Exploratorium 2012: Lloyd, Silvia

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:

• The librarian meets with the classroom teacher to identify students’ writing skill levels and the specific content area of focus based on the school-wide curriculum.
• Creates homogeneous or heterogeneous writing groups based on student aptitude.
• Creates the centers based on school-wide curriculum focus and performance task.
• Laminates center instructions and task assignment and creates a list of vocabulary words.
• Prepares a mini-lesson on how to perform the expected task and provide an exemplar.

Instruction:

• Day 1: the librarian provides a mini-lesson on how to perform the task (ex. write a paragraph, summarize a reading passage).  The class will be prompted to make a connection, discuss the task; begin guided practice. 
• Day 2: student writing groups will rotate centers and engage in independent practice.  The librarian will circulate to provide corrective feedback.
• Day 3: students will share and reflect on their writing assignments.

 

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:

www.worldbookonline.com

 

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.