Table # 8 Creating Writing Centers in the Elementary Library
Audience: Elementary
Presenter: Dr. Silvia Lloyd
PS 333 The Museum School and PS 335 The Academy of the Arts
888 Rev. James A. Polite Ave.
Bronx, NY 10459
E-mail silvia.lloyd@live.com
Description, Goals, Intended Outcomes:
This project provides suggestions for librarians on how to incorporate writing centers in the elementary library for grades 2 – 4. The centers are portable to fit any library space and can also be adapted to accommodate various aptitudes for learning. Small groups of 3 to 5 students rotate through center activities in 20 minute intervals.
Intended Outcomes
Students will learn how to identify the three main parts of a paragraph.
Students will learn how to identify the main idea of a paragraph.
Students will learn how to identify the main idea in complex information texts.
Students will learn how to verbally summarize data found in complex informational texts.
Students will learn how to write a summary of key points found in complex informational texts.
Process to Develop and Implement this Project:
Preparation:
Instruction:
Budget:
No funds are required to implement these centers providing that the school provides access to a laminator, chart paper, and markers.
Timeline: Three (3) class periods should be allotted for each center.
Evidence of Outcomes, Possible Adaptations, Lessons Learned:
Students will be able to write paragraphs that have a topic sentence, supporting details, and a closing sentence.
Students will be able to write a summary of a complex informational text without using bullet points.
Common Core State Standard(s) addressed:
Writing Standard 1
Information Fluency Continuum (IFC) Skill(s) addressed:
Grade 2: The information-literate student in grade 2…writes the main idea and supporting details.
Grade 3: The information-literate student in grade 3…states the main idea and presents information clearly so that main points are evident.
Grade 4: The information-literate student in Grade 4…paraphrases, summarizes information that answers research questions, and identifies facts and details that support main ideas.
Skill(s) taught:
How to summarize long, non-fiction reading passages in written format.
How to identify key ideas in informational texts.
How to evaluate relevant information to include in a summary.
How to construct a logically, written paragraph.
Assessments:
4.2 Main Ideas and Details
4.6 Mapping the Main Idea and Supporting Facts
4.6 Summarizing the Important Ideas
4.7 Supporting the Main Idea
Resources Used:
Materials: Laminator Flip Chart Pencils Markers Lined Paper Highlighters
Website:
Articles:
“American Revolution.” World Book Kids. 2012. Web.
Bearman, A. “Stamp Act.” World Book. 2012. Web.
Bearman, A. “Sugar Act of 1764.” World Book. 2012. Web
Carlton, C. “Navigation Acts.” World Book Student. 2012. Web.
Maier, P. “Boston Tea Party.” World Book Student. 2012. Web.
Books:
Beres, Cynthia Breslin, and Kimberly L. Dawson. Kurnizki. Longhouse. Vero Beach, FL: Rourke, 2001.
Carter, A. R. The American Revolution. Historical Society of Pennsylvania, 1992.
Carew-Miller, Anna. Native American Cooking. Philadelphia: Mason Crest, 2003.
Gaines, Richard. The Iroquois. Edina, MN: Abdo Pub., 2000.
George, L. A Timeline of the American Revolution. Rosen Pub Group, 2003.
Levine, Ellen, and Shelly Hehenberger. If You Lived with the Iroquois. New York: Scholastic, 1998.
Staeger, Rob. Native American Religions. Philadelphia: Mason Crest, 2003.
Stein, R. Conrad. The Boston Tea Party. New York: Children's, 1996.
Stein, R. Conrad. The Declaration of Independence. Chicago: Children, 1995.