a wide variety of experiences.

Word choice is one writing trait important to explore at the beginning of the school year. This lesson shares different ways our students can physically manipulate words to express ideas or feelings without having to generate the words themselves. It uses word strings and list poems as text structures that create word awareness. Experimenting with the order in which words can work together exposes the learner to varied grammatical structures, also. ( Heard, 2002; Ray, 1999 & 2004; Romano, 2000). Students are motivated to read and move words around. It is a non-threatening way to create personal writings early in the school year. Later they can draw upon the lessons when revising their pieces. Students can be challenged to come up with multiple ways to say something.

The Lesson Objectives: · To expose students to new words in order to increase their writing vocabulary · To improve the words used to describe someone or something · To experiment with word order and word choice · To write list poems about personal experiences

Materials: Book -Donovan’s Word Jar by Mona Lisa DeGross ballyhoo

Poem Word Builder by Ann Paul Magnetic poetry Rocks / trophy words / winter words Writing materials

Michigan Curriculum Framework Standards and Benchmarks English Language Arts: Standard 8 – Genre and Craft of Language - Benchmarks 3 & 4 Standard 7 – Skills and Processes – Benchmark 4 Standard 4 – Language – Benchmark 4 Standard 3 – Meaning and Communication – Benchmark 7 (Benchmarks may be referred to at all grade levels early elementary – high school)

References: Heard, Georgia. (2002). The Revision Toolbox. Portsmouth NH: Heinemann. Ray, Katie Wood. (2002). What You Know by Heart. Portsmouth, NH: Heinemann. Ray, Katie Wood. (2004). About the Authors. Portsmouth, NH: Heinemann. Romano, Tom. Blending Genre, Altering Style. Portsmouth, NH: Heinemann.

Procedures:

Read Introduction Poem – Word Builder by AnnWhitford Paul Share Donovan’s Word Jar and models of student work – list poems and summer memories

Winter Writing

1. Pass out pink and blue winter word slips. Each person gets one. 2. A group of four students will create a word string poem expressing an idea or feeling. Each group must have two pink and two blue slips. Partners will manipulate the words to try to develop a theme or concept. 3. Each student will write down a first draft of their favorite piece. 4. Groups will share their pieces. 5. Students will then join in a new group of four creating a second piece out of the new words. These might be strung onto a previous piece. Do a read around.

Magnetic Poetry

1. In small groups students will create a list of words, or phrases that express or describe an idea or concept. 2. Each student will write down a first draft of their piece. 3. Groups will share their list poem.

Trophy Words

1. Share science investigation vocabulary rocks. 2. Share science rocks, Small groups create a few word strings using ecosystem theme. 3. Discuss importance of ownership of language and personal attachment to certain words. 4. Pass out additional rocks. Have students number off. Have them line up by the way they want to sequence their words into a word string poem. 5. Students choose a meaningful word and write it on a slip of paper. (Later use paint pens and write special word on the rock.)

Free Write: Using one of the word strings or word list drafts, write a short piece about the topic or idea. Share the piece and reflect on the process.

Discussion Questions:

o Did working with the winter theme words make it easier to create winter string or list poems? Was it harder with the magnet words? o Did you want to add words that were not there? o Did this lesson motivate you to experiment with words and their order? o Is your trophy word important to you? Are you thinking about other meaningful words that might be good on your next rock? o Would this be helpful when introducing content area vocabulary? o What kind of connections was made between words and ideas?

Assessment Did each student create a first written draft of a string or list poem? Did they focus on their word choice when doing so? Did they use the words on slips, magnets and rocks in their pieces? Did each student consider word order when writing their draft?