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Your students develop academic oral language while simultaneously mastering emergent and early level writing skills. Utilize the unique multi-sensory alphabet system that enables students to hear and feel letter sounds so they immediately begin to write. This writing inservice utilizes three components of instruction: 1) teacher write, 2) interactive writing, and 3) writing lessons.
The first component, the teacher write, is a daily five-minute lesson in which the teacher models the writing process and written language strategies of a fluent writer. Each week, the teacher publishes a book generated from the lessons.
The second component of writing instruction is interactive writing. Fifteen-minutes a day, the entire class engages in brainstorming and planning, academic language practice, or written language instruction to write narratives, expository text, descriptions, summaries, or letters. During this activity, different students come up to the classroom whiteboard to write some of the story or information created from the brainstorm.
The other pupils interact during the entire lesson utilizing their own whiteboards, or tactile kinesthetic motions. These writing projects are recorded into big books and placed in the classroom library for the children to read all year long.
The third component of writing instruction are the lessons. There are two types of writing lessons: guided writing and whole class lessons.
Guided writing is a small group of emergent and early level writers utilizing kinesthetic techniques blended with language development and written language instruction. This targeted instruction enables students to build their alphabet knowledge, develop segmentation skills, and master high frequency words. Additionally, pupils learn concepts of print like spacing, left-to-right directionality, and finally basic sentence mechanics.
Whole class lessons are for students that can independently write one or more sentences. During these lessons, the model of instruction emphasizes academic oral language development and systematic writing instruction to plan, revise, and edit writing. This instructional model has a specific design: The teacher begins with step-by-step, explicit instruction that creates a routine of learning. Students then practice the strategy with immediate and corrective feedback from the teacher. After many lessons, the teacher then slowly releases students to the partner level, and finally independent writing.
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