Reading Unit of Study: Readers Think and Talk about … · Web viewHe swung back his arm as though to strike the tree. ... -The Great Kapok Tree. ... Did you double-check that all

Writing Unit of Study: Launching the Writing Workshop-Personal Narratives Grade 4

Teacher Note

Why: The goals of this unit are to re-establish the routines and expectations of the Writing Workshop and to produce a small moment narrative of higher quality than in the previous years.

**Writing Process in a 3-5 Classroom** See Support Document

Structure: 18 Days 3 Immersion Days 12 Lesson/ Instructional Days 3 Quick Writes

QUICK WRITES:Students will get 30 minutes to respond to a writing prompt. Breakdown of time should be:5 Minutes (Max)- Planning20 Minutes- Drafting5 Minutes- Editing and Revising

****One out of every three Quick Writes should be typed on the computer****

Websites:http://commoncore.org

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Assessments:

Performance Task: Published Personal Narrative Story

Essential Questions:Writing:

How does Writer’s Workshop function efficiently in a 4th Grade classroom? How can I use mentor texts to help me become a better writer?

Indicators of Understanding:Writing:

Writers will understand the purpose of and actively engage in the writing process, adhering to workshop routines and expectations. Writers create small moment personal narratives based on a seed idea (single scene focus). Writers keep organized notebooks with collected entries that represent a variety of ideas/personal topics. Writers write narratives using a variety of transitional words and phrases to manage the sequence of event. Writers will develop and strengthen their writing through revision and editing with the guidance of peers and adults Writers will publish their personal narrative.

Established Goals: Common Core Standards

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Writing Speaking and Listening LanguageCCSS.ELA-LITERACY.W.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CCSS.ELA-LITERACY.W.4.3.AOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.CCSS.ELA-LITERACY.W.4.3.BUse dialogue and description to develop experiences and events or show the responses of characters to situations.CCSS.ELA-LITERACY.W.4.3.CUse a variety of transitional words and phrases to manage the sequence of events.CCSS.ELA-LITERACY.W.4.3.DUse concrete words and phrases and sensory details to convey experiences and events precisely.CCSS.ELA-LITERACY.W.4.3.E

CCSS.ELA-LITERACY.SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 4 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.4.1.BFollow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-LITERACY.L.4.1.BForm and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

CCSS.ELA-LITERACY.L.4.1.FProduce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*CCSS.ELA-LITERACY.L.4.1.GCorrectly use frequently confused words (e.g., to, too, two; there, their).*CCSS.ELA-LITERACY.L.4.2.AUse correct capitalization.CCSS.ELA-LITERACY.L.4.2.BUse commas and quotation marks to mark direct speech and quotations from a text.

CCSS.ELA-LITERACY.L.4.2.DSpell grade-appropriate words correctly, consulting references as needed.CCSS.ELA-LITERACY.L.4.3.A

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http://www.corestandards.org/ELA-Literacy/L/4/3/a/

http://www.corestandards.org/ELA-Literacy/L/4/2/d/

http://www.corestandards.org/ELA-Literacy/L/4/2/b/

http://www.corestandards.org/ELA-Literacy/L/4/2/a/

http://www.corestandards.org/ELA-Literacy/L/4/1/g/

http://www.corestandards.org/ELA-Literacy/L/4/1/f/


http://www.corestandards.org/ELA-Literacy/SL/4/1/b/

http://www.corestandards.org/ELA-Literacy/SL/4/1/

http://www.corestandards.org/ELA-Literacy/W/4/3/e/

http://www.corestandards.org/ELA-Literacy/W/4/3/d/

http://www.corestandards.org/ELA-Literacy/W/4/3/c/

http://www.corestandards.org/ELA-Literacy/W/4/3/b/

http://www.corestandards.org/ELA-Literacy/W/4/3/a/

http://www.corestandards.org/ELA-Literacy/W/4/3/


Provide a conclusion that follows from the narrated experiences or events. CCSS.ELA-LITERACY.W.4.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-LITERACY.W.4.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)CCSS.ELA-LITERACY.W.4.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a

Choose words and phrases to convey ideas precisely.*CCSS.ELA-LITERACY.L.4.3.BChoose punctuation for effect.*

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http://www.corestandards.org/ELA-Literacy/L/4/




minimum of one page in a single sitting.

Possible Read Aloud Texts Teacher Resource TextsCome On RainOwl MoonThe Relatives CameJalepeno BagelsSmoky NightMama’s SarisWhistlingThe Paper Boy by Dave Pilkey Shortcut by Donald CrewsWhistling by Elizabeth PartridgeA Play‖ from Childtimes by Eloise Greenfield A Chair for My Mother by Vera B. WilliamsThe Relatives Came by Cynthia RylantDo Like Kyla by Angela Johnson The Longest Wait by Marie BradbySweet, Sweet Memory by Jacqueline WoodsonJalapeño Bagels by Natasha WingLive Writing by Ralph FletcherThe Boy Who Loved Words by Roni SchotterHey World, Here I Am (selections) by Jean LittleYour Move by Eve Bunting You Have to Write by Janet S. WongShow, Don‘t Tell by Josephine Nobisso

The Common Core State Standards for EnglishLanguage Arts & Literacy in History/Social Studies,Science, and Technical Subjects

Writing Fundamentals 2-3 Launching Unit Overviewby Schoolwide, Inc. (2008).

How‘s It Going? A Practical Guide to ConferringWith Student Writers. Carl Anderson. (2000).

Assessing Writers. Carl Anderson. (2005).

The Art of Teaching Writing. Lucy McCormickCalkins. (1994).

A Writer‘s Notebook: Unlocking the Writer WithinYou. Ralph Fletcher. (1996)

The Continuum of Literacy Learning: Grades K-8:Behaviors and Understandings to Notice, Teach, andSupport by Gay Su Pinnell and Irene C. Fountas.(2007).

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Balanced Literacy Key (Components)

Occurring Outside of the Workshop Time: OS=Oral Storytelling, RA=Read Aloud, SR=Shared Writing, MW= Modeled Writing, SW=Shared Writing and IW=Interactive Writing

Occurring Within the Workshop Time: (SGI= Small Group Instruction, ML= Minilesson Teaching points)***where a mini lesson is not suggested teaching points are not expected to be mastered independently at this grade level.

ImmersionImmersion 1 Immersion 2 Immersion 3

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Writers learn the expectations of the Writing Workshop period: What does it look like? What does it sound like?

Introduce the Writer’s Notebook.Students practice independent writing within a simple prompt—ie: “What did you do this summer?” “What are you excited for in 4th grade?” or a free write period.

Possible Homework Assignment: Bring in photos and/or artifacts to decorate Writer’s Notebooks

ML-SGI

Writers learn the expectations of the Writing Workshop period: Why do writers write?

Students practice independent writing within a simple prompt—ie: “What did you do this summer?” “What are you excited for in 4th grade?” or a free write period.

ML-SGI

Writers learn the expectations of the Writing Workshop period:Teacher/ partner conferences

Students meet with writing partners to discuss previous entries, provide feedback and have simple discussion.

Students practice independent writing to increase stamina and enforce routine.

ML-SGI

Immersion Possible Charts

What does it look like? What does it sound like?

Students workingTeachers conferring with studentsNotebooks open on desks

Whisper voices (if conferring)Pencils scratchingPages flippingQuiet bodies sitting in chairs or other cozy places around the room

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Why do Writer’s Write?

To inform To tell a story To give an idea To state your opinion

What a Writer’s Notebook is:

a place to collect entries and ideas a place to experiment with writing a place to plan writing a place to develop writing


What to do when you are IN a conference What to do when you are OUT of a conference

Come prepared with a pencil, your notebook and your thoughts

Come ready to share:How your writing is goingWhat you are working on as a writerStrategies that you are usingAreas that you need help withPlans for your writing

Problem solve—move onto a new piece, ask a friend quietly, use technology, refer to charts, use dictionary, thesaurus

Continue working Stay on task Do not interrupt conference

Indicator OneWriting

Writers create small moment personal narratives based on a seed idea (single scene focus)

COLLECTING AND CHOOSINGLesson 1 Lesson 2Writers of personal narratives collect ideas by listing important people, places and objects in their lives. Writers connect lists with the strong emotions that these things evoke.

Writers pick one or more ideas and write short on those topics.

ML-SGI

Writers choose a topic of personal significance and develop the “seed idea” (This topic will be their choice for their published personal narrative

Teacher demonstrates choosing a “seed” idea through watermelon lesson.(see possible charts)

ML-SGI

QUICK WRITE- day 3

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Students will get 30 minutes to respond to a writing prompt.

(See Teacher Note****)

Conferring Questions- Indicator One

What are you writing about? What are special times, places, people and events in your life that you have shared experiences with that you can write about? Is your idea a “seed” idea? Explain how your idea is a seed idea. Are you zeroing in on a small moment? How can you narrow in on a smaller moment? Have you reread all of your entries? After rereading all of your entries, which idea or entry is important enough to you to develop into a

published piece?

Possible Charts – Indicator One

Writers generate ideas for personal narratives by Listing important…People Places Objects

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Indicator TwoWriting

Writers write narratives using a variety of transitional words and phrases to manage the sequence of events

PLANNING AND DRAFTINGLesson 3 Lesson 4 Lesson 5 Lesson 6

Writers use a pictorial timeline to draft their seed idea, emphasizing transition words as they move through their story. (B, M, M, M, E)

See support document: pictorial timeline

Writers draft personal narratives referring to their pictorial timelines to guide them as they draft.

Storytelling Sessions: Writers talk through their drafts with writing partners to clarify and extend ideas. These sessions will help writers make decisions about what they will include in their draft of their small moment narratives.

Writers draft personal narratives using a variety of transitional words and phrases to manage the sequence of events in their small moment stories.

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ML-SGI ML-SGI ML-SGI. ML-SGIConferring Questions- Indicator Two

Did you tell/sketch/write your narrative with the B,M,M,M,E structure? Please share with me. If not, how can you reorganize your pictorial timeline to make your narrative small moment more sequenced? How did your partner help you develop your scenes? How did you bring your writing to life with sensory details?

Possible Charts- Indicator TwoB M M M E

Sketch Sketch Sketch Sketch Sketch

Caption Caption Caption Caption Caption

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Sensory Details Sensory Details Sensory Details Sensory Details Sensory Details

*See support documents for additional B,M,M,M,E organizer

Writers Use Transitional Phrases Long ago… In fact… But one day this all changed… Here is how it happened… Back then… To this day… That’s why… For example…

In addition… Furthermore… However… On the other hand… Or… Yet… Clearly, you’d want… Wouldn’t you rather…

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Above all… For instance… Much like… As a result… Nevertheless… Hence…

How could you not want to…

Indicator ThreeWriting

Writers will develop and strengthen their writing through revision and editing, with the guidance of peers and adults.

REVISING AND EDITING

Lesson 7 Lesson 8 QUICK WRITE Lesson 9 Lesson 10Writers will revise by using mentor text to craft engaging leads for their small moment personal narratives.

Writers do this by generating 3 possible engaging beginnings or lead ideas. Then writers share possible lead ideas with partners and decide what leads to include in their drafts.

ML-SGI

Writers will revise by using mentor texts to bring their personal narratives to a resolution.

Writers do this by noticing that authors make an ending strong by using important actions, dialogue, and images that make a lasting impression.

Writers do this by generating 3 possible strong endings. Then writers share possible ending ideas with partners and decide what endings to include in their drafts.

ML-SGI

Students will get 30 minutes to respond to a writing prompt. (See Teacher Note****)

Writers group their thoughts into paragraphs. Writers group their thoughts by referring to the chart: “When to use Paragraphs in Narrative Writing”

*See Possible ChartsAfter writers decide on paragraphing, they will meet in partnerships to talk about their paragraphing decisions and make changes based on partner feedback.

ML-SGI

Writers will edit their drafts for proper punctuation, grammar, capitalization, and age appropriate spelling.

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ML-SGI ML-SGIPossible Charts: Indicator Three

Editing Checklist

Check for Homophones (there, they’re, their—two, to, too—through, threw—due, do)

Look for punctuation Check to make sure your piece is all in one tense (past OR

present) Check for 1st (I) or 3rd (characters) person point of view Spelling (find number of spelling errors for age ie-9 or 10 at

least!) Capitalize all proper nouns PARAGRAPH—New place or event and every time a new

person speaks

Personal Narrative Revision Checklist

Use this checklist to help make sure that your small moment personal narrative piece is the best that it can be.

Did you use a lead that grabs the reader’s attention?

Did you develop characters by telling what they look like, how they act and what they say?

Did you describe the setting by using sensory details?

Did you vary your words, use powerful verbs and incorporate appropriate transitional words in your piece?

Did you end your personal narrative with a strong feeling,

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image or action?

Personal Narrative Endings Examples

Type Example from a book Student examplesStrong Feelings “I think I know my grandfather now. I miss him very much.”

-Grandfather’s Journey

Strong Images “Every afternoon Adelina continues to gaze across the water. Sometimes now, when she closes her eyes, she can still see the whales swimming by. And if she listens really closely, she can hear their breathing.”

-Adelina’s Whales

Strong Action “The man stood and picked up his ax. He swung back his arm as though to strike the tree. Suddenly he stopped. He turned and looked at the animals and the child. He hesitated. Then he dropped the ax and walked out of the forest.”

-The Great Kapok Tree

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Writers Use Mentor Texts to Craft Engaging Beginnings or LeadsPeter’s Chair by Ezra Jack Keats Small action Peter stretched as high as he could.

There! His tall building was finished.

Bigmama’s by Donald Crews External dialogue “Did you see her? Did you see Bigmama?”

Fireflies by Julie Brinkloe Setting On a summer evening I looked up from dinner, through the open window to the backyard.

When to Use Paragraphs in Narrative Writing A new character comes along A new event happens A new idea is introduced There is a new setting A new person is speaking A lot of time moves forward (or backward)

Possible Conferring Questions- Indicator ThreeConferring questions for revising and editing

Which sensory details can you add to help the reader see, hear, and feel the scene? Which lead do you think will capture your reader‘s attention and match the style of your small moment personal narrative? Which ending do you think will bring your narrative to a strong resolution? What were you thinking in your head (internal dialogue) or saying out loud (external dialogue) that can be added to this scene? How are you

going to incorporate that into your piece? How did you decide to group your ideas together into paragraphs?

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How did you edit your small moment personal narrative? How did you choose where to place punctuation in your piece? Does the punctuation you used show your reader how to read your piece? Did you double-check that all of the words on the word wall, on class charts, and in your personal tricky word list are spelled correctly in your

writing? Did you begin each sentence with a capital letter and capitalize every proper noun?

Indicator FourWriting

Writers will publish their personal narratives.

PUBLISHING AND CELEBRATING

Lesson 11 Lesson 12 QUICK WRITE--TYPEDWriters will publish small moment personal narratives by copying over their drafts in their neatest handwriting or using a word processing system. Writers will follow publishing checklist, in preparation for writing celebration.

ML-SGI

Writers will create an illustration that best captures the importance of their small moment personal narrative (if time allows)

Writers will share personal narratives with peers and receive positive feedback and congratulations!

ML-SGI

Students will get 30 minutes to respond to a writing prompt. (See Teacher Note****)

For this Quick Write, students will type for the 30 minute period.

ML-SGIConferring Questions – Indicator Four

What are you most proud about in your small moment personal narrative? Have you reread your published draft to make sure that it makes sense, is legible and is your best work?

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Possible Charts- Indicator Four

Publishing Final Copy—BEST work! Neatest Handwriting Make sure that spelling and punctuation is the best it can be Copy exactly what is in your rough draft-- include all revisions and

edits **Title, first and last names, date Cover and Illustration—a preview of your story

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Name:__________________________________Date:_____________________________

Personal NarrativeRubric for Assessment

Skill Experiencing Difficulty Progressing and Developing

Independent

Writes a personal narrative piece about an event or experience

Isolates a small moment

Uses description and detail

Uses dialogue

Revisits own writing to vary leads and endings

Revises for organization and word choice (e.g. paragraphing and transition words)

Incorporates suggestions from others about own writing

Edits for punctuation, spelling, and grammar with greater precision

Uses tools (e.g. dictionaries, word lists, and spell checkers) to edit

Publishes and presents work using the writing process (drafting, revising, editing)

**Support Document- Rubric for Assessment

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Documents

Reading Unit of Study: Readers Think and Talk about … · Web viewHe swung back his arm as though to strike the tree. ... -The Great Kapok Tree. ... Did you double-check that all