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How to Design Writing Toolkits in Spanish to Differentiate Instruction

December 25, 2015 By Kelly 2 Comments

Writing Toolkits to Differentiate Instruction

Storing mini-anchor charts for small group instruction

Storing mini-anchor charts for small group instruction

What to include in non-fiction writing

What to include in non-fiction writing (part of a Spanish Writing Toolkit)

You have taught the mini-lesson. Now what? You know that instruction does not end there. In fact, a lot of the strong teaching work happens in either one-on-one conferences or small group instruction. But how do you design small group writing instruction that is relevant, effective and doable? With toolkits…it is ALL in the toolkints.

After attending a summer workshop on small group writing instruction (you can read more on that here), my believes and practice about teaching writing really evolved. So, here is how it works. You would teach your mini-lesson as usual, but once your students are dismissed to work independently, your work with small groups really starts. To effectively use everyone’s time, you must be prepared. Here is where the toolkits come in REALLY handy.

  1. I start every writing unit with an on-demand. This assessment gives me a good overall snapshot of where my students are, what they know and what they really need. So – ADMINISTER an on-demand (you will use it)
  2. After I administer the on-demand, I quickly scan the writing my students produced in those 45 minutes to get a good idea of what most students can do and what are some strong deficiencies
  3. I then look closely at the learning progression for the unit. I use Writing Pathways to see what my students need to know. Seeing this progression is extremely helpful – you will see how students may be able to do some things at/above grade level, but maybe some skills are still below grade level
  4. Using sticky notes, I mark the places I may need to focus for the unit (some things I may be able to address whole group and others I will target through strategic differentiation)

    Learning Progression Charts from Writing Pathways

    Learning Progression Chart from Writing Pathways (excuse the banana peel please)

  5. The skills I choose to teach (or re-teach) in small groups can vary, but this progression gives you great ideas
  6. After I choose the skills, I usually create a below grade level, at grade level and above grade level chart to model what I want my students to know/learn. In other words, I create a few mini-anchor charts to support my instruction. These visuals are SO VALUABLE – students can refer to them as often as needed (I make copies for them to keep inside their writing journals)
    Adding facts to non-fiction writing

    Adding facts to non-fiction writing

    What to include in non-fiction writing

    Same topic, a bit more elaborated writing

  7. After I create a few charts to address the needs of my students, I start to officially form the flexible groups. And yes! I called them flexible groups because students are moved in-out as needed. It may look like:
    • Group 1-Elaboration High (Mark, Lorena, Pete, Jackie*)
    • Group 2-Elaboration Mid (Jackson, Miriam, Xavier, Luke)
    • Group 3-Craft Mid (Juan, Marvin, Elena, Lola)
    • Group 4-Craft Low (and so on)
  8. I usually try to stay under 5 groups to make it more manageable so I do not go crazy
  9. So, back to the classroom. I deliver the mini-lesson, do a quick scan of the room (make sure everyone is settled and writing), and then call on the groups. I meet with them for 5-6 minutes and move on to the next. I usually meet with 2 groups and then do a one-on-one conference or check-in conference
  10. As the unit progresses and my students write, I constantly assess. My observations will guide the content of my upcoming small-group lessons
Saying more about a topic

Saying more about a topic

Structures in non-fiction text

Structures in non-fiction text. Helping students add features to their pieces

Endings

Endings Chart. This chart was shown to us during the summer at TC (it is designed to be used with narrative writing)

It is an ongoing process. But the key is to have the kit/set of charts ready and your groups formed. You will be amazed at how much you can achieve by meeting with students in small groups (instead of all one-on-one). Using this system, I meet with students twice a week (in most cases).

I would love to know how you plan small groups and prepare your toolkits. Please leaver your comments below.

*All the names in the group examples are fictitious.

Related Posts

  • Spanish Anchor Charts for Helping Your Students Navigate Non-FictionSpanish Anchor Charts for Helping Your Students Navigate Non-Fiction
  • 5 Tips for Planning Successful Small Group Instruction5 Tips for Planning Successful Small Group Instruction
  • Tech Ideas to Revamp Your Students’ Writing (Part I)Tech Ideas to Revamp Your Students’ Writing (Part I)
  • Writing Realistic Fiction in SpanishWriting Realistic Fiction in Spanish
  • Writing Literary Essays in Spanish Part I – ImmersionWriting Literary Essays in Spanish Part I – Immersion
  • Tech Ideas to Revamp Your Students’ Writing (Part II)Tech Ideas to Revamp Your Students’ Writing (Part II)
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Filed Under: writer's workshop, writing in spanish Tagged With: differentiation

Comments

  1. Cristina says

    April 19, 2016 at 2:00 am

    Thank you, gracias for sharing this idea. I’m always looking for ways to help my Native Speakers with their writing. Modeling seems to be the best for them to follow!

    Reply
  2. Noemi says

    December 3, 2016 at 3:26 am

    ¡Hola! Mi nombre es Noemí Negrón. Soy maestra de primer grado en Colorado. Enseño solo en Español. Te escribo para preguntarte sobre Lucy Calkin y sus unidades para la escritura.
    1. ¿Recomiendas usar sus unidades de estudio para la escritura en Primer grado en estudiantes que solo hablan inglés y están aprendiendo español en primer grado?

    Te pregunto porque sé que mis estudiantes tienen grandiosas historias que contar, pero no conocen el idioma español. ¿Cómo pueden escribir de forma independiente?

    Reply

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