Introduction
Introduction:
We will be working on a strategy to help you improve your writing skills, organize your thinking, build metaphors and analogies and make connections.
This strategy is a writing strategy from Chapter 2 of Ann Maccagno's "Identifying and Enhancing the Strength of Gifted Learners" book.
Task
Task:
You will be given at "Sketch-To-Stretch" template. As I read a couple pages from the book, "Eliot Jones: Midnight Superhero," you will sketch your response to the story. Do not worry about how detailed your sketch is, I just want to see your reaction.
Process
Process:
1. We will first begin by dividing text box on "Sketch-to-Stretch" template into four even boxes. Lets label these boxes numbers 1-4.
2. Please do this along with me. If you need any help along the way, raise your hand.
3. I will begin by reading you a page from the story "Eliot Jones, Midnight Superhero." As I read this page, please draw a picture of what comes to mind in box number 1. You may also list any words or sentences that come to mind. We are only drawing and writing in box number 1. Remember, these are your own thoughts. "By Day, Eliot is quiet. He reads his books. He feeds his golfish. He watches Mr. Smith wash his car." Draw in box number 1, your thoughts about Eliot.
4. Now, we will move on to the next box, box number 2. Draw and write your thoughts as I continue to read. "But when the clock strikes midnight, Eliot is ______."
5. Now we are on box number 3. Illustrate and write as I continue to read the story. "Eliot is a superhero. He hangs out of helicoptors. He skis down glaciers. He returns teddy bears to babies."
6. We are on our last box, number 4. Lets continue to illustrate as we listen to the story. "But being a Midnight Superhero is very tiring. It doesn't leave Eliot with much energy. So by day....Eliot is quiet."
Evaluation
Evaluation:
|
Criteria for Kindergarten |
Exceeds Standards (4) |
Achieves Standards (3) |
Approaching Standard (2) |
Needs Support (1) |
|
Ideas |
-Responds skillfully to all parts of the prompt -Gives a strong statement about the topic |
-Responds to all parts of the prompt -Names/identifies the topic |
-Responds to most parts of the prompt -Partially names/ identifies the topic |
-Respons to some or no parts of the prompt -does not name/identify the topic |
|
Organization |
-Uses a combination of drawing, dication to introduce the topic and provides some sense of closure |
-Uses combination of drawing, dictating and writing to represent what they are writing about |
-Uses combination of drawing, dictating and writing to partially tell what they're writing about |
-Does not represent or tell what they are writing about |
|
Traits (Word choice, Fluency, voice, & Conventions) |
-Demonstrates about grade-level conventions and mechanics |
-Demonstrates grade level appropriate grammar conventions and mechanics |
Demonstrates use of some grade level appropriate conventions, but errors obscure meaning |
-Demonstrates limited understanding of grade level appropriate conventions errors interfere with meaning |
|
Overall |
Conclusion
Conclusion:
This strategy is used to encourage students to deepen their comprehension through visualization and summarize text in a sequential and logical way.
Credits
Credits:
Maccagnano, A. (n.d.). Identifying and Enhancing the Strength of Gifted Learners.
http://www.readwritethink.org/files/resources/lesson images/lesson229/sketch.pdf (Sketch to Stretch template).