My students need markers, stickers, colored pencils), resources/books for mini-lessons, tagboard and paper to "publish" their stories as they create a story from start to finish within the "Writer's Workshop" framework.
I have a diverse, yet enthusiastic class that is motivated to learn. The level of ability varies greatly, however, they work together cohesively toward their own individual goals. My first grade class consists of 19 students: 10 boys and 9 girls. Two children qualified for the gifted program while four children in my class have Individualized Educational Plan's (IEPs), and one ELL (English as a Second Language) student.
At the beginning of the year, my main goal is dedicated to cultivating a kind environment so that every child can feel empowered and inspired every single day they walk into my classroom.
I would like for my students to feel they can trust me and their peers so they feel safe to take risks in learning. I want to create a class that has a positive atmosphere, where students of varying abilities can coexist, and learn from one another. In order for this to happen, students need to understand that kindness and friendship are essential to develop a healthy, happy classroom.
I want to provide children with a model of what real writers do and enhance children’s pride by engaging them in various stages of writing, ranging from starting a new piece of writing, editing, publishing, and finally, illustrating a piece. The kids are actively involved in creating and publishing their own stories. This is not a time for dittos and/or worksheets; this is a time for them to express themselves and it puts them in charge. In this component of instruction, the learner finds a match between his or her ability and the demands of the task at hand. Writing ability differs from student to student in any given classroom. In a first grade class, certain kids dazzle you with sophisticated writing. For some other children in the same class, their writing flow consists of mere pictures. The beauty of Writer’s Workshop is that students build on their strengths, not on their weakness.
In addition to children seeing their lives as valuable and developing their own sense of self, writing also reinforces a student’s reading level.
As a student writes, he or she begins to internalize high frequency sight words, develop a more acute sense of phonemic awareness, and become aware of surroundings and know how to locate sources for different spellings. Reading and writing work as a catalyst for the other, and vice versa. For example, the more one writes, the better at reading they will become.
Materials for this project will utilize a variety of art supplies for their illustrating (markers, stickers, colored pencils), resources/books for mini-lessons, tagboard and paper to create "published stories," colored ink for anchor charts, mailing labels to use for sight words on word wall, a pencil sharpener, and colored paper for certificates.
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