Lesson 1: Understanding Small Moments - Wikispacesjuliekozisek.wikispaces.com/file/view/Grade1Unit2smallmoments.pdf · Lesson Plan Grade 1: Unit 2: Small Moments Writing Workshop

Lesson Plan Grade 1: Unit 2: Small Moments

Writing Workshop Lesson 1: Understanding Small Moments

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: Know-ledge of Letters and Their Sounds

Big Idea

• Apply a sense of what constitutes good writing.

Mini-Lesson Notes

Connection See Small Moments, page 2.

st important thing about the story they heard during the read aloud.

Teachin

y Mother), pointing out the small moment details

r

rite the same sentence for the small group.

LLs, see Small Moments, page 9.

Active Engagement See Small Moments, pages 4-6. Students talk about details in the story.

cards available for students.

Connect the reading with the writing lesson. Tell students to rememberhow they talk about stories and why the author wrote his or her story.Ask students to think about the mo

g See Small Moments, pages 2-4. Read aloud the text (either Two Pairs of Shoes or A Chair for Mthe 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 oanother day in the classroom and provide them with language frames.

For ELL students who need a lot of support, meet with them in a smallgroup after the mini-lesson. Help them by providing examples from their own experiences in the classroom and w

For some E

Have sound

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Writing Workshop Lesson 1: Understanding Small Moments

Link See Small Moments, page 6. Encourage students to write small moments.

Independent and Small Group Time

Stu n

et in small groups for specific instruction.

Tea e

• ge

• r specific

Group your ELL stu guage proficiency.

de ts • 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. • Me

ch r

Confer individually with students about their writing—Small Moments, pa7; 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 oinstruction.

dents according to lan

Sharing/Closure

• See Small Moments, page 8. Have selected student share and discuss details the student used.

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Writing Workshop Lesson 2: Discovering One Small Moment

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 Writing Workshop • 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


Connect the writing lesson with the book read aloud yesterday.

ra might help some ELLs understand the concept of

udents and address the rest of the

all group instruction.

Active , pages 33-34—Create a chart

with students on what you did in your writing.

Link See Small Moments, pages 14-16.

Teaching 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 camezooming in.

If the number of ELL students is considerably high, address the English language level of the majority of stlevels in sm

Engagement See Small Moments: Personal Narrative Writing

Have sound cards available for students.

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Writing Workshop Lesson 2: Discovering One Small Moment


Studen

s” in their writing notebooks. • Confer with writing partners or teacher.


Tea e

more support or specific

•

Bring ELL students ort together in a small group.

If the students are LAS 1, you might write about the same moment.

ts • Write/draw independently or with partners, going through the writing

process: drafting, revising, and editing. • Work on the mini-lesson strategy or do “try-it

• Me

ch r

• Confer individually with students about their writing; see Small Moments, page 15.

• Bring small groups of students together who needinstruction. Do mid-workshop teaching point, if appropriate.

Group your ELL students according to language proficiency.

who need a lot of supp

Sharing/Closure

• See Small Moments, page 16. Talk with students about how to tell if a story is a small moment.

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Writing Workshop Lesson 3: Establishing Long-Term Partnerships

Lesson 3: Establishing Long-Term Partnerships

Materials


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


Big Idea

• Evidence a plan in their writing.

Mini-Lesson Notes

Connection See Small Moments, pages 22-23.

Connect Reading and Writing Workshops. 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.

ive

pens their thoughts.

LLs, see page 23, side notes.

Active Moments: Personal Narrative Writing, page 24—Students talk with

partners.

Link 4—Tell students that they will write alone, then

meet with partners.

e levels in small group instruction. Teaching

See Small Moments, page 23—Demonstrate how writing partners help each other.

Some ELL students benefit from talking about their ideas in their natlanguages. Provide opportunities for them to partner with studentswho speak the same language, which dee

For some E

Engagement See Small

See Small Moments, page 2

Provide more opportunities for oral rehearsal.

If the number of ELL students isconsiderably high, address theEnglish language level of the majority of students and address the rest of th

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Writing Workshop Lesson 3: Establishing Long-Term Partnerships


Studeng through the writing process: drafting,

• Confer with writing partners. et in small groups for specific instruction.

Tea e

ther who need more support or specific

•

write sentences wit rge number of monolingual students, provide a the sentence about the picture. Going through the writing process at this time will not be effective.

ts • Write/draw independently, goin

revising, and editing.

• Me

ch r

• Confer individually with students about their writing. See Small Moments, page 25.

• Bring small groups of students togeinstruction. 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 togetherin a small group, then go through the writing process.

If you have monolingual ELLs, have them illustrate their stories, thenh them. If you have a lapicture before writing

Sharing/Closure

• See Small Moments, page 26. Have students practice talking quietly together.

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Writing Workshop Lesson 4: Stretching One Small Moment

Lesson 4: Stretching One Small Moment

Materials


• 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


Big Idea

• Demonstrate a growing aware-ness of author's craft by applying some writing strategies.

Mini-Lesson Notes



Active Engageme

al Narrative Writing, pages 31-32—Partners talk about what they noticed.

See Small Moments, pages 32-33—Remind students to plan their stories.

Teaching See Small Moments, pages 30-31—Read an excerpt from a new book in which the author stretched a moment.

See the small group work.

nt See Small Moments: Person

Link

50/2 Visual Scaffolding: Providing Language Support through Visual Images—Add small moment illustrations for visual support.

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Writing Workshop Lesson 4: Stretching One Small Moment


Studen

s” in their writing notebooks. • Confer with writing partners.


Tea e

• ific inst

the sentence just the w ou take the story through the writing process, edit their grammatical mistakes.

ts • Write/draw independently, going through the writing process: drafting,

revising, and editing. • Work on the mini-lesson strategy or do “try-it

• Me

ch r

• 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 spec

ruction.

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 picturebook, such as Deep in the Forest by Brinton Turkle. Do a picture walk, then have students formulate a sentence for each picture. Write

ay students say it. If y

Sharing/Closure

• See Small Moments, page 35. Share a small moment story by a student from an higher grade.

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Writing Workshop Lesson 5: Stretching Words and Writing Sounds

Lesson 5: Stretching Words and Writing Sounds

Materials


• 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


New Standard


Big Idea


Mini-Lesson Notes



oments, page 45, and also see the small this lesson.

pages 41-42. Students help sound out a word and write it on white boards.

See Small Moments, page 42.

Teaching See Small Moments, pages 40-41. Demonstrate how to listen to sounds to write words.

For some ELLs, read Small Mgroup work in

Active Engagement See Small Moments: Personal Narrative Writing,

Link



Stu nde ts • Write/draw independently, going through the writing process: drafting,

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Writing Workshop Lesson 5: Stretching Words and Writing Sounds

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 instruction.

Teacher


• Bring small groups of students together who need more support or specific instruction.

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.

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Writing Workshop Lesson 6: Planning for Details

Lesson 6: Planning for Details

Materials


• 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


New Standards


• Habits: Talking a lot

Big Ideas

• Evidence a plan in their writing. • Share and talk about writing

daily.

Mini-Lesson Notes


Connect Reading and Writing Workshops. Use a book from read aloud to help students see details.

ring read aloud. Use short d inflection to emphasize words.

See Small Moments: Personal Narrative Writing, page 58.


Teaching See Small Moments, page 57. Demonstrate how to listen to sounds to write words.

For some ELLs, sketch the class story read duphrases an

Active Engagement

Link



Stu nde ts Write/draw independen• tly, going through the writing process: drafting,

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Writing Workshop Lesson 6: Planning for Details

gy or do “try-its” in their writing notebooks.

• Meet in small groups for specific instruction.

Teacher

• ividually with students about their writing. See Small Moments,

• roups of students together who need more support or specific

Turkle. Look at the book and plan details you could

add to the story.

revising, and editing. • Work on the mini-lesson strate• Confer with writing partners.

Confer indpage 60. Bring small ginstruction.

Continue working with a wordless picture book, such as Deep in the Forest by Brinton

Sharing/Closure


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Writing Workshop Lesson 7: Internalizing Story Shapes

Lesson 7: Internalizing Story Shapes

Materials


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


New Standards


• 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


Use a book you have read during read aloud. Tell the story using the technique across their fingers.

and

e story to help them connect the beginning, middle, and ending.

See Small Moments: Personal Narrative Writing, pages 65-66.


s from beginning language

tasks.

Teaching See Small Moments, pages 64-65.

Ask students for the beginning, middle, and ending of the story read during read aloud. Include gestures for ELLs while telling the story using your fingers. Show students pages in th

Active Engagement

Link


Provide individual word wallsaccording to English levels.

Accept short answers or phrases to questionlearners.

Hold students accountable for lessons by giving them reasonable

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Writing Workshop Lesson 7: Internalizing Story Shapes


Studen



Tea e

• c inst

Deep in the Forest by Brinton T they have beginnings, middles stories.

ts • Write/draw independently, going through the writing process: drafting,

revising, and editing. • Work on the mini-lesson strategy or do “try-it

• Me

ch r

• Confer individually with students about their writing. See Small Moments, page 67. Bring small groups of students together who need more support or specifi

ruction.

Continue working with a wordless picture book, such as urkle. Look at students’ plans to see if , and endings to their

Sharing/Closure


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Writing Workshop Lesson 8: Writing Some Words in a Snap

Lesson 8: Writing Some Words in a Snap

Materials


• 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


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


• 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



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.

raphs or sketches to help students follow the sequence

s from beginning language

by giving them reasonable

tasks.

Include gestures for ELLs while telling the story and using your fingers. Bring in photogof your story.

Active Engagement See Small Moments, page 79.


Provide individual word walls according to English levels.

Accept short answers or phrases to questionlearners.

Hold students accountable for lessons

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Writing Workshop Lesson 8: Writing Some Words in a Snap

Link See Small Moments, page 80.


Students • Write/draw independently, going through the writing process: drafting,


Teacher



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


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Writing Workshop Lesson 9: Focusing on the Most Important Part

Lesson 9: Focusing on the Most Important Part

Materials


• 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


New Standard


Big Idea

• Demonstrate a growing aware-ness of author’s craft by applying some writing strategies.

Mini-Lesson Notes


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.

how you would

r to provide picture support whenever possible as

ur stories.

Active See Small Moments, page 85.

Link See Small Moments, pages 85-86.

sed,

with independent practice. Teaching

See Small Moments, pages 84-85.

If you have a large number of English language learners, write down a story that happened in the classroom and tell students expand the moment you think was the most important.

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). Remembeyou tell yo

Engagement

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 focudetailed story with guided assistance. Balance guided dictation

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Writing Workshop Lesson 9: Focusing on the Most Important Part


Students • Write/draw independently, going through the writing process: drafting,


Teacher



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


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Writing Workshop Lesson 10: Continue Focusing Ideas

Lesson 10: Continue Focusing Ideas

Materials


• 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


New Standard


Big Idea


Mini-Lesson Notes

Connection 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.

s can be turned into stories.

ighbors about their small moments

Teaching 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 moment

Active Engagement Have students “Turn and Talk” to their neand details they will use in their stories.

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Writing Workshop Lesson 10: Continue Focusing Ideas

Link

should continue to by adding details. Tell students that as they work on their small moment stories today, they

think about how to focus their stories


Stu n


Tea e

•

each group. Monolingual students could do drawings and add details to their pictures. The sentences as a shared writing.

de ts

• 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. • Me

ch r

• Confer individually with students about their writing. See Small Moments, page 87. Bring small groups of students together who need more support or specific instruction.

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

rest could write a few

Sharing/Closure

• Students share their stories with their partners. Ask partners to identify details students have included in their stories.

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Writing Workshop Lesson 11: Revealing Internal Stories

Lesson 11: Revealing Internal Stories

Materials


• 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


New Standard


Big Idea


Mini-Lesson Notes


Connect some of the books you read during Reading Workshop.

m that people have different kinds of feelings when they read stories.

See Small Moments, pages 95-96.



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 the

Active Engagement

Link

To bring out internal stories, use language frames provided in the fourth bulleted item on page 99.

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Writing Workshop Lesson 11: Revealing Internal Stories


Stud n



Tea e

• ific inst

s with them.

Also help them writ . For LAS 1 students, allow them to draw pictu feelings.

e ts

• Write/draw independently, going through the writing process: drafting, revising, and editing.

• Work on the mini-lesson strategy or do “try-it

• Me

ch r

• Confer individually with students about their writing. See Small Moments, page 97. Bring small groups of students together who need more support or spec

ruction.

In small group instruction, provide sentence examples that make readers happy, sad, laugh, and so on. Write some sentence

e their own sentencesres that demonstrate

Sharing/Closure


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Writing Workshop Lesson 12: Writing Close-In Story Endings

Lesson 12: Writing Close-In Story Endings

Materials


• 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


New Standard


Big Idea


Mini-Lesson Notes


Connect some of the books you read during Reading Workshop.

ne in their story.

a chart for students’ visual reference.




Provide examples of stories with different endings. Let ELLs choose oexample from those you provided that they might use Write them on

Active Engagement

Link

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.

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Writing Workshop Lesson 12: Writing Close-In Story Endings


Students


• Work on the mini-lesson strategy or do “try-its” in their writing notebookss • Confer with writing partners. • Meet in small groups for specific instruction.

Teacher



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


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Writing Workshop Lesson 13: Revising Endings

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


New Standard


Big Idea


Mini-Lesson Notes

Connection If you did Lesson 13 in Reading Workshop, you may want to mention using epi-logue as a craft for adding to endings. See The Craft of Revision, page 76.

Teaching See The Craft of Revision, pages 76-77.

See small group instruction for support. Koala

See The Craft of Revision, page 77.


Preview unfamiliar concepts or vocabulary, especially if you read Lou.

Active Engagement

Link



Students

• tly, going through the writing process: drafting, revising, and editing.

Write/draw independen

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Writing Workshop Lesson 13: Revising Endings

• Work on the mini-lesson strategy or do “try-its” in their writing notebooks. • Confer with writing partners. • Meet in small groups for specific instruction.

Teacher

• Confer individually with students about their writing. See The Craft of Revision, page 105.


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.

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Writing Workshop Lesson 14: Identifying Endings

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


New Standard


Big Idea

• Demonstrate a growing aware-ness of author's craft by applying some writing strategies.

Mini-Lesson Notes

Connection “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.

Help students in small group instruction.

The Craft of Revision,

ending feels right.”

Teaching See The Craft of Revision, page 81.

Active Engagement See page 81.

Link See The Craft of Revision, page 81. “Ask yourself or your partner if the



Students

• Students work on endings of their stories.

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Writing Workshop Lesson 14: Identifying Endings

• tly, going through the writing process: drafting,

y or do “try-its” in their writing notebooks.


Teacher

• ith students about their writing. See The Craft of

• roups of students together who need more support or specific

Another tool they might use is to draw pictures for the ending, talk about it, then write the se

Write/draw independenrevising, and editing.

• Work on the mini-lesson strateg• Confer with writing partners.

Confer individually wRevision, page 105. Bring small ginstruction.

Help students review their stories. Change their endings using one fromthe 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.

ntence.

Sharing/Closure

• Students share their original and revised endings and explain how they changed their endings and why.

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Writing Workshop Lesson 15: Revising with Partners

Lesson 15: Revising with Partners

Materials


• 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


New Standard


Big Ideas



Mini-Lesson Notes



See small group instruction.

Active Engagement See Small Moments, page 112.

Link See Small Moments, page 112.

Add samples of types of revising next to terms on a chart for future reference.


Students


• Work on the mini-lesson strategy or do “try-its” in their writing notebooks.

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Writing Workshop Lesson 15: Revising with Partners

read their story fluently when it is time for the author celebration.

• Confer with writing partners. • Meet in small groups for specific instruction.

Teacher



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 sentencefor their stories, ask them to read what they wrote, which helps them

Sharing/Closure

• See page 114. Small Moments,

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Writing Workshop Lesson 16: Inspiring Students to Write for Readers

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


New Standards

• Language Use and Conventions: Vocabulary and Word Choice—Write text that usually can be read by student and others.

Big Idea


Mini-Lesson Notes

Connection See Writing for Readers, page 2.

Teaching See Writing for Readers, pages 2-3.


Active Engagement See Writing for Readers, pages 3-4.

Link 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.


Students


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Writing Workshop Lesson 16: Inspiring Students to Write for Readers


Teacher

• Confer individually with students about their writing. See Writing for Readers, page 5.


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.

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Writing Workshop Lesson 17: Examining Readable and Unreadable Writing

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


New Standards

• Language Use and Conventions: Vocabulary and Word Choice—Write text that usually can be read by student and others.

Big Idea


Mini-Lesson Notes




eir hem

Active Engagement See Writing for Readers, pages 11-13.

Link See Writing for Readers, pages 13-14.

Allow alphabet sound cards for encoding.

As students write every day, thskills will improve. Hold taccountable for growth.


Students


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Writing Workshop Lesson 17: Examining Readable and Unreadable Writing

When ELL students finish, ask them to read what they wrote.


Teacher



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.

Sharing/Closure


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Writing Workshop Lesson 18: Stretching and Writing Words

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


New Standards

• Habits and Processes: Know-ledge of Letters and Their Sounds—Draw on resources for deciding how to spell words.

Big Idea


Mini-Lesson Notes



Use gestures to accompany your words or act out words to help students listen and engage in the lesson.

p instruction.

See Writing for Readers, page 21.


ractice using this strategy together.

See small grou

Active Engagement

Link

Allow aphabet sound cards for encoding.

Guide small groups to p

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Writing Workshop Lesson 18: Stretching and Writing Words


Stud n



Tea e

e 23. •

inst

or their

their language leve ty to write.


e ts


• Work on the mini-lesson strategy or do “try-it

• Me

ch r

• Confer individually with students about their writing. See Writing for Readers, pagBring small groups of students together who need more support or specific

ruction.

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. Monitwriting in a small group—Do not release them to work independently;

l interrupts their abili

Sharing/Closure


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Writing Workshop Lesson 19: Spacing Words

Lesson 19: Spacing Words

Materials


• 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


New Standard


Big Ideas



Mini-Lesson Notes


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.

hat te during Reading

See Writing for Readers, pages 37-38.


Teaching See Writing for Readers, page 37.

Provide the question in written form on the board with an icon: “Wsound will I hear next?” Write the words you wroWorkshop and ask them for sounds and chunks.

Active Engagement

Link


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Writing Workshop Lesson 19: Spacing Words


Students



Teacher



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.


Sharing/Closure


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Writing Workshop Lesson 20: Checking Content: Small Moment Stories

Lesson 20: Checking Content: Small Moment Stories

Materials


• 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


New Standard


Big Ideas



Mini-Lesson Notes


Remind students about Reading Workshop from Lesson 19. Tell them that stories they write need to make sense.

the language levels differ greatly.




Provide ELLs a story with familiar concepts. It needs to have specificexamples of words or phrases that readers can identify as senseless repetition. Be careful about language levels; you might want to do thislesson in small group instruction if

Active Engagement

Link


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Writing Workshop Lesson 20: Checking Content: Small Moment Stories


Students



Teacher



ELLs continue writing their stories, while you provide the language support each group needs.

Sharing/Closure


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Writing Workshop Lesson 21: Adding in the Middle of Text

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


New Standard


Big Ideas



Mini-Lesson Notes

Connection See The Craft of Revision, page 12.

Teaching See The Craft of Revision, pages 12-13.


ith strong English-speaking models.

Active Engagement See The Craft of Revision, page 14.

Link See The Craft of Revision, page 14.


Create ELL partnerships w


Students


• Work on the mini-lesson strategy or do “try-its” in their writing notebooks. • Confer with writing partners.

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Writing Workshop Lesson 21: Adding in the Middle of Text



Teacher



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.

Sharing/Closure


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Writing Workshop Lesson 22: Adding Dialogue

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


New Standard


Big Ideas



Mini-Lesson Notes


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.

y emember to use a story with which the

See The Craft of Revision, pages 21-22.

See The Craft of Revision, pages 22-23.



Practice oral rehearsal of dialogue with ELLs before sending students towrite independently. You might do this with puppets, you and another student, with two students, or by asking them what the characters sain the story as you read it. Rstudents are very familiar.

Active Engagement

Link



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Writing Workshop Lesson 22: Adding Dialogue


Students



Teacher

• Confer individually with students about their writing—The Craft of Revision, page 24.


The difficult part for ELL students is not the concept of dialogue; it is incorporating it into their writing. Provide examples for the small group with which you are writing collaboratively and help other students by pointing out places where they could write dialogue.


Sharing/Closure


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Writing Workshop Lesson 23: Teaching Children to Confer about Writing

Lesson 23: Teaching Children to Confer about Writing

Materials

• The Craft of Revision, pages 51-57, by Lucy Calkins and Pat Bleichman • Student willing to role-play and a piece of writing as a prop for the role play

Intended Learning

• Students learn to confer and make plans to improve their writing.

Colorado Standard


New Standard


Big Ideas



Mini-Lesson Notes


Teaching See The Craft of Revision, page 52-53.

Pull a small group of students to model conferring.


Active Engagement See The Craft of Revision, pages 53-54.





Students



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Writing Workshop Lesson 23: Teaching Children to Confer about Writing


Teacher



Sharing/Closure


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Writing Workshop Lesson 24: Preparing for Celebration

Lesson 24: Preparing for Celebration

Materials

• The Craft of Revision, page 115, by Lucy Calkins and Pat Bleichman • “Writers Revise” chart • Sticky notes for each child • See notes on page 115 for other suggested materials.

Intended Learning

• Students reflect and share about what they learned as writers of small moments.

Colorado Standard


New Standard


Big Ideas



Mini-Lesson Notes



Students develop fluency in speaking by reading and rereading their writing out loud with you and with partners.

ith strong Active Engagement



Provide small group support for students needing assistance to complete their stories. Use an attribute chart to help children know what types of revisions should be made to their stories to make them complete.

Create ELL partnerships wEnglish-speaking models.


Students



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Writing Workshop Lesson 24: Preparing for Celebration


Teacher



Provide assistance necessary to help ELLs read their stories to you. Invite parents to hear stories. Ask students to orally translate their stories to their parents.

Sharing/Closure

• A few students tell what they did to prepare their writing for the upcoming Author Celebration.

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Writing Workshop Lesson 25: Author Celebration

Lesson 25: Author Celebration

Materials

• The Craft of Revision, page 119, by Lucy Calkins and Pat Bleichman • See notes on page 119 for other suggested materials. • Materials for the celebration will vary, depending on the form of celebration

you and your students choose.

Intended Learning

• Students share their stories to understand the importance of an audience and recognize a purpose for their writing.

Colorado Standard


New Standard


Big Ideas



Mini-Lesson Notes



Provide support for the group that has been writing the story with you. They might want to read it as a group, which is a difficult task for ELLs. Provide enough time for them to read their stories when you are working in the small group.

Active Engagement See The Craft of Revision, page 120.


Independent and Small Group Instructional Time

Students


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Writing Workshop Lesson 25: Author Celebration


Teacher



ELL students should become very familiar with their stories by reading it multiple times. Providing such practice makes them feel comfortable and successful.

Sharing/Closure

• Acknowledge the hard work it takes to become good writers!

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Documents

Lesson 1: Understanding Small Moments - Wikispacesjuliekozisek.wikispaces.com/file/view/Grade1Unit2smallmoments.pdf · Lesson Plan Grade 1: Unit 2: Small Moments Writing Workshop