Lesson 5 of 7
Objective: SWBAT choose an object and write several informational sentences independently and then read them orally to the class.
Today we will be using objects to write informational sentences and orally reading the sentences to our class. This Activity has no story or templates with big discussions. I want to give my students the opportunity to choose their own topic and write about it. I will place a bowl of objects/toys, from my alphabet sound buckets for them to choose one object to write about. I am hoping they will have fun and "show what they know" as far as writing skills. We will then gather on the carpet for oral presentations of their writing.
"I have a fun writing activity for you to do today. We are going to write sentences about what we know about an object. I have placed the objects/toys on each table for you to choose ONE object to write about. Let's practice saying what we know about a few objects."
I gather an object from each table. Hmmm, what is this? A necklace. What are three things we can say about the necklace. 1. I like the necklace. 2. The necklace has little blue beads. 3. The necklace is too little for me.. Those are great sentences. Was it hard for you to think of three things about the necklace? No, it was fun."
We go over a few more examples. I purposefully chose one object from each table to help my lower students the opportunity to choose the object I used. My ELL students struggle with English sentences and I am giving them a model to use until they become more proficient in our language.
I then quickly model the writing activity. It is important that I model the thinking and writing process several times for my ELL students to fully understand what is expected of them today.
"Let me show you really quick on the chart paper. You can help me with the sentences. First, I am going to pick an object from the bowl. Hmm, I chose a red car. What could I say about the red car?"
We have a short discussion about the sentences we can write.
"The sentences you are going to write will be telling your readers all about your object. So I could write, 1. I like to play with cars. 2. The car is little and red. 3. The car can go fast. When we read these sentences, do they tell us, the reader about the object I chose? Yes. Was it all true? Yes. These are informative sentences because they told me information about the car. Now it is your turn to write informative sentences. You need to write at least two sentences. I would love for you to write three sentences if you can think of that many things about your object. Some of you may want to choose the same object. If you do want the same object, you can put the object in between your writing papers and then both of you could write your sentences. Sharing is fun."
It is important for my students to understand the purpose for writing sentences. Today's sentences will give valuable information about an object.
Today I dismiss my students by the color of their uniform shirt to go to their tables. My class paper passers pass out the story lined paper to each seat. I walk around prompting those who may need help with sentence choice or phonetic spelling.
Students gather on the carpe to read library books quietly on the carpet when finished. When everyone is finished we clean up the books and sit on our square to listen to the oral presentations.
This is my favorite part of a writing activity. The oral presentation is the final piece in what could be a formative assessment. It is here that I can see if the students understood the assignment. Did they follow directions? Did they write complete sentences and spell their words phonetically? Did they draw an appropriate picture to accompany their sentences? Can they read what they wrote?
For me, this is a great time to gather papers to compare with last months writing sample to see if their is improvement or deficits in their ELA skills.
Each student has the opportunity to oraly read their Linda work to the class I call my students up to the front of the class to read by rows or groups of friends. Sometimes, boys and then girls. They find comfort and more confident when they stand up to read with their peers. We applaud and cheer after each reading.