How to Use Correct Writing

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How to Use Correct Writing

This is the style I am using to blog.  I use the five elements of writing to describe a topic. using Facts, Reasons, Information, Example and conclusion giving description what, where, why, how, etc. sumarize.
Lesson Plan
Esmeralda Gonzalez
Title of Lesson: “Steps To Writing”
Content Standard: 11.1.0 Introduction to organized writing
11.2.0 Organizational writing
Objective:
To help students develop an understanding on how to improve their writing skills.
Using acronyms when writing a perfect paragraph that flows with the transition
words.
IMPORTANT: When using freid to begin writing don’t focus on editing;
grammar; allow the student to speak normally…than improve. Ask for the
following:
FREID: FACT, REASONS, INFORMATION, EXAMPLE: describing the
EVIDENCED/CONCLUSION: THE MORAL OF THE STORY: what,
where, why, when, how.
Than Improve with following
RADR: REPLACE, ADD, DELETE, RE ODER
EDITING GRAMMER AND VERB SHIFT
TENCE shift
PRESENT OR
PAST
VERB SHIFT-
agreement
MISPLACED
MODIFIEDS
PLURAL
SINGULAR
IDIOM
ERROR
Dangling
modelers
grammar
THERE
THEIR
TO AND
TOO
Sentences
FRAGMENTED
Redundancy:
faulty comparison
Punctuation;
common splice
and
spelling
-PARALLELISM-
same
grammatical
form
-MIX clumsy-
CONSTRUCTO
  • Make sure they have an:

    1. Introduction
    2. Body
    3. Conclusion
    To help students develop and use
    Thinking maps to help them brainstorm ideas on what to write about.
    They can use a circle map, flow chart; what happened next sequence charts.
    The circle map should have the Title of what WE ARE GOING TO WRITE: Title
    Around the map Begin writing
    *************************************************************************
    Part I    Introduction
    Tell me three facts about this _________?
    Tell me three reason abut the ________?
    Transition
    Yes, I heard from the principle: that  goes information:
    New paragraph:
    Part II      Body
    Give me information on when the fact happened: supporting the reason: who saw, where you
    read it, where did you get this EVIDENCE.
    TRANSITION
    Yes, that is why she came all dolled up. She did stay in class long, mom picked up early……
    New paragraph: Example: Give me the meat and potatoes: details: using adverbs and
    adjectives…
    TRANSITION
    I don’t know if would leave early, there were district exams…blablablaaa
  • FRIED the paragraph again

    III Conclusion:
    Using the five what, where, why, when, how: using bloom taxonomy: analyze, apply, recreate,
    predict, rebut, etc…
    What you do differently: Moral of the story: Grandma saying. The End

    Continue: lesson plan

    Students will learn to use color markers to help them remember the procedure on how
    to write (any expository and/or narrative) story. This method will engage students in
    their learning while making it fun for them by using colors markers to help guide them
    in writing an organized paragraph.
    Prior Knowledge:
    Students have used “I F R I E D my paragraph” method to strategize and compose
    their written assignments. Students know that they need a fact, reason, information,
    example, and description to make a perfect paragraph.
    Material and Resources:
    The teacher will use some of the students sample writing using “I  F R I E D my
    paragraph” to rewrite using color pencils. A teacher will need color pencils green, red,
    and orange and white paper to write their paragraph in color.
    We WANT STUDENT
    TO OWN THIS AND COLORS WILL HELP.
    Directed Instruction:
    The teacher will introduce the five elements of writing again, but with a different
    twist. This time the teacher will use color pencils to help students with organizational
    skills. The teacher reminds students that organization is the key to any well-written
    paragraph.
    First, the students must use the color green when writing the fact, reason and
    information.
    Second, the students must use the color red to give an example of the
    main idea. The teacher will remind students this when they write their own story.
    Thirdly, students will use the color orange to identify and use transitional words at the
    beginning of each paragraph. Finally, students will use the color green to conclude
    and tie the story in the end.

    New

     

    Steps
    1. FREID the paragraph using circle map, brain storm
    2. Must correct the technical issue; grammar, spelling, and diction.
    3. Readout lout to see how it sounds to them and other
    4. Complete work:
    This powerpoint has ideas on how to improve the document using the acronym
    RADR.  You also use the pic to start practicing I F,R,I,E,D my paragrapha.
    According to this teachers, you can also use and Replace, Add, information and or
    Delete redounding information and reorder information:
    Facts might be in the middle. You might want to start with examples and details
    of what happened before stating reasons and facts. Or reorder it with reason; and
    examples, etc.
    Retierieved 12102018: 

    https://docs.google.com/presentation/d/1EWgOgPVCyE7rJnOBEpo079Nf

    3LvRfSWAd_zrerbJKUU/edit#slide=id.g59b73b439c2d66f_6
    (Prof. Narcisa Navarro..)

    RETEACH

  • Together teacher and students will pick one student’s work to rewrite in color using
    the five element strategies.
    For those students that need modifications the teacher will present the lesson in
    smaller portions and give them more time to complete the activity.
    Guide Practice:
    Once the teacher is finished with the example on the board, the students will begin
    writing a new topic using thinking maps and color markers, re-enforcing the five
    element of writing strategies.
    Independent Practice:
    Students will be given time to practice the five elements of writing strategy. They will
    write a letter to a friend.
    Assessment and Closure:
    The students will be given CAHSEE writing practice test.
  • Lesson Plan
    Esmeralda Gonzalez
    Special Education/Resource Specialist
    Title of Lesson: “ Handy Page, Step Up To Writing”
    ELD Content Standard: 11.1.0 Introduction to organized writing
    11.2.0 Organizational writing
    Objective:
    To help students develop an understanding on how to improve their writing skills. To
    help students develop and use thinking maps to help them brain storm ideas on what to
    write about. Students will learn to use color markers to help them remember the
    procedure how to write an expository and/or narrative story. This method will engage
    students in their learning while making it fun by using colors to help guide them.
    Prior Knowledge:
    Students have used “I F R I E D my paragraph” method to strategize and compose
    their own written assignments. Students know that they need for a paragraph a fact,
    reason, information, example and description to make a perfect paragraph.
    Material and Resources:
    Students will need the “Handy Pages Step Up To Writing” pamphlet. The teacher will
    use some of the students sample writing using “I F R I E D” to rewrite using color
    pencil. Teacher will need color pencils green, red, and orange and white paper to
    write their paragraph in color.
    Directed Instruction:
    The teacher will introduce the five elements of writing again, but with a different
    twist. This time the teacher will use color pencils to help students with organizational
    skills. Teacher reminds students that organization is the key to any good written
    paragraph.
    First the students must use the color green when writing the fact, reason and
    information. Second, the students must use color red to give an example about the
    main idea. The teacher will remind students this when they write their own story.
    Thirdly, students will use the color orange to identify and use transitional words at the
  • beginning of each paragraph. Finally, students will use the color green to conclude
    and tie the story at the end.
    Together teacher and students will pick one student’s work to rewrite in color using
    the five element strategy. For those students that need modifications the teacher will
    present the lesson in smaller portions and give them more time to complete the
    activity.
    Guide Practice:
    Once the teacher is finished with the example on the board, the students will begin
    writing a new topic using thinking maps and color markers, re-enforcing the five
    element of writing strategy.
    Independent Practice:
    Students will continue practicing the five elements of writing strategy. Students will
    write a letter to a friend.
    Assessment and Closure:
    The students will be given CAHSEE writing practice test.

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