Lesson 1: Understanding Small Moments

Transcription

1 Lesson 1: Understanding Small Moments Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn A Chair for My Mother or Shortcut by Donald Crews Two Pairs of Shoes by Esther Sanderson (Although A Chair for My Mother by Vera B. Williams is used in the Calkins lesson, Two Pairs of Shoes also works well for this lesson and gives students a chance to read about an American Indian family.) Intended Learning Students learn to write about small moments in ways that make the moments seem big. Colorado Standard Write and speak for a variety of purposes and audiences. New Standard Habits and Processes: Knowledge of Letters and Their Sounds Big Idea Apply a sense of what constitutes good writing. Mini-Lesson Connection See Small Moments, page 2. Connect the reading with the writing lesson. Tell students to remember how they talk about stories and why the author wrote his or her story. Ask students to think about the most important thing about the story they heard during the read aloud. Teaching See Small Moments, pages 2-4. Read aloud the text (either Two Pairs of Shoes or A Chair for My Mother), pointing out the small moment details the author includes. Be specific about sentences ELLs write. If they are limited in English proficiency, remind them of something they did that day before writing or another day in the classroom and provide them with language frames. For ELL students who need a lot of support, meet with them in a small group after the mini-lesson. Help them by providing examples from their own experiences in the classroom and write the same sentence for the small group. For some ELLs, see Small Moments, page 9. Active Engagement See Small Moments, pages 4-6. Students talk about details in the story. Notes Have sound cards available for students. Lesson 1: Understanding Small Moments Version 1.0 1

2 Link See Small Moments, page 6. Encourage students to write small moments. Independent and Small Group Time Students Write/draw independently or with partners, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do a try it in their writing notebooks. Confer with writing partners or teacher. Meet in small groups for specific Teacher Confer individually with students about their writing Small Moments, page 7; look for a student who actually wrote a small moment story to share during Sharing. Bring small groups of students together who need more support or specific Group your ELL students according to language proficiency. Sharing/Closure See Small Moments, page 8. Have selected student share and discuss details the student used. Lesson 1: Understanding Small Moments Version 1.0 2

3 Lesson 2: Discovering One Small Moment Materials Small Moments: Personal Narrative Writing, Book 2, pages 11-20, by Lucy Calkins and Abby Oxenhorn Book that was read aloud yesterday in Chart paper for Writing Small Moments Intended Learning Students learn to include details in their writing by planning small moment stories in their minds before writing on paper. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Evidence a plan in their writing. Mini-Lesson Notes Connection Teaching See Small Moments, page 12. Connect the writing lesson with the book read aloud yesterday. Active Engagement Link See Small Moments, page 13 Model writing a small moment from your life. Ask students to consider what the author thought before writing the book. Remind them of a small moment they had in class that they could write about. Using a camera might help some ELLs understand the concept of zooming in. If the number of ELL students is considerably high, address the English language level of the majority of students and address the rest of the levels in small group See Small Moments: Personal Narrative Writing, pages Create a chart with students on what you did in your writing. See Small Moments, pages Have sound cards available for students. Lesson 2: Discovering One Small Moment Version 1.0 3

4 Independent and Small Group Time Students Write/draw independently or with partners, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners or teacher. Meet in small groups for specific Teacher Confer individually with students about their writing; see Small Moments, page 15. Bring small groups of students together who need more support or specific Do mid-workshop teaching point, if appropriate. Group your ELL students according to language proficiency. Bring ELL students who need a lot of support together in a small group. If the students are LAS 1, you might write about the same moment. Sharing/Closure See Small Moments, page 16. Talk with students about how to tell if a story is a small moment. Lesson 2: Discovering One Small Moment Version 1.0 4

5 Lesson 3: Establishing Long-Term Partnerships Materials Small Moments: Personal Narrative Writing, Book 2, pages 21-27, by Lucy Calkins and Abby Oxenhorn Intended Learning Students establish partnerships and plan for upcoming writing work. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing New Standard Habits and Processes: Knowledge of Letters and Their Sounds Big Idea Evidence a plan in their writing. Mini-Lesson Notes Connection Teaching See Small Moments, pages Connect Reading and s. Tell students they will have partners with whom to talk about their writing. Talking with these partners about writing helps them increase their English language and writing skills. See Small Moments, page 23 Demonstrate how writing partners help each other. Provide more opportunities for oral rehearsal. If the number of ELL students is considerably high, address the English language level of the majority of students and address the rest of the levels in small group Some ELL students benefit from talking about their ideas in their native languages. Provide opportunities for them to partner with students who speak the same language, which deepens their thoughts. For some ELLs, see page 23, side notes. Active Engagement See Small Moments: Personal Narrative Writing, page 24 Students talk with partners. Link See Small Moments, page 24 Tell students that they will write alone, then meet with partners. Lesson 3: Establishing Long-Term Partnerships Version 1.0 5

6 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 25. Bring small groups of students together who need more support or specific Do mid-workshop teaching point. Group your ELLs according to language proficiency. If you have ELLs who need a lot of support, write a sentence together in a small group, then go through the writing process. If you have monolingual ELLs, have them illustrate their stories, then write sentences with them. If you have a large number of monolingual students, provide a picture before writing the sentence about the picture. Going through the writing process at this time will not be effective. Sharing/Closure See Small Moments, page 26. Have students practice talking quietly together. Lesson 3: Establishing Long-Term Partnerships Version 1.0 6

7 Lesson 4: Stretching One Small Moment Materials Small Moments: Personal Narrative Writing, Book 2, pages 29-37, by Lucy Calkins and Abby Oxenhorn Two Pairs of Shoes by Esther Sanderson, Shortcut by Donald Crews, A Chair for My Mother by Vera B. Williams, or another exemplar magical text Writing Small Moments chart Intended Learning Students learn from authors how to stretch a small moment across several pages. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author's craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching See Small Moments, page 30. Connect Reading and s. Tell students they will have partners with whom to talk about their writing. Talking with these partners about writing helps them increase their English language and writing skills. Active Engagement Link See Small Moments, pages Read an excerpt from a new book in which the author stretched a moment. See the small group work. See Small Moments: Personal Narrative Writing, pages Partners talk about what they noticed. See Small Moments, pages Remind students to plan their stories. 50/2 Visual Scaffolding: Providing Language Support through Visual Images Add small moment illustrations for visual support. Lesson 4: Stretching One Small Moment Version 1.0 7

8 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 34. Do mid-workshop teaching point and refer students to the chart in Small Moments. Bring small groups of students together who need more support or specific If ELL students need support for building language to tell a story, you might bring them together for several small group lessons to write a story for a wordless picture book. Show students a wordless picture book, such as Deep in the Forest by Brinton Turkle. Do a picture walk, then have students formulate a sentence for each picture. Write the sentence just the way students say it. If you take the story through the writing process, edit their grammatical mistakes. Sharing/Closure See Small Moments, page 35. Share a small moment story by a student from an higher grade. Lesson 4: Stretching One Small Moment Version 1.0 8

9 Lesson 5: Stretching Words and Writing Sounds Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn White boards Intended Learning Students learn to separate the many sounds they hear in words and write down the letters that correspond to those sounds. Colorado Standard Write and speak for a variety of purposes and audiences. New Standard Habits and Processes: Knowledge of Letters and Their Sounds Big Idea Apply a sense of what constitutes good writing. Mini-Lesson Notes Connection Teaching See Small Moments, page 40. Connect Reading and s. Tell students they will have partners with whom to talk about their writing. Talking with these partners about writing helps them increase their English language and writing skills. See Small Moments, pages Demonstrate how to listen to sounds to write words. Have sound cards available for students. For some ELLs, read Small Moments, page 45, and also see the small group work in this lesson. Active Engagement See Small Moments: Personal Narrative Writing, pages Students help sound out a word and write it on white boards. Link See Small Moments, page 42. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, Lesson 5: Stretching Words and Writing Sounds Version 1.0 9

10 revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 43. Bring small groups of students together who need more support or specific Continue working with a wordless picture book, such as Deep in the Forest by Brinton Turkle. Stretch the words while students formulate sentences. If your students are monolingual, point at the pictures and write sentences specifically from the pictures. Sharing/Closure See Small Moments, page 44. Lesson 5: Stretching Words and Writing Sounds Version

11 Lesson 6: Planning for Details Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn Class experience from everyday life on chart paper (prepared ahead of time) Intended Learning Students learn to plan detailed stories by saying them out loud before beginning to write them. Colorado Standard Write and speak for a variety of purposes and audiences. New Standards Habits and Processes: Knowledge of Letters and Their Sounds Habits: Talking a lot Big Ideas Evidence a plan in their writing. Share and talk about writing daily. Mini-Lesson Notes Connection Teaching See Small Moments, page 56. Connect Reading and s. Use a book from read aloud to help students see details. See Small Moments, page 57. Demonstrate how to listen to sounds to write words. Have sound cards available for students. For some ELLs, sketch the class story read during read aloud. Use short phrases and inflection to emphasize words. Active Engagement See Small Moments: Personal Narrative Writing, page 58. Link See Small Moments, page 59. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, Lesson 6: Planning for Details Version

12 revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 60. Bring small groups of students together who need more support or specific Continue working with a wordless picture book, such as Deep in the Forest by Brinton Turkle. Look at the book and plan details you could add to the story. Sharing/Closure See Small Moments, page 61. Lesson 6: Planning for Details Version

13 Lesson 7: Internalizing Story Shapes Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn Intended Learning Students learn the strategy of telling a story across their fingers to help them produce stories that have beginnings, middles, and endings. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standards Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Habits: Talking a Lot Big Ideas Tell stories with sequence of events including beginning, middle, and ending. Share and talk about writing daily. Mini-Lesson Notes Connection Teaching See Small Moments, page 64. Use a book you have read during read aloud. Tell the story using the technique across their fingers. See Small Moments, pages Ask students for the beginning, middle, and ending of the story read during read aloud. Include gestures for ELLs while telling the story and using your fingers. Show students pages in the story to help them connect the beginning, middle, and ending. Active Engagement Link See Small Moments: Personal Narrative Writing, pages See Small Moments, page 66. Have sound cards available for students. Provide individual word walls according to English levels. Accept short answers or phrases to questions from beginning language learners. Hold students accountable for lessons by giving them reasonable tasks. Lesson 7: Internalizing Story Shapes Version

14 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 67. Bring small groups of students together who need more support or specific Continue working with a wordless picture book, such as Deep in the Forest by Brinton Turkle. Look at students plans to see if they have beginnings, middles, and endings to their stories. Sharing/Closure See Small Moments, page 68. Lesson 7: Internalizing Story Shapes Version

15 Lesson 8: Writing Some Words in a Snap Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn Interactive word wall Dry erase board and marker for each child Story you used in previous lesson, partially written on chart paper; stop before many high-frequency words need to be written Intended Learning Students write words automatically because some words they just know and can spell easily, or they learn to use a word wall that contains other words they will just know soon. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Language Use and Conventions: Vocabulary and Word Choice Use newly learned words they like from reading, books they hear read, words on classroom walls, or talk. Big Ideas Share and talk about writing daily. Continue to develop strategies for hearing and recording sounds, using known words, leaving spaces between words, and being risk-takers with spelling. Mini-Lesson Notes Connection Teaching See Small Moments, page 78. See Small Moments, pages Words that are easy for ELLs to write are ones they use on daily. Stress those words for them, along with stressing high-frequency words. Include gestures for ELLs while telling the story and using your fingers. Bring in photographs or sketches to help students follow the sequence of your story. Active Engagement See Small Moments, page 79. Have sound cards available for students. Provide individual word walls according to English levels. Accept short answers or phrases to questions from beginning language learners. Hold students accountable for lessons by giving them reasonable tasks. Lesson 8: Writing Some Words in a Snap Version

16 Link See Small Moments, page 80. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 81. Bring small groups of students together who need more support or specific Continue working with a wordless picture book, such as Deep in the Forest by Brinton Turkle. Stress words you have used throughout the writing. At this time, you should be almost to the end of the book. Remember, write one sentence per page. You should be able to write two sentences a day. Make sure students recognize the beginning, middle, and ending. Help them write a good ending. Later in Lessons 13 14, they could use it as a connection. Sharing/Closure See Small Moments, page 82. Lesson 8: Writing Some Words in a Snap Version

17 Lesson 9: Focusing on the Most Important Part Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn One focused and one unfocused story (see page 83 or CD-ROM for resources) Intended Learning Students learn to focus their stories by zooming in on small subjects and adding details, because good writers write clear, focused stories (see page 83 for lesson ideas). Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author s craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching See Small Moments, page 84. Connect the read aloud with the writing lesson. Talk about the most important part in the story and how the author extended it. Tell students that is what they will do with their writing: focus on the most important part and extend it. See Small Moments, pages Keep children focused on writing tasks. Have them tell their stories through pictures. As they progress, they write one word or simple phrases to express their ideas. Students might show a focused, detailed story with guided assistance. Balance guided dictation with independent practice. If you have a large number of English language learners, write down a story that happened in the classroom and tell students how you would expand the moment you think was the most important. Active Engagement Link Show ELLs how you could write about a big topic, such as the group of students or zoom in and write about one student s foot (see page 84, side notes). Remember to provide picture support whenever possible as you tell your stories. See Small Moments, page 85. See Small Moments, pages Lesson 9: Focusing on the Most Important Part Version

18 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 87. Bring small groups of students together who need more support or specific In the small group, write about a moment in the classroom. Ask students about it and how they can expand it. Since you are working with students according to language proficiency, have different examples for each group. Monolingual students could do drawings and add details to their pictures. The rest could write a few sentences as a shared writing. Sharing/Closure See Small Moments, page 88. Lesson 9: Focusing on the Most Important Part Version

19 Lesson 10: Continue Focusing Ideas Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn Appropriate mini-lesson ideas from page 89 Intended Learning Students continue to learn to focus their stories by zooming in on small subjects and adding details, because good writers write clear, focused stories. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author s craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching Students have practiced the craft of zooming in on their ideas. This lesson emphasizes that stories can come from everyday lives and ideas do not have to be special. Talk about their experiences. For monolingual students, address it in small group by bringing pictures and addressing details. Bring pictures of a wedding or birthday party. Even if students have different traditions, they will identify with the topic. Small moment stories can come from things you do on daily. It is details you write that make small moments become important. Work through one idea on page 89 to demonstrate again how to write effectively a small moment story. Help some ELLs identify small moments by providing visuals to show how small moments can be turned into stories. Active Engagement Have students Turn and Talk to their neighbors about their small moments and details they will use in their stories. Lesson 10: Continue Focusing Ideas Version

20 Link Tell students that as they work on their small moment stories today, they should continue to think about how to focus their stories by adding details. Independent and Small Group Time Students Students continue to work on small moment stories. Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 87. Bring small groups of students together who need more support or specific In the small group, write about a moment in the classroom. Ask students about it and how they can expand it. Since you are working with students according to language proficiency, have different examples for each group. Monolingual students could do drawings and add details to their pictures. The rest could write a few sentences as a shared writing. Sharing/Closure Students share their stories with their partners. Ask partners to identify details students have included in their stories. Lesson 10: Continue Focusing Ideas Version

21 Lesson 11: Revealing Internal Stories Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn Student writing that depicts what happened and narrator s response Pictures that illustrate feeling. You might also use books, such as How Are You Peeling?: Foods with Moods by Saxton Freymann, The Feelings by Todd Parr, or Today I Feel Silly and Other Moods that Make My Day by Jamie Lee Curtis. Intended Learning Students improve their writing by revealing reactions, thoughts, or feelings in their small moment pieces. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author s craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching See Small Moments, page 94. Connect some of the books you read during Reading Workshop. See Small Moments, pages Use one of the books suggested under Materials to talk about feelings. Ask what kinds of feelings they experienced while the books were read aloud. Tell them that people have different kinds of feelings when they read stories. Active Engagement Link See Small Moments, pages See Small Moments, page 96. To bring out internal stories, use language frames provided in the fourth bulleted item on page 99. Lesson 11: Revealing Internal Stories Version

22 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 97. Bring small groups of students together who need more support or specific In small group instruction, provide sentence examples that make readers happy, sad, laugh, and so on. Write some sentences with them. Also help them writ e their own sentences. For LAS 1 students, allow them to draw pictures that demonstrate feelings. Sharing/Closure See Small Moments, page 98. Lesson 11: Revealing Internal Stories Version

23 Lesson 12: Writing Close-In Story Endings Materials Small Moments: Personal Narrative Writing, Book 2, by Lucy Calkins and Abby Oxenhorn Shared experience story resembling student s less-than-great ending (see page 101 for other ideas) A story with an ending on chart paper that begs for help Intended Learning Students learn guidelines for writing effective story endings. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author s craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching See Small Moments, page 102. Connect some of the books you read during Reading Workshop. See Small Moments, pages Add visuals to different endings to provide comprehensible input, which not only helps get concepts across, but also teaches some of the language of the concept you are teaching. Provide examples of stories with different endings. Let ELLs choose one example from those you provided that they might use in their story. Write them on a chart for students visual reference. Active Engagement See Small Moments, page 104. Link See Small Moments, page 104. Lesson 12: Writing Close-In Story Endings Version

24 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebookss Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 105. Bring small groups of students together who need more support or specific In small group instruction, provide a story without an ending. Ask students what might be the best ending for that story. For more fluent students, let them write their own stories and choose an ending you provided for the whole group. Sharing/Closure See Small Moments, page 106. Lesson 12: Writing Close-In Story Endings Version

25 Lesson 13: Revising Endings Materials The Craft of Revision, Book 4, by Lucy Calkins and Pat Bleichman Two pieces of writing in which endings have been revised Koala Lou by Mem Fox or another book that demonstrates a good ending Intended Learning Students learn the craft of writing good endings because they leave a lasting impression on readers. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author s craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching If you did Lesson 13 in Reading Workshop, you may want to mention using epilogue as a craft for adding to endings. See The Craft of Revision, page 76. See The Craft of Revision, pages Add visuals to different endings to provide comprehensible input, which not only helps get concepts across, but also teaches some of the language of the concept you are teaching. See small group instruction for support. Preview unfamiliar concepts or vocabulary, especially if you read Koala Lou. Active Engagement Link See The Craft of Revision, page 77. See The Craft of Revision, page 78. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Lesson 13: Revising Endings Version

26 Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See The Craft of Revision, page 105. Bring small groups of students together who need more support or specific In small group instruction, provide examples with well-written sentences. If students are LAS 1, you may write the story together and let them brainstorm the best ending. Sharing/Closure See The Craft of Revision, page 80. Lesson 13: Revising Endings Version

27 Lesson 14: Identifying Endings Materials The Craft of Revision, Book 4, page 81, by Lucy Calkins and Pat Bleichman Four or five familiar books to notice the way authors end stories Intended Learning Students identify various ways to end their small moments effectively. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Idea Demonstrate a growing awareness of author's craft by applying some writing strategies. Mini-Lesson Notes Connection Teaching We have looked at ways authors end their stories. Today we become researchers and identify ways authors end their books. Connect the books from the read alouds. See The Craft of Revision, page 81. Active Engagement Link Help students in small group See The Craft of Revision, page 81. See The Craft of Revision, page 81. Ask yourself or your partner if the ending feels right. Add visuals to different endings to provide comprehensible input, which not only helps get concepts across, but also teaches some of the language of the concept you are teaching. Independent and Small Group Time Students Students work on endings of their stories. Lesson 14: Identifying Endings Version

28 Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See The Craft of Revision, page 105. Bring small groups of students together who need more support or specific Help students review their stories. Change their endings using one from the chart or fixing the one they used. Remind them about writing the ending for Deep in the Forest and ask why they chose that ending. Another tool they might use is to draw pictures for the ending, talk about it, then write the sentence. Sharing/Closure Students share their original and revised endings and explain how they changed their endings and why. Lesson 14: Identifying Endings Version

29 Lesson 15: Revising with Partners Materials Small Moments: Personal Narrative Writing, Book 2, pages , by Lucy Calkins and Abby Oxenhorn Simple story written on chart paper to edit together and copies for students to use with partners Note: Do not clear student folders of previous writings as they need them for Lesson 17. Intended Learning Students learn strategies for making substantial revisions to their pieces, as well as how writers support their partner s revisions. Colorado Standard Apply thinking skills to reading, writing, speaking, listening, and viewing. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Ideas Demonstrate a growing awareness of author s craft by applying some writing strategies. Apply a sense of what constitutes good writing. Mini-Lesson Notes Connection Teaching See Small Moments, page 110. See Small Moments, pages See small group Active Engagement Link See Small Moments, page 112. See Small Moments, page 112. Add samples of types of revising next to terms on a chart for future reference. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Lesson 15: Revising with Partners Version

30 Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Small Moments, page 113. Bring small groups of students together who need more support or specific Having a piece and revising it could overwhelm ELLs. Let them draw their stories first, which takes a couple of days. Previous lessons will help them sketch stories sooner. After they draw their stories, help them write a sentence for each drawing, which might take a couple more days. If ELLs are limited in English, and it is hard to produce language, you might do a story as a group, which helps them develop writing, feel successful, and produce a piece they understand. Each time you meet with ELLs in small group and they write a sentence for their stories, ask them to read what they wrote, which helps them read their story fluently when it is time for the author celebration. Sharing/Closure See Small Moments, page 114. Lesson 15: Revising with Partners Version

31 Lesson 16: Inspiring Students to Write for Readers Materials Writing for Readers: Teaching Skills and Strategies by Lucy Calkins and Natalie Louis Invented-spelling story on chart with first two pages readable and final page indecipherable make it a cliff-hanger Supply of student booklets with three to four pages Student s writing folder with examples of readable and non-readable writing Note: Disengage preexisting partnerships Intended Learning Students increase the rigor in their writing so it becomes more readable for others. Colorado Standard Write and speak for a variety of purposes and audiences. New Standards Language Use and Conventions: Vocabulary and Word Choice Write text that usually can be read by student and others. Big Idea Continue to develop strategies for hearing and recording sounds, using known words, leaving spaces between words, and being risk-takers with spelling. Mini-Lesson Notes Connection Teaching See Writing for Readers, page 2. See Writing for Readers, pages 2-3. See small group Active Engagement Link See Writing for Readers, pages 3-4. See Writing for Readers, page 4. As emergent readers and writers, all students need oral language development activities to help increase English vocabulary in both speaking and writing. Support these students with shared experiences and conversations about these experiences, which helps students develop more sophisticated writing skills. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Lesson 16: Inspiring Students to Write for Readers Version

32 Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Writing for Readers, page 5. Bring small groups of students together who need more support or specific Continue working with the small group on their stories. Emphasize that stories will be read aloud later so they need to do their best. Sharing/Closure See Writing for Readers, page 6. Lesson 16: Inspiring Students to Write for Readers Version

33 Lesson 17: Examining Readable and Unreadable Writing Materials Writing for Readers: Teaching Skills and Strategies, pages 9-17, by Lucy Calkins and Natalie Louis (see page 17 for differentiating instruction) Enlarged, hard-to-read line or two of writing Each student s own writing folder with their own writing Intended Learning Students identify readable and unreadable writing to help them create readable text. Colorado Standard Write and speak for a variety of purposes and audiences. New Standards Language Use and Conventions: Vocabulary and Word Choice Write text that usually can be read by student and others. Big Idea Continue to develop strategies for hearing and recording sounds, using known words, leaving spaces between words, and being risk-takers with spelling. Mini-Lesson Notes Connection Teaching See Writing for Readers, page 10. See Writing for Readers, pages See small group Active Engagement Link See Writing for Readers, pages See Writing for Readers, pages Allow alphabet sound cards for encoding. As students write every day, their skills will improve. Hold them accountable for growth. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Lesson 17: Examining Readable and Unreadable Writing Version

34 Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Writing for Readers, page 15. Bring small groups of students together who need more support or specific Continue working with the small group on their stories. At this time, students are writing sentences to go with their pictures. For those who are writing the story as a group, use interactive writing to craft each sentence. For the ones who are writing individual stories, have available the alphabet chart and individual lists of familiar words. Monitor their writing in a small group Do not release them to work independently; their language level interrupts their ability to write. When ELL students finish, ask them to read what they wrote. Sharing/Closure See Writing for Readers, page 16. Lesson 17: Examining Readable and Unreadable Writing Version

35 Lesson 18: Stretching and Writing Words Materials Writing for Readers: Teaching Skills and Strategies, pages 19-25, by Lucy Calkins and Natalie Louis A class tiny moment story told in pictures on a chart paper booklet White boards and markers for each student Intended Learning Students learn to hear and record more sounds in the words they write. Colorado Standard Write and speak for a variety of purposes and audiences. New Standards Habits and Processes: Knowledge of Letters and Their Sounds Draw on resources for deciding how to spell words. Big Idea Continue to develop strategies for hearing and recording sounds, using known words, leaving spaces between words, and being risk-takers with spelling. Mini-Lesson Notes Connection Teaching See Writing for Readers, page 20. See Writing for Readers, pages Use gestures to accompany your words or act out words to help students listen and engage in the lesson. See small group Active Engagement Link See Writing for Readers, page 21. See Writing for Readers, page 22. Allow aphabet sound cards for encoding. Guide small groups to practice using this strategy together. Lesson 18: Stretching and Writing Words Version

36 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Writing for Readers, page 23. Bring small groups of students together who need more support or specific Continue working with the small group on their stories. At this time, students are writing sentences to go with their pictures. For those who are writing the story as a group, use interactive writing to craft each sentence. For the ones who are writing individual stories, have available the alphabet chart and individual lists of familiar words. Monitor their writing in a small group Do not release them to work independently; their language level interrupts their ability to write. When ELL students finish, ask them to read what they wrote. Sharing/Closure See Writing for Readers, page 24. Lesson 18: Stretching and Writing Words Version

37 Lesson 19: Spacing Words Materials Writing for Readers: Teaching Skills and Strategies, pages 35-42, by Lucy Calkins and Natalie Louis Sentence from a familiar book, rewritten without any spaces to illustrate how hard this type of text is to read White boards and markers for each student Intended Learning Students learn the importance of putting spaces in between words when they write. Colorado Standard Write and speak for a variety of purposes and audiences. New Standard Habits and Processes: Knowledge of Letters and Their Sounds Big Ideas Continue to develop strategies for hearing and recording sounds, using known words, leaving spaces between words, and being risk-takers with spelling. Apply a sense of what constitutes good writing. Mini-Lesson Notes Connection Teaching See Writing for Readers, page 36. Connect the reading strategy from Lesson 17. Remind students how they use chunks to figure out words. It is the same strategy they use when they write. They need to produce chunks to write words and provide spaces between words. See Writing for Readers, page 37. Allow alphabet sound cards for encoding. Provide the question in written form on the board with an icon: What sound will I hear next? Write the words you wrote during Reading Workshop and ask them for sounds and chunks. Active Engagement See Writing for Readers, pages Link See Writing for Readers, pages Lesson 19: Spacing Words Version

38 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Writing for Readers, page 40. Bring small groups of students together who need more support or specific Continue working with the small group on their stories. At this time, students are writing sentences to go with their pictures. For those who are writing the story as a group, use interactive writing to craft each sentence. For the ones who are writing individual stories, have available the alphabet chart and individual lists of familiar words. Monitor their writing in a small group Do not release them to work independently; their language level interrupts their ability to write. When ELL students finish, ask them to read what they wrote. Sharing/Closure See Writing for Readers, page 41. Lesson 19: Spacing Words Version

39 Lesson 20: Checking Content: Small Moment Stories Materials Writing for Readers: Teaching Skills and Strategies, pages 45-50, by Lucy Calkins and Natalie Louis One student s unfocused story, with the writer s permission, or another example of an unfocused story Intended Learning Students understand that the writing craft requires a balance between content and conventions. Colorado Standard Write and speak for a variety of purposes and audiences. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Ideas Continue to develop strategies for hearing and recording sounds, using known words, leaving spaces between words, and being risk-takers with spelling. Apply a sense of what constitutes good writing. Mini-Lesson Notes Connection Teaching See Writing for Readers, page 46. Remind students about Reading Workshop from Lesson 19. Tell them that stories they write need to make sense. See Writing for Readers, pages Provide ELLs a story with familiar concepts. It needs to have specific examples of words or phrases that readers can identify as senseless repetition. Be careful about language levels; you might want to do this lesson in small group instruction if the language levels differ greatly. Active Engagement Link See Writing for Readers, pages See Writing for Readers, page 48. Allow alphabet sound cards for encoding. Lesson 20: Checking Content: Small Moment Stories Version

40 Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Meet in small groups for specific Teacher Confer individually with students about their writing. See Writing for Readers, page 49. Bring small groups of students together who need more support or specific ELLs continue writing their stories, while you provide the language support each group needs. Sharing/Closure See Writing for Readers, page 50. Lesson 20: Checking Content: Small Moment Stories Version

41 Lesson 21: Adding in the Middle of Text Materials The Craft of Revision, Book 4, pages 11-17, by Lucy Calkins and Pat Bleichman Depending on the type of revision you choose, your materials will vary, such as glue or tape for flaps to cut and paste or symbols to add into the middle of the text (see pages 11 and 17 for revision strategies). Intended Learning Students find the right place to insert new material in their writing drafts while developing an important revision technique. Colorado Standard Write and speak for a variety of purposes and audiences. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Ideas Demonstrate a growing awareness of author s craft by applying some writing strategies. Apply a sense of what constitutes good writing. Mini-Lesson Notes Connection Teaching See The Craft of Revision, page 12. See The Craft of Revision, pages See small group Active Engagement Link See The Craft of Revision, page 14. See The Craft of Revision, page 14. Allow alphabet sound cards for encoding. Create ELL partnerships with strong English-speaking models. Independent and Small Group Time Students Write/draw independently, going through the writing process: drafting, revising, and editing. Work on the mini-lesson strategy or do try-its in their writing notebooks. Confer with writing partners. Lesson 21: Adding in the Middle of Text Version

42 Meet in small groups for specific Teacher Confer individually with students about their writing. See The Craft of Revision, page 15. Bring small groups of students together who need more support or specific Each group s needs are very different, thus the language support varies considerably. Scaffold for students to produce language. Do not offer too much assistance to students who can produce a good piece of writing without it or too little aid to students who need a great amount of support. Continue writing sentences to go with their pictures and make sure they use details in the middle of their stories. When ELL students finish, ask them to read what they wrote. Sharing/Closure See The Craft of Revision, page 16. Lesson 21: Adding in the Middle of Text Version

43 Lesson 22: Adding Dialogue Materials The Craft of Revision, pages 19-25, by Lucy Calkins and Pat Bleichman Owl Moon by Jane Yolen or a similar text in which dialogue adds to the story Intended Learning Students learn the craft of adding dialogue to their stories to define characters. Colorado Standard Write and speak for a variety of purposes and audiences. New Standard Writing Purposes and Resulting Genres: Sharing Events, Telling Stories: Narrative Writing Big Ideas Demonstrate a growing awareness of author s craft by applying some writing strategies. Apply a sense of what constitutes good writing. Mini-Lesson Notes Connection Teaching See The Craft of Revision, page 20. Practice to connect this concept with one of the books you read in Reading Workshop. You may also bring puppets to show the students what dialogue means. See The Craft of Revision, page 20. Practice oral rehearsal of dialogue with ELLs before sending students to write independently. You might do this with puppets, you and another student, with two students, or by asking them what the characters say in the story as you read it. Remember to use a story with which the students are very familiar. Active Engagement Link See The Craft of Revision, pages See The Craft of Revision, pages Allow alphabet sound cards for encoding. Create ELL partnerships with strong English-speaking models. Lesson 22: Adding Dialogue Version