Institute #18 - Engaging, Productive Classrooms: Process to Product, We'll Show You How Learning to Reading Like a Writer

An Intervention Teaching Process Presenters: Sandra Whiteis - SanWhiteis@aol.com Julie Iaquinto - jiaquinto25@gmail.com

Fable Writing Rubric

Student Name ________________________________ Title of Text _________________________________
Fable Criteria

Date ____________

Text Organization

Writes with Meaning

Language Features

Word Choice

Structure

Conventions

4 Contains all fable elements: Characters Setting Problem Sequence of Events Solution/ outcome Moral Meaning of entire text is unchanged. All sentences are meaningful. Demonstrates a logical and coherent sequence of ideas throughout the text Always uses: Past tense Descriptive/action words States what characters said, thought, felt Utilizes most of the descriptive words from the text. Always paraphrases content without changing the meaning of the original text. Exhibits a high degree of control of structure: Subject/verb agreement Correct word order Accurate. Hardly any errors Accurate: Spelling Capitalization Paragraphs indented Punctuation

3 Contains 5-6 fable elements: Characters Setting Problem Sequence of Events Solution/ outcome Moral Most of meaning is in tact. Most sentences are meaningful. Demonstrates a logical and coherent sequence throughout most of the text. Mostly uses: Past tense Descriptive/action words States what characters said, thought, felt Utilizes many of the descriptive words from the text. Frequently paraphrases content without changing the meaning of the original text. Exhibits of control of most text structures: Subject/verb agreement Correct word order Mostly correct Only a few errors. Accurate: Spelling Capitalization Paragraphs indented Punctuation

2 Contains 3-4 fable elements: Characters Setting Problem Sequence of Events Solution/ outcome Moral Some of the meaning is in tact. Some sentences are meaningful. Demonstrates a logical and coherent sequence throughout some of the text.

Sometimes uses: Past tense Descriptive/action words States what characters said, thought, felt Utilizes some of the descriptive words from the text. Seldom paraphrases content without changing the meaning of the original text. Exhibits some degree of control of structure: Subject/verb agreement Correct word order Some correct Some errors Accurate: Spelling Capitalization Paragraphs indented Punctuation

1 Contains 0-2 fable elements: Characters Setting Problem Sequence of Events Solution/ outcome Moral Little/none of the meaning is in tact. Few/none sentences are meaningful. Demonstrates a irrelevant, illogical and incoherent sequence throughout the text. Rarely uses: Past tense Descriptive/action words States what characters said, thought, felt Utilizes few/none of the descriptive words from the text. Rarely paraphrases content without changing the meaning of the original text. Exhibits little or no control of structure: Subject/verb agreement Correct word order Few correct. There are many errors in: Spelling Capitalization Paragraphs indented Punctuation

Julie Iaquinto and Sandy Whiteis, 2006

Read Like a Writer Lesson Plan Process/Procedures/Activities/ Strategies

Cold Retell analyze data, strengths and what they needed to learn. Text Search Strategy - identify defining criteria of specific genres Modeled first fable. Read/think aloud (metacognition comprehension strategies)/story map/language features-establish expectations Daily reading/oral retelling practice with feedback/ drawing of story or acting out with feedback/ Model Writing/Think Aloud genre criteria, making meaning, spelling instruction and practice Shared Writing genre criteria, making meaning, spelling instruction and practice with help as needed Guided Writing - genre criteria, making meaning, instruction and practice done independently Written Retell/Analyze/Evaluate/Give Feedback (peer/teacher/self evaluate) Peer Proofreading work on meaning, structures, conventions New Fable each week for _____ weeks. Apply same process as above. Cold retell (final evaluation)
Sandra Whiteis, 2008

My Think Sheet
Characters: Setting: Problem: Sequence of events: Solution/Outcome:
I wonder:

Determine Importance

Ask Questions

I found the answers: In the text. In the text and my schema. In m schema. Ponder questions/unanswered. This reminds me of: Text to self: Text to text: Text to world:

Make Connections
Senses: I see: I smell: I hear: Emotions I feel:

I feel: I taste:

Form Sensory Images

I infer these ideas:

Supported by text clues:

Supported by schema clues:

Make Inferences

Authors message: Textual:

My New/Personal Learning (inferential):

Synthesize

Universal/Global:

Sandra Whiteis, 2006

Narrative Text
Title:_____________________________ Text Sequence

Student: _________________Date:_________
Narrative Text organization ___ has a title ___ characters human or animals that act like humans. ___ Includes orientation: ___ setting__________________________________ ___ characters________________________________ ___ problem_________________________________ ___ solution__________________________________ ___ Includes sequence of events. ___ Tells an experience or a story. ___ Can be imaginary or factual.

Narrative Language Features __ includes dialogue ___ uses descriptive language ___ written in past tense ___ uses action verbs ___ states what characters said, felt or thought

Narrative Meaning ___/____ meaningful sentences. ___/____ paragraphs written on one topic ___ meaning of passage is unchanged Narrative Purpose: ___ to entertain, inform, to embody the writers reflections on his/her experience.

Conventions: ___/_____ number of paragraphs formed correctly ___/_____ each word spelled correctly (check text, dictionary and word wall) ___/_____capitals at beginning of all sentences ___/_____ correct punctuation at end of each sentence ___/_____ number of commas used correctly

Key: + for criteria included +/- for criteria partially met or included - for criteria not included ___/___ number included/number needed=percentage Sandra Whiteis, 2005

Purpose: to entertain, inform, to teach, to reflect the writer's experience.

Includes a sequence of event s

Tells an experience or a story with a beginning, middle and an end.

Includes a sett ing, charact ers; problem and solution

Can be im aginary or f act ual

Charact ers are human or animal t hat behav e like hum ans

Text Orga nization (Primary)

Narrative
Langua ge Fea tures

Many times includes dialogue and has quotat ion marks " "

Contains w hat charact ers said, felt or thought

Uses describing words

W ritt en like it happened in the past

Uses act ion words

fairy tales, mysteries, science fiction, choose-your-own adventure, romances, horror stories, "hero-villains," adventure stories, parables, fables and moral tales, myths, legends, historical fiction, personal narratives.
Adapt ed by Sandy W hit eis from Exploring How Texts W ork, Der ewi anka, B., Peta/Heinemann, 1992.

Types:

Sandra Whiteis, 2005

Narrative Language Features/ Title ______________________ Type of Narrative:____________________________________

Dialogue with quotation marks:

Describing words:

Past tense proof (words):

Action words:

Characters thoughts, feelings, said . . .

Sandra Whiteis, 2006

The Donkey in the Lions Skin One day Donkey found the skin of a Lion that had been left behind by a hunter. He thought it would be fun to dress himself in the skin and frighten all the smaller animals. Ha! I am Lion, King of all Animals! thought Donkey to himself. And he pranced around the countryside scaring all the animals. This is so easy. All I have to do is put on the skin of the lion to be as frightening as Lion himself, thought Donkey. With that, he let out a bray of delight.
Determine Importance: Donkey (character) countryside (setting) Connections: T-T -This reminds me of The Lion and the Mouse. The Lion tried to frighten the mouse in that story and the donkey is pretending to frighten the animals in this story. The King of Animals reminds me of King of the Jungle. Questions: Why does the Donkey want to scare the animals? Sensory Images: I can see the Donkey prancing around the countryside and the animals running away in fear. I can hear his happy bray. I can tell he is having fun doing this to the animals. Infer: Donkey likes to play jokes on the other animals. Text clues: This is so easy. All I have to do is put on the skin of the Lion to be as frightening as Lion himself, thought Donkey. With that, he let out a bray of delight. Schema clues: This reminds me of how children like to dress up at Halloween and scare people. Synthesis: Donkey isnt comfortable with who/what he is. He enjoys pretending someone else.

Fox happened to be nearby and overheard Donkeys bray. He ran straight to Donkey and laughed in his face. Who has ever heard a Lion bray? You might have been able to frighten others, but now you have given yourself away, said Fox. Fox ran off to tell all the other animals what a foolish trick Donkey had been playing.
Determine Importance: Fox (character) Donkey gave himself away. (Problem) Connections: Questions: I wonder why Donkey wasnt more careful about talking like a donkey? Sensory Images: I can see and hear the Fox laughing at the donkey. Infer: Fox was smart. Text clues: Who has ever heard a Lion bray? You might have been able to frighten others, but now you have given yourself away, said Fox. Schema clues: T-S Reminds me of people I know who are good thinkers. They put clues together to solve problems. Donkey was foolish. Text clues: Fox happened to be nearby and overheard Donkeys bray. Schema clues: T-S Reminds me of times Ive opened my mouth and said things I should not have. Synthesis: Pretending to be someone else caught up with Donkey.

You only trick yourself by pretending to be greater or more clever that you really are.
Synthesis: T-W connection. You can fool some of the people some of the time but not all of the people all of the time.
Sandra Whiteis, 2007