Teacher s Manual Volume 1

Transcription

1 sample lesson Teacher s Manual Volume 1 DSC Collaborative Literacy Being a Writer SECOND EDITION GRADE 1 Being a Writer Sample Lesson, Grade 1 Explore the new digital resources! Developmental Studies Center Open a trial account at teach.devstu.org.

2 Week 4 OVERVIEW When I Grow Up... by Peter Horn, illustrated by Cristina Kadmon Sebastian the turtle tells his dad what he wants to be when he grows up. Beginning-of-year Considerations You are likely to have students who can start writing easily and others who have difficulty getting started. Observe students without intervening for a few minutes to see if they are able to start writing on their own. If you notice a student becoming frustrated, you might try the following strategies: Revisit the read-aloud book and discuss how the student is like or unlike one of the characters. Ask the student to dictate a first sentence and write it down. Have the student tell you a story using the week s sentence starter. Write the sentence starter on his paper and ask him to write and illustrate the rest of the sentence on his own. Have the student close his eyes and visualize the topic (such as what he wants to be when he grows up). Have the student open his eyes and describe what he sees. Then repeat his first sentence back to him as he writes what you say. Online Resources Visit the DSC Learning Hub (teach.devstu.org) to find your online resources for this week. Whiteboard Activity WA4 Assessment Forms Class Assessment Record sheets (CA7 CA8) Professional Development Media Predictable Structure of the Writing Lessons (AV2) Using Web-based Teaching Resources tutorial (AV75) 56 Being a Writer Teacher s Manual, Grade 1

3 writing Focus Students hear and discuss good writing. Students visualize and write about what they want to be when they grow up. Students use capital letters at the beginnings of sentences and periods at the ends. Students reread their writing. Students relate their illustrations to their writing. social Development Focus Teacher and students build the writing community. Students take turns talking and listening. Students listen respectfully to the thinking of others and share their own. Students work in a responsible way. DO AheAD TeAcher As writer Writers always go back to their young days, to their young lives. Isaac Bashevis Singer As a child, what did you imagine your life would be like as an adult? Write about your memories. Consider: What were your fantasies about the future? What seemed frightening about the adult world? How did your parents lives and work influence your thinking about the future? Who were the people you looked up to as a child? What did you admire about them? What influenced you to become a teacher? Prior to Day 1, consider previewing this week s read-aloud, When I Grow Up..., with your English Language Learners before you read it to the whole class. You might read it aloud while showing and discussing the illustrations, or have the students flip through it on their own. (You might also review the book for any difficult vocabulary; see Suggested and ELL Vocabulary on page 59.) Prior to Day 1, make a copy of the Class Assessment Record sheet (CA7) on page 12 of the Assessment Resource Book. Prior to Day 4, make a copy of the Class Assessment Record sheet (CA8) on page 13 of the Assessment Resource Book. The Writing Community Unit 1 week 4 57

4 Day 1 Getting ideas for writing Materials When I Grow Up... Chart paper and a marker Wipe-off board and dry-erase marker for each student Tissue or piece of soft cloth for each student Class Assessment Record sheet (CA7) in this lesson, the students: Hear and discuss a story Take turns talking and listening Think about what they want to be when they grow up Practice writing I want to be sentences Capitalize the first letters of sentences and use periods at the ends of sentences Write freely in their writing notebooks GeTTinG ready TO write 1 Discuss Working in Pairs Gather the class with partners sitting together, facing you. Remind them that last week they learned how to use Turn to Your Partner to share their thinking. Explain that this week they will continue to use Turn to Your Partner as they hear, write, and talk about stories. Ask: Q How will you and your partner make sure that you both have a chance to talk? students might say: We re going to take turns talking. First my partner will talk, and then I ll talk. I ll wait until my partner is finished before I start talking. Encourage the students to take turns talking during Turn to Your Partner today, and tell them that you will check in with them to see how they did. 2 Introduce and Read When I Grow Up... Show the cover of When I Grow Up... and read the title and the names of the author and illustrator aloud. Point to the little turtle and explain that the turtle s name is Sebastian. The big turtle is Sebastian s father. Ask: Q What do you think this story will be about? Turn to your partner. Have partners discuss the question for a few moments. Signal for the students attention and have one or two volunteers briefly share their ideas with the class. Ask the students to keep their ideas in mind as they listen to the story. 58 Being a Writer Teacher s Manual, Grade 1

5 Read the story aloud slowly and clearly, showing the illustrations and stopping as described below. Clarify vocabulary as you read. Suggested Vocabulary nuzzling: gently rubbing with the nose (p. 12) sandman: make-believe character who helps children fall asleep by sprinkling sand in their eyes (p. 18) murmured drowsily: said in a soft, sleepy voice (p. 24) ELL Vocabulary English Language Learners may benefit from hearing additional vocabulary defined, including: munched: noisily chewed (p. 7) helmet: hard hat that protects the head (p. 10) Stop after: p. 14 That would be kind of you. Ask: Q What have you learned about Sebastian so far? Turn to your partner. Have partners discuss the question for a few moments; then signal for the students attention. Have one or two volunteers briefly share with the class. Reread page 14 and continue reading to the end of the story. 3 Discuss the Story Ask and briefly discuss: Q What does Sebastian want to be when he grows up? Q What do you want to be when you grow up? Turn to your partner. Have partners discuss the question for a few moments. Then have a few volunteers share with the class what they would like to be. Explain that the students will practice writing some sentences about what they want to be when they grow up. Tell them that this will help them get ready to write and illustrate their own stories tomorrow about what they want to be. Teacher Note In this lesson, the students are asked to sit for longer than usual. You might have them stand up and stretch before continuing on with Step 4. The Writing Community Unit 1 Week 4 Day 1 59

6 Teacher note Seeing and practicing the I want to be sentence starter will help the students when they write their stories on Day 2. Sit close enough to the students so they can easily see the chart and follow along without difficulty. GUiDeD writing PrAcTice 4 Practice Writing I Want to Be Sentences Distribute a wipe-off board, a dry-erase marker, and a tissue or piece of soft cloth to each student. Title a blank sheet of chart paper I want to be and explain that you will write an I want to be sentence on the chart. Tell the students that you would like them to write the sentence along with you on their wipe-off boards. Slowly write the sentence starter I want to be on the chart. As you write, ask questions such as: Q Where shall I start writing the sentence? Q What do we need after this word before we write the next word? When you finish writing the sentence starter, ask: Q What could we write to complete our I want to be sentence? Take a few suggestions from the class and choose one to write on the chart as the students follow along on their wipe-off boards (for example, I want to be a teacher). Then ask: Q Where shall I put the period? Ask the students to join you in reading the sentence aloud, pointing to each word on their boards as they read it. Then have them erase their boards. Repeat this procedure one or two more times, writing sentences on the chart as the students write them on their wipe-off boards. I want to be. I want to be a teacher. I want to be a veterinarian. I want to be an astronaut. 5 Write I Want to Be Sentences Independently Ask the students to write one or more I want to be sentences with their own endings on their wipe-off boards, without erasing them. 60 Being a Writer Teacher s Manual, Grade 1

7 class AssessMenT note Observe the students and ask yourself: Are the students able to write I want to be sentences? Do they write from left to right and leave spaces between words? Do they capitalize the first letters of sentences and use periods at the ends? If you notice a student struggling, quietly pull him aside and have him dictate an I want to be sentence to you. Write the sentence I want to be on a self-stick note and have the student copy it onto his wipe-off board. If you notice any student forgetting to write from left to right, consider putting a dot on the left side of his wipe-off board. Teach him to put a finger on the dot and begin writing from this position. If he struggles with leaving spaces between words, encourage him to put a two-finger space before each word as he is writing. Record your observations on the Class Assessment Record sheet (CA7); see page 12 of the Assessment Resource Book. After a few minutes, call for the students attention. Have partners turn and read the sentences they wrote to each other. Then explain that their sentence-writing practice today will help them tomorrow when they write their own stories about what they want to be when they grow up. Have the students erase their wipe-off boards; then collect the boards, markers, and tissues or cloths. reflecting 6 Reflect on Writing and Turn to Your Partner Ask: Q What did you practice in your writing today? Turn to your partner. Have partners discuss the question for a few moments. Signal for the students attention and have a few volunteers share their thinking with the class. Ask: Q Did you and your partner take turns during Turn to Your Partner today? How did that help you work together? Free writing TiMe 7 Write and Draw Freely Have the students return to their seats. Explain that the students will write and draw freely in their writing notebooks today. They may write more I want to be sentences or write about anything else they choose. Teacher note If you notice your students attention waning, you may want to shorten Free Writing Time or skip it altogether. The Writing Community Unit 1 week 4 Day 1 61

8 Teacher Note Save the I want to be to use on Day 2 and in Week 5. chart Ask and briefly discuss: Q What might you want to write about today? Have the students open to the first blank page of their notebooks and write freely for minutes. Remind them that they are to fill the page before going on to the next blank page. Signal to let the students know when Free Writing Time is over. If time allows, gather the class and invite the students to share what they wrote. They may read their writing aloud, show and describe their pictures, or tell their stories. WRITING ABOUT READING Writing About Reading activities provide the students with opportunities to write opinions about and make connections to texts they discuss in the Being a Writer program. The activities are optional and can be done at the end of the lesson or another time. For more information, see Writing About Reading on page xx. Materials When I Grow Up... from Day 1 Write Opinions About When I Grow Up... Show the cover of When I Grow Up... and remind the students that they heard this book earlier. Ask: Q What do you remember about the book, When I Grow Up...? Have a few volunteers share their thinking. After the students have shared, ask: Q Do you like this book? Why? Q What part do you especially like or dislike (not like)? Students might say: I like the book. I like it when the turtles are playing at the beginning. I like the book. I like the part where Sebastian wants to be a firefighter. Tell the students that when they talk about liking or not liking something, they are giving an opinion or telling what they think about something. Explain that people might have different opinions about the same thing and that this is fine. What is important is that they explain their thinking. Ask the students to watch as you think aloud and model writing an opinion about When I Grow Up.... You might say: I like the book When I Grow Up... so I ll write the sentence: I like the book When I Grow Up.... I especially like the part where Sebastian s father tells him he s proud of him. I ll add the sentence: I like it when Sebastian s father tells him he is proud of him. I ll end with the sentence: I like books about parents and children. 62 Being a Writer Teacher s Manual, Grade 1

9 Explain that the students will write their own opinions about When I Grow Up... and then illustrate the part of the book they wrote about. Distribute writing/drawing paper and have the students start writing. If time permits, invite the students to share their opinions and illustrations with the class. writing stories Day 2 in this lesson, the students: Reread their writing Write and illustrate stories about what they want to be Write from left to right and leave spaces between words Capitalize the first letters of sentences and use periods at the ends Take turns talking and listening Materials When I Grow Up... from Day 1 I want to be chart from Day 1 Writing/drawing chart (WA4) for modeling GeTTinG ready TO write 1 Model Writing and Illustrating a Story About What You Want to Be Gather the class with partners sitting together, facing you. Review that the students heard When I Grow Up... and wrote sentences about what they want to be when they grow up. Explain that the students will write and illustrate their own stories today, aned that you will collect their stories and make them into a class book of things they want to be when they grow up. Direct the students attention to the I want to be chart from yesterday and read the sentences aloud. Display the writing/drawing chart ( WA4). Ask the students to watch as you model writing and illustrating a story about what you wanted to be when you grew up. Write and illustrate the story on the chart. Ask: you might say: When I was young, I wanted to be a dog trainer, so I ll write the sentence: I want to be a dog trainer. I ll draw a picture of me standing next to a dog. Q What else can I add to my illustration or story to tell about the sentence I want to be a dog trainer? Q What else can I write? Q What can I add to my illustration? Use a few of the students ideas to add 1 2 sentences to the model story. Teacher note Remember, the purpose of modeling writing multiple sentences in this unit is to show the students what writing looks like and to convey the idea that print communicates meaning. Your students may or may not be able to follow your model in their own writing. Accept all attempts at writing at this point, encouraging students to tell their stories through drawing, talking, and writing. (See Beginning-of-year Considerations on page 4.) The Writing Community Unit 1 week 4 Day 2 63

10 WA4 I want to be a dog trainer. I will teach dogs how to sit and fetch. I will give them treats. 2 Prepare to Write Stories About What the Students Want to Be Explain that the students will write their own stories about what they want to be when they grow up. They may write I want to be sentences, such as those they practiced yesterday, or they may write any sentences they choose about this topic. Ask: Q What might you write today about what you want to be when you grow up? Turn to your partner. Signal for the students attention and have a few volunteers share their ideas with the class. Invite the students to try to think of ideas not already discussed as a class. Teacher Note Continue to base the length of Writing Time on your students attention and engagement. Gradually build to minutes of quiet writing by the middle of the school year. Teacher Note Prior to Day 4, compile the students stories into a class book with a cover and a title. Since this book will go into the class library for students to read on their own, you might want to transcribe the students sentences below their own writing using conventional spelling and punctuation where necessary. If you are setting aside writing for the students individual assessment folders, you might want to use photocopies of the students stories for the class book. WRITING TIME 3 Write and Illustrate Stories About What the Students Want to Be Have the students return to their seats, and distribute the writing/drawing paper and sharpened pencils. Have them write their names on their papers and work on their stories quietly. Encourage them to add lots of details to their stories and illustrations. Write alongside the students for 5 minutes; then walk around the room and observe them, assisting as needed. Signal to let the students know when Writing Time is over. Ask the students to quietly read their stories to themselves and check that they capitalized the first letters of their sentences and used periods at the ends. Collect the students stories and explain that you will read them aloud to the class tomorrow. 64 Being a Writer Teacher s Manual, Grade 1

11 reflecting 4 Reflect on Writing and Partner Work Ask: Q What did you write about today? Q What did you do to be responsible during Turn to Your Partner today? sharing as a community Day 3 in this lesson, the students: Hear their stories read aloud Get to know one another Speak clearly and listen to one another Materials Class book of students stories from Day 2 (see the Teacher Note on page 64) Give their full attention to the person who is speaking Write freely in their writing notebooks GeTTinG ready TO share 1 Introduce the Class Book Gather the class with partners sitting together, facing you. Show the cover of the class book and explain that you collected the students stories and made them (or copies of them) into a book about what they want to be when they grow up. Explain that you will read their stories aloud today; then you will put the book into the class library so the students can read and enjoy the stories on their own. 2 Discuss Listening Carefully Ask and briefly discuss: Q What will you do to show that you are listening carefully as I read the stories? Why is that important? Tell the students that at the end of sharing time you will check in with them to see how they did with listening carefully. Teacher note If you transcribed the students writing using conventional spelling and punctuation, explain that you copied their writing using grown-up spelling and punctuation so visitors and others can read the stories. Facilitation Tip Continue to prompt the students to turn and look at the person who will speak. Scan the class to ensure that the students are looking at the person who is speaking. If necessary, interrupt the discussion to remind them of your expectations. The Writing Community Unit 1 week 4 Day 3 65

12 sharing TiMe 3 Read the Class Book Aloud Read the class book aloud (including the name of each page s author) and show the illustrations. Stop periodically to discuss questions such as: Teacher note If the students have difficulty talking about things they found out from their classmates stories, model some comments like those in the Students might say note; then ask: Q What else did you find out? Q What did you find out about [Isaiah] from his story? Q What does [Miranda] want to be when she grows up? Q What do you notice in [Jared s] illustration? Q What is [funny/interesting/surprising] about [Brittany s] story? students might say: I found out that [Isaiah] wants to be a veterinarian. It s interesting in [Brittany s] picture where it shows her on TV. Encourage the students to speak loudly and clearly when commenting on one another s writing so everyone can hear them. EeLL note You might provide the prompt I showed I was listening by... to your English Language Learners to help them verbalize their answers to this question. reflecting 4 Reflect on Listening Help the students reflect on how they listened by discussing: Q What did you do to listen carefully to the class book? Without mentioning any of the students names, offer some of your own observations. Remind the students that listening to their classmates stories and comments helps make everyone feel like a special part of the writing community. Free writing TiMe 5 Write and Draw Freely Explain that the students will write and draw freely in their notebooks today. They may write stories about something else they want to be when they grow up, or they may write about anything they choose. Ask and briefly discuss: Q What ideas did you hear during the sharing that you might want to write about today? Q What other things might you want to write about today? Have the students return to their seats, open to the next blank page of their notebooks, and write freely for minutes. Remind them that they are to fill the page before going on to the next blank page. 66 Being a Writer Teacher s Manual, Grade 1

13 Signal to let the students know when Free Writing Time is over. If time allows, gather the class and invite the students to share what they wrote. They may read their writing aloud, show and describe their pictures, or tell their stories. TechnOLOGy extension Digital Storytelling There are many online applications that allow students to create digital stories by simply uploading pictures and recording a narration to go with them. Once the narration is recorded, the application turns the pictures and audio into a video. The digital stories can be shared online, ed to parents, or stored for others to view on the computer, tablet, or other device the students are using. Creating digital stories provides students with an opportunity to give detailed oral retellings of their stories and to see their stories come to life. Use the key words digital storytelling apps to search for and learn about digital storytelling applications that are available for your device. Technology Tip To learn more about Internet resources you can use with the students, view the Using Web-based Teaching Resources tutorial (AV75). More writing Practice Day 4 in this lesson, the students: Choose their own writing topics Write freely in their writing notebooks Use Writing Time responsibly Share stories and get to know one another About Writing PrActice Young students grow as writers by writing daily and by writing for various purposes throughout the day. They benefit from structured writing activities as well as from opportunities to choose their own topics and write freely. Free Writing Time and the More Writing Practice lessons are designed to give the students free writing experience. The students may choose to use the model sentences they have learned, or they may write about anything they wish. Materials I want to be from Day 1 I can Week 3 I help when I from Week 2 I like to Week 1 chart chart from chart chart from Class Assessment Record sheet (CA8) The Writing Community Unit 1 week 4 Day 4 67

14 GeTTinG ready TO write 1 Review Writing Ideas from the Unit Gather the class with partners sitting together, facing you. Direct the students attention to the charts from the past several weeks. Briefly review the charts and remind the students that they have recently written about things they like to do, ways they help, things they can do, and what they want to be when they grow up. Explain that today they may write stories about one of these ideas, or write about anything else they choose. 2 Think Aloud About Choosing a Writing Topic Ask the students to listen as you think aloud about what you might write today. Look at the charts and think aloud about stories you could write using the sentence starters. Also think aloud about writing something that is not on any of the charts. you might say: I might write an I can story about playing the guitar. Or I might write about how I want to be a gardener someday. Or I might write a story that isn t on any of these charts, for example, how I take care of my pet snake. 3 Generate and Discuss Writing Ideas Ask and have the students think quietly to themselves about: Q What might you want to write about today? After a moment, have partners turn and talk with each other about their thinking. Signal for the students attention and have several volunteers share their thinking with the class. Explain that you would like the students to include both words and pictures in their stories today. writing TiMe 4 Write Independently Have the students return to their seats and write quietly in their notebooks. If necessary, remind them to stay in their seats and write quietly until you signal the end of Writing Time. Join the students in writing for 5 minutes or so, scanning the room periodically. Then walk around the room and observe them, assisting students as needed. 68 Being a Writer Teacher s Manual, Grade 1

15 class AssessMenT note Observe the students and ask yourself: Are the students able to come up with story ideas on their own? Do they start writing fairly quickly? Can more-experienced writers write longer stories? Support any student who is having trouble getting started by pulling her aside, reviewing the class charts with her, and asking her to think of other sentences she could write using the sentence starters. Also, encourage any more-experienced writers to write multiple sentences. Record your observations on the Class Assessment Record sheet (CA8); see page 13 of the Assessment Resource Book. Signal to let the students know when Writing Time is over. Have the students read their writing to themselves. sharing AnD reflecting 5 Reflect on Acting Responsibly During Writing Time Ask and briefly discuss: Q What did you do to act responsibly during Writing Time? students might say: I didn t talk to anyone. I just worked on my own story. I stayed in my seat. When I finished my story, I started a new one. 6 Briefly Share Writing Invite students who wish to share their writing to bring their notebooks with them as you gather the class in a circle. Encourage them to speak loudly and clearly and to listen to one another; then have volunteers share their writing with the class. Ask: Teacher note The end-of-lesson reflection is important to the students growth as writers and to their social development. We encourage you to allow at least 5 minutes during each lesson to help the students reflect on their work and interactions. For information about the structure of the Being a Writer lessons, see A Typical Daily Lesson on page xix. To learn more, view Predictable Structure of the Writing Lessons (AV2). Q What do you like about hearing what your classmates have written? The Writing Community Unit 1 week 4 Day 4 69

16 Open Day writing Throughout the week Talk and Write About Kindness Reread pages of When I Grow Up... aloud, and discuss Sebastian s kindness using questions such as: Q What will Sebastian do when he becomes a pirate? Q Why is giving away treasure to the poor a kind thing to do? Q How can we be kind to one another in our classroom? On the playground? Why is that important? Q When was someone in our class kind to you? When were you kind to someone? Tell us about it. Have the students write about a time when they were kind or when someone was kind to them; then have them share their stories. You might also have each student contribute a sentence to a class list of ways to be kind, and then collect the sentences and paste them onto poster board. Read the poster together and display it in a prominent place. Write More About What the Students Want to Be Have the students write more about what they want to be. Alternatively, you might identify another idea from this week s read-aloud that the students might write about (for example, something special they do with a parent or what they do at bedtime). Write Opinions About When I Grow Up... Have the students respond to literature by writing opinions about When I Grow Up... (see Writing About Reading on page 62). Write Independently Repeat the procedures in Day 4 to have the students write about one of the topics from earlier in the unit, or write about anything else they choose. 70 Being a Writer Teacher s Manual, Grade 1