Mr.+Campbell's+Literacy+Page

Welcome to PS/MS 123's Literacy Page

Over the year, you may look here for updates regarding the literacy curriculum offered in the school. If you have any suggestions, please contact me.

Considering that maintaining the writer’s notebook is such an essential part of student literacy learning, we have decided to implement and monitor the following: (1) All literacy and/or homeroom teachers will revisit the purpose of the writer’s notebook and model the procedures for collecting entries, generally, and as they relate to the current unit of literacy study or content study, specifically. If we need to revisit this as a team before implementing it, please let me know. I will set aside time to either meet with you individually or provide a group study session. (2) Although we would like to encourage students to spontaneously write entries as they respond to life about them, we are asking you to prepare the soil for consistent writing and better entries by asking students to write at least three entries per day. This might be done by setting aside some time to allow this to happen and by modeling entry writing that relates to the unit of study. (3) We are also asking that you monitor the writer’s notebook weekly to ensure that it is being used appropriately. Please remember that entries are varied and concise. They should provide a well of seed ideas from which students may identify a pattern, select a focus and draft longer pieces outside of the notebook. (4)  Of course, key to the success of this work will be the degree to which you use your own writer’s notebook as a model. (5) Please have students create a section in the notebook where they keep vocabulary words and model for them how using these words expand their writing.

A. Teachers are being asked to focus on the vocabulary building section of the writer’s notebook. Students must be trained in how to build the vocabulary section much like they have been using the word wall. They should collect vocabulary through their individual reading, read alouds and content discussion. Teachers must model how we refer to the vocabulary list as we work to expand our writing.

B. We are going to share the vocabulary we use throughout the week. Each Friday, teachers will give me a list of vocabulary words they want students to learn. I will categorize the lists and distribute a complete list to be included in the writer’s notebook and we will ask all teachers to reinforce the use of the vocabulary through workshop language, accountable talk, guided groups, notebook entries, research writing and presentations.

(6) We have decided to have a grade wide shared reading experience. We will select a book from the list below and form some reading clubs to discuss the books during homeroom and literacy class. At our next meeting, we will work out the details and inform you. Please take the time over the next week and look at the sample chapters on the Barnes and Noble site. Please let me know what you decide. a. The Misfits b. Tuck Everlasting c. The Christmas Carol d. Seed Folk e. The Skin I’m In

Below is a chart that fits the current unit of study – Non fiction:

Non Fiction Charts Descriptive language Quotations Conversation tidbits Questions Wonderings Observations Drawings Lists || Introduction Presents theme Main Idea Topic sentence Paragraphs w/facts and detail Conclusion || Researches Takes good notes Questions Observes Wonders Interviews Draws conclusions || Ideas Organization Voice Word Choice Sentence Fluency Conventions ||
 * Types of Entries || Non Fiction Content Chart || Becoming an Expert || Revising/Editing Checklist ||
 * Facts