Invitational Summer Institute
Day 4
Monday, June 24, 2013
Agenda
day, June 2013
9:00- 9:15
Daily Log
Author’s Chair
9:15-10:30
Demonstration Lesson: Jennifer
Break
10:45-11:15
Demo Lesson Response
11:15-12:00
CCCSS Conversations
12:00-1:00
Lunch
1:00-2:15
Demo Lesson: Charissa
2:15-2:45
Demo Lesson Response
2:45-3:25
Writing Groups
3:25-3:30
Wrap-up
 Naming Files
 Sending Files
 Printing for Demonstration
Lessons to:
writing.project@csun.edu
 Schedule check
– Check your name for:
 Demo lesson
(topic/title?)
 Logger
 Food
 Photos
 Lunch Lottery and Writing
Marathon
Daily Log
Author’s Chair
Sharing Stories in Kindergarten
Jennifer Santangelo
How our Kindergarteners learn to
write.
•
•
•
•
Uppercase and lowercase letters.
Names and a complete sentence.
Drawing and writing small moments.
“All About” and “How To” books using pattern
sentences. (For example, “A bird lays eggs. A
bird has wings.)
Star Name Books
• Each writing session, a student’s name is picked from the Star
Name cup.
• We review how many letters are in their name, what kinds of
lines we see in their name, and we practice writing the Star
Name of the day in the air and on our neighbor’s back.
• We share “Put-Ups” that we can write on their Star Name
page. I write them on the chart paper and we review the
conventions of a sentence.
• At the end of the day, I bind all the Star Name pages into a
book for the Star Name person to take home.
• This process captures the students’ interest because they
can’t wait to get a book made by their classmates and they
enjoy creating a page for their friends.
Sharing Stories
• Students enjoy sharing their personal stories.
• Students feel special when another classmate
writes about their story.
What is the “Sharing Stories” process?
• 3 students share a story about a small moment, a special time, an
interesting time, or a sad time.
• The student sharing their story takes three questions from their
friends to help them clarify or elaborate their story.
• Once the 3 students have shared, all of the students Turn-and-Talk
to their neighbor. They tell them whose story they’re going to write
about and retell at least three details from the story.
• Students go to their Writing Spots and write their story. The
students who shared their story write about their own story.
• After about 15 minutes of writing and drawing, I call the students to
the carpet to share their stories.
• Students take turns sharing their stories and give Three Stars and a
Wish.
The students who share their stories
are working on:
• Choosing an idea to speak and write about.
• Telling a story in sequence.
• Using words to help paint the picture of their
experience for their friends.
• Answering questions to help them add details to
their story.
• Rewriting the story they shared with their friends.
The students who are choosing a friend’s
story to write about are working on:
•
•
•
•
Listening to their friends’ stories.
Retelling a story in sequence.
Remembering details of a story.
Asking good questions.
When students share their writings on
the carpet, they are working on:
• Speaking clearly and audibly.
• Reading their writing fluidly.
• Listening to their friends’ feedback about their
writing.
When students share their writing, the
teachable moments that may arise
are:
•
•
•
•
•
•
•
•
Bold Beginnings
Mighty Middles
Excellent Endings
Stretching a Small Moment
Word Choice
Sentence Fluency
Presentation
Organization
Let’s try it!
• Three volunteers to share a story.
– When you finish sharing your story, you will take 3
questions.
“Turn-and-Talk”
• Share the story you will write about and at least
three details from the story.
15 minutes to write!
Let’s share our stories!
• One person shares a story
about another person. Take
“Three Stars and a Wish”.
• The volunteer storyteller
shares their writing. Take
“Three Stars and a Wish”.
• Repeat for the other stories
that were shared by the
volunteers.
Thank You!
Resources
• 6 Plus 1 Traits Of Writing:
The Gr K-2 Complete
Guide from Scholastic
Teaching Resources, By
Ruth Culham
• Launch a Primary Writing
Workshop: Gettting
Started with Units of
Study for Primary Writing,
Grades K-2, Lucy Calkins)
Break
DEMONSTRATION LESSON
RESPONSE
CCCSS Conversations
 About the new
handouts…
 Grade-alike groups?
Content groups?
Group yourselves!
Lunch
Do Now
In your packet, draw and describe what
you think you would see if we were able
to cut the earth in half and see the
inside.
I believe the inside of the Earth
looks like/has/is made
of___________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Learning Objective:
Scientists will be able to label and
describe the Earth’s interior
structure by getting an 80% or
above on an exit ticket.
Learning Objective:
Scientists will be able to
label and describe the
Earth’s interior structure by
getting an 80% or above
on an exit ticket.
Interior =
the inside
Example: When
you get an interior
detail, you clean
the inside
of your car.
So, the interior is
the __________ of
the Earth.
Learning Objective:
Scientists will be able to
label and describe the
Earth’s interior structure by
getting an 80% or above
on an exit ticket.
Interior =
the inside
Example: When
you get an interior
detail, you clean
the inside
of your car.
So, the interior is
the inside of the
Earth.
Quick Jot
Why do you think an apple slice is
similar to the Earth’s interior?
An apple slice is similar to
the Earth’s interior
because____________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Like this apple, the Earth’s interior
has layers.
Latin root com
Each layer has a different = together
composition.
Composition =
what something is
made of
In other
words…each layer
is made of
something
different
• Heat and pressure increase as you go
deeper into the Earth’s surface
Heat
increasing
Pressure
increasing
The apple’s skin is like
the Earth’s crust. This
is the layer of the
earth where we live.
It is the thinnest layer
and made up of
brittle rock.
Quick Jot
How can we describe the earth’s
crust?
What’s it made of? How thick is it?
The Earth’s Crust can be described as
__________________________________________________
__________________________________________________
__________________________________________________
There are two types of crust.
1. Oceanic crust
2. Continental crust
Oceanic crust is thinner and more dense
than continental crust.
Quick Jot
Oceanic crust is more
DENSE.
We’ve heard the word
DENSE before! What does
the word DENSE mean?
The word dense
means____________________
__________________________
__________________________
__________________________
__________________________
MINI LAB!
1) Pick up each rock. Record your
quaLitative observations about each.
(Remember to use your 5 senses –
how does it feel, look, etc.)
2) Place each rock on the scale. Record
the mass in grams under the
quanTitative column.
3) Make a hypothesis – which rock is
more dense? Why do you think
that?
4) Use the graduated cylinders to find
the density of each rock. Record
your data under the quaNTitative
column. Was your hypothesis
correct?
5) Which rock do you think is mostly
found in the oceanic crust? Why?
Basalt
Granite
Graduated
Cylinder
Rocks in the oceanic crust
are more dense, because the
atoms that make them up
are more packed together. If
you were to pick these rocks
up, they would be heavier
than the rocks in the
continental crust.
Think. Write. Discuss.
Why is the vanilla wafer a good example for
continental crust and the cracker a good
example for oceanic crust?
Below the crust is the thick middle layer called
the mantle. It is also made of rock.
Why is the yummy part of the
apple is like the mantle?
__________________________________
__________________________________
__________________________________
__________________________________
Below the crust is the thick middle layer called
the mantle. It is also made of rock.
Why is the yummy part of the
apple is like the mantle?
Because it is the thickest layer
and it’s in between the crust
(skin) and the core!
The upper mantle and the crust form the brittle layer
of the earth called the lithosphere.
You find tectonic plates here, huge slabs of rock that
are slowly moving on the Earth’s molten mantle.
Tectonic plates are also called lithospheric plates
because they are found here.
The further you go down into the Earth, temperature,
pressure and heat increases.
Beneath the lithosphere , is the asthenosphere. Here you
find melted rock.
As you go further towards the Earth’s core. Molten rock
flows (very slowly). Scientists describe this movement as
plastic.
Think. Write. Discuss.
Why are Smarties a good representation for
the lithosphere and Tootsie rolls a good
example of the asthenosphere?
Rock in the lower mantle (beneath the lithosphere and
asthenosphere in the upper mantle) is solid and very hot.
Even though the rock is hotter in the lower mantle, pressures deep
within the Earth are so great that they squeeze hot rock material
into a solid state.
The dense metallic center of Earth is called
the core.
It is the densest part of the planet because it
is made of mainly metals – iron and nickel.
CORE
The core has two layers. The outer core is a layer of
liquid metal (nickel and iron).
Higher pressures in
the inner core cause
the metal to be solid
Can you think of something that could
represent the core of the earth?
A ______________________ would be a good example
of the core
because__________________________________________
___________________________________________________
__________________________________________________.
Can you think of something that could
represent the core of the earth?
Solid interior (pit like
solid inner core),
softer exterior
What Did You Learn?
Sources
Do Now question adapted from suggestion
in Teacher Edition of the Glencoe Focus on
Earth Science, 2007
 Selected components of rock Mini Lab
derived from Process Skills of Science –
Rocks by the California Science Center
Middle School Science Professional
Development Program (other facets of the
Mini Lab were teacher created)

DEMONSTRATION LESSON
RESPONSE
Writing Response Groups
Daily Poem
 Tyler Mali
 http://youtu.be/RxsOVK4syxU
For Next Time…
 Come with two
questions about the
reading that you’d like
to discuss and
thoughts about how
you might use what
you’ve learned with
students.