Writer's Workshop 1st Grade Editing Lesson
Summary
TLDRIn this engaging lesson, a teacher helps first graders improve their writing skills by focusing on spelling high-frequency 'rainbow words' from kindergarten. She reads their stories, identifying common misspellings and encouraging students to review their work. Using examples from her own writing, the teacher demonstrates how to spot and correct mistakes by circling incorrect words and rewriting them. The goal is to help students become more confident writers, ensuring their stories are readable and polished for future readers. The students actively participate, learning to identify and fix their own spelling errors.
Takeaways
- π The teacher is explaining how to handle thin paper carefully to avoid ripping or crinkling it.
- π She mentions reviewing the students' writing folders and compliments their progress.
- π The teacher noticed some spelling mistakes in high-frequency words from kindergarten.
- π The goal of the lesson is to identify and correct spelling errors in familiar 'rainbow words.'
- ποΈ She encourages students to read their own stories and look for misspelled 'rainbow words.'
- βοΈ The teacher models this process by reading her own story, spotting mistakes, and correcting them.
- π The focus is on making the studentsβ stories more readable by correcting spelling errors.
- π©βπ« The teacher shows how to circle misspelled words and write the correct spelling above them.
- β Students are asked to apply this method to their own writing, finding and correcting errors.
- π The teacher reinforces that these corrections help others read their stories more easily and accurately.
Q & A
What is the main focus of the teacher's discussion in the script?
-The main focus of the teacher's discussion is to help students identify and correctly spell high-frequency 'rainbow words' from kindergarten in their stories, ensuring their writing is readable and accurate.
Why does the teacher mention 'rainbow words'?
-The teacher mentions 'rainbow words' because they are high-frequency words that students learned in kindergarten, which they should be able to spell correctly when writing.
What did the teacher notice when reading the students' writing folders?
-The teacher noticed that while the students had great stories, some of them were misspelling basic high-frequency words they should have mastered in kindergarten.
How does the teacher suggest students identify incorrectly spelled words?
-The teacher suggests that students read through their stories, identify any words that look like 'rainbow words' but are spelled incorrectly, circle them, and then write the correct spelling above.
What example does the teacher use to show a misspelled word?
-The teacher uses the word 'was' as an example, which a student had misspelled as 'wz'. She shows how to circle it and correct it to 'w-a-s'.
Why is it important for students to spell 'rainbow words' correctly in their stories?
-It is important for students to spell 'rainbow words' correctly so that their stories are readable for the teacher and other readers. Correct spelling helps convey the intended meaning of the story.
What method does the teacher use to correct the spelling errors?
-The teacher encourages students to use a visual strategy: circle the incorrect spelling, write the correct spelling above, and reread the sentence to ensure it makes sense.
How does the teacher engage the students in the learning process during the script?
-The teacher engages students by actively involving them in identifying misspelled words, asking for their help in correcting the words, and encouraging them to read their stories out loud.
What does the teacher do to motivate students to spell correctly?
-The teacher motivates students by explaining that spelling correctly makes their stories readable and by using positive reinforcement, such as acknowledging their efforts and using words like 'thank you, writer' and 'good job, readers'.
What is the expected outcome for students after this lesson?
-The expected outcome is that students will become more aware of how to identify and correct misspelled high-frequency words in their writing, leading to improved spelling accuracy and better story readability.
Outlines
π Addressing Spelling Mistakes in Writing
In this part, the speaker emphasizes the importance of handling writing folders carefully, as the paper is delicate. The speaker reveals that they reviewed the students' writing folders during recess and found spelling mistakes in high-frequency 'rainbow words' from kindergarten. They point out that while students can recognize these words easily, they need to be able to spell them correctly. The teacher demonstrates how to identify and correct misspelled words in stories, guiding the students to review their work for such errors.
π Finding and Correcting Mistakes
Here, the focus shifts to the students as they are encouraged to review their own writing and look for words that seem misspelled, particularly 'rainbow words.' The teacher prompts them to point out any words that don't look right. They use the word 'went' as an example of a word that should be spelled correctly, reminding the students to write these high-frequency words quickly and accurately in their stories.
Mindmap
Keywords
π‘Rainbow words
π‘Writing folders
π‘First graders
π‘High-frequency words
π‘Spelling
π‘Correcting mistakes
π‘Reading aloud
π‘Writing process
π‘Readers
π‘Confidence in writing
Highlights
Teacher introduces a strategy to handle thin paper to avoid crinkling or ripping it.
Teacher explains how she read the students' stories and noticed errors in high-frequency words from kindergarten.
Teacher mentions the importance of spelling 'rainbow words' correctly for readers to understand the story.
Teacher demonstrates identifying misspelled words like 'was' and correcting them by circling and rewriting.
Students are encouraged to read their stories and find words that don't look right based on their 'rainbow words.'
Teacher emphasizes rechecking stories for incorrect spellings and marking them for correction.
Teacher models self-correction in her own story, involving the students in helping her spell words correctly.
Teacher explains how incorrect spelling can confuse readers and encourages students to focus on readability.
Teacher demonstrates spelling corrections in real-time with the word 'was,' showing how small errors impact the story.
Teacher engages students in a discussion about how quickly they write and how it sometimes leads to spelling mistakes.
Students are prompted to read their stories silently and identify misspelled words, using their finger to point them out.
A student identifies the word 'went' as misspelled, and the teacher encourages correcting it using the rainbow word list.
Teacher encourages the use of 'rainbow words' from kindergarten as a reliable reference for spelling during writing.
Teacher reinforces the idea of spelling high-frequency words correctly 'in a snap' for better story clarity.
Students are actively involved in self-correction, encouraged to mark their own writing and spell words correctly without external help.
Transcripts
okay put your fingers on the side and
the paper is so thin i don't want you to
rip it so i don't want you to crinkle it
like this so just put it to the side
okay
so miss courtney's here today because
guess what
yesterday when you were in recess i came
inside your room and i took out your
writing folders
and i started to read
brandon's yeah fantasies i read um
aidan's and
miss isabelle
i read everybody's bianca i read
everyone jocelyn's two and zoe and then
guess what
i was thinking whoa everyone has such
great story so far
and then when i started reading the
story i was like oh okay one day i would
i was thinking wait
you guys are first graders
i see some
high frequency words
that from kindergarten that they weren't
spelled right
does this look familiar from
kindergarten
your rainbow words
these words oh you know them in a snap
right yeah
you could read them but guess what
we have to know
how to write them how to spell them too
because
if not in our story our reader's gonna
be like me one day i would
what
what was the word i couldn't read it
so i was thinking today that i wanted to
teach you that when we go back to read
our story we're going to think which
words are our rainbow words from
kindergarten you're going to be a good
eye spider and you're going to think if
it's here and it looks wrong in here i'm
going to circle it and i'm going to
spell it correctly with my rainbow words
so other people could read it sounds
like a plan yeah so watch me
i'm gonna read my story again
on a hot sunny day i went to the park
with my sister crystal
i was
oh
look
does something look weird yeah
is there supposed to be a z
no
[Music]
i found it here
w how do you spell it boys and girls
but sometimes we write so fast
what
we put w z
this party is just gonna circle in here
and i'm just going to write w-a-s
thanks see now we could read it everyone
help me read i was so happy okay wait
i'm going to try again
i have a sister yeah these are my
stories like your stores i saw the super
slide but was feeling nervous to try it
remember oh yeah
my friend when i came
yes wait
look at this word that i spelled here
do i have it on my rainbow word here oh
i don't but look i have the word
the
and i know the if i put it in it makes
[Music]
i'm going to them it and i'm going to
spell can you help me though
[Music]
thank you writer and then readers for
helping me
then i walked next to
what does that say
[Music]
you can't even read it either
no i then i walked next to the dove the
slide
[Music]
h
[Music]
right
then i walked next to the slide
then you got scared right i did writers
did you see what i was doing yeah
i read my story and i was thinking wait
this is a divided
the word
if it's wrong i'm just going to circle
it and then correct it at the top let me
go other people could read it
do you think you could try that today
well let me see i had to bring your
writing can you start to read your
writing and see are there some words
that look like your rainbow words read
it to yourself
[Music]
if you found a word
that spelled funny
put your little pointer on yeah
[Music]
[Music]
[Music]
oh
[Music]
hey
[Music]
we found something okay writer put your
papers down real quick
don't be nice down something
somebody said here i played and i
went
went
i went do you know how to spell women
[Music]
anytime you guys are writing if you guys
know it's a kindergarten it's a rainbow
word can you guys write it in a snap
and can you spell it correctly thumbs up
yes okay
that's okay beach is a beach in here
we're gonna
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