Humble ISD – 2nd Grade Writing



Humble ISD – 2nd Grade Writing Unit - 1st – 9 Weeks

|Big Ideas/Enduring Understandings |Essential Questions |TEKS/Student Expectations |

|Foundations of Writing |Where do authors get ideas? |2.17(A)(B)(C)(D)(E) |

|We are a community of story tellers and authors. |What stories am I an expert at telling? |2.18(A),2(L1),2.19(A), |

|Writers use mentor texts for inspiration and to study the author’s craft. |How do I choose one idea to share and write about? |2.19(B)(C),2.21(A)(B)(C), |

|Authors write for different purposes and audiences. |How does studying mentor texts improve your writing? |2.22(A)(B)(C), |

|Writers think about what they will write. |How do the steps in the writing process lead to better quality writing? |2.23(A)(B)(C)(D)(E)(F), |

|Authors are always collecting ideas for writing. |How can I make my writing better? |2.28(A)(B),2.29(A), |

|Writers collect ideas from personal experiences. |What is the difference between revising and editing? When is it |2.30(A) |

|Authors share their thoughts and ideas for writing throughout the entire writing process. |appropriate to use each? | |

|Authors listen respectfully as others share their writing. |How do I decide if my writing is finished? | |

|Writing involves many actions that require practice. |What are the expectations of my community during writing workshop? | |

|Writing is a process that includes pre-writing, drafting, revising, editing, and publishing. |How do authors help readers understand their story? | |

|Telling your story is the first pre-write. |What can writers do to be sure that they stay on topic? | |

|There is a difference between revising and editing. Revising is an ongoing process. Editing is a final |What kind of details should writers include to bring their story to life? | |

|check for written conventions. |How can writers use conventions to convey their message? | |

|Writers are always thinking about how to make their writing better-before, during, and after writing. |How do I know when sentences are complete and clear? | |

|Writers use written conventions to make their writing accessible to the reader. |What will I do to fix my writing if it doesn’t look right, sound right? | |

|Developing our Writing |How can my peers help me become a better writer? | |

|Writers ensure that their writing is focused and stays on topic. | | |

|Writers organize their ideas in ways that are appropriate to their purpose. | | |

|Writers add details to help readers experience their story. | | |

|Writers use written conventions to make their writing accessible to the reader. | | |

|Writers use complete, clear sentences. | | |

|Writers share and discuss their writing and the writing of others. | | |

|Writers learn from others. | | |

|Oral and Written Conventions/Conventions |Oral and Written Conventions/Handwriting, Capitalization, and |Listening and Speaking/Listening. |

|Students understand the function of and use the conventions of academic|Punctuation. |Students use comprehension skills to listen attentively to others in |

|language when speaking and writing. Students continue to apply earlier |Students write legibly and use appropriate capitalization and |formal and informal settings. Students continue to apply earlier |

|standards with greater complexity. |punctuation conventions in their compositions. |standards with greater complexity. Students are expected to: |

| | |27(A) listen attentively to speakers and ask relevant questions to |

|These TEKS should be taught as mini-lessons during writing instruction |These TEKS should be taught as mini-lessons during writing instruction |clarify information; and |

|and/or during a separate instructional time. |and/or during a separate instructional time. |27(B) follow, restate, and give oral instructions that involve a short |

| | |related sequence of actions. |

|Students are expected to: |Students are expected to: |Listening and Speaking/Speaking. |

|21(A) understand and use the following parts of speech in the context |22(A) write legibly leaving appropriate margins for readability; |Students speak clearly and to the point, using the conventions of |

|of reading, writing, and speaking: |22(B) use capitalization for: |language. Students continue to apply earlier standards with greater |

|(i) verbs (past, present, and future); |22(L1) the beginning of sentences; |complexity. Students are expected to: |

|ii) nouns (singular/plural, common/proper); |22(L2) the pronoun "I"; |29(A) share information and ideas that focus on the topic under |

|(iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, |22(L3) names of people; |discussion, speaking clearly at an appropriate pace, using the |

|the); |(i) proper nouns; |conventions of language |

|(iv) adverbs (e.g., time: before, next; manner: carefully, |22(L4) official titles of people; | |

|beautifully); |(ii) months and days of the week; | |

|(v) prepositions and prepositional phrases; |22(L5) geographical names and places; | |

|vi) pronouns (e.g., he, him); |(iii) the salutation and closing of a letter; | |

|(vii) time-order transition words; |22(L6) titles of books, stories, and essays. | |

|21(B) use complete sentences with correct subject-verb agreement; and |22(C) recognize and use punctuation marks, including: | |

|21(C) distinguish among declarative and interrogative sentences. |(i) ending punctuation in sentences; | |

| |(ii) apostrophes and contractions; and | |

| |iii) apostrophes and possessives; | |

| |(L) commas in series and dates; and | |

| |(L) quotation marks. | |

| | |Listening and Speaking/Teamwork. |

| | |Students work productively with others in teams. Students are expected |

| | |to: 23(A) follow agreed-upon rules for discussion, including taking |

| | |turns and speaking one at a time. |

|Week 1 |

|Writing Focus: Setting Up a Writer’s Workshop |

|ELPS |(5) Cross-curricular second language acquisition/writing. The ELL |(A) learn relationships between sounds and letters of the English language to represent sounds when writing in |

| |writes in a variety of forms with increasing accuracy to effectively |English; |

| |address a specific purpose and audience in all content areas. ELLs may |(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |be at the beginning, intermediate, advanced, or advanced high stage of |(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with |

| |English language acquisition in writing. In order for the ELL to meet |increasing accuracy as more English is acquired; |

| |grade-level learning expectations across foundation and enrichment |(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and |

| |curriculum, all instruction delivered in English must be linguistically|appropriate verb tenses commensurate with grade-level expectations as more English is acquired; |

| |accommodated (communicated, sequenced, and scaffolded) commensurate |(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level |

| |with the student's level of English language proficiency. For |expectations, such as: |

| |Kindergarten and Grade 1, certain of these student expectations do not |(i) using correct verbs, tenses, and pronouns/antecedents |

| |apply until the student has reached the stage of generating original | |

| |written text using a standard writing system. The student is expected | |

| |to: | |

|TEKS |Students write about their own experiences. Students are expected to: (L) write about important personal experiences. |

| |17. A, B Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to plan a first draft by selecting a|

| |genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); develop |

| |drafts by categorizing ideas and organizing them into paragraphs |

| |18. A Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to write brief stories that include a |

| |beginning, middle, and end and contain details about the characters and setting |

| |21. A (L)Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater |

| |complexity. Students are expected to: understand and use the following parts of speech in the context of reading, writing, and speaking: months and days of the week |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Minilesson: |Minilesson: |Minilesson: |Minilesson: |Minilesson: |

|Explain that every day children will |Show children how you go about choosing a |Remind children that today and every |Tell children that writers not only |Discuss the common obstacle that |

|work in a writing workshop and that |topic you know and care about. |day the writing workshop will begin |write on topics they care about, but |most writers face: “I don’t know |

|the workshop will always begin with a |Show children that you begin by thinking |with a minilesson. Remind them of what|writers also have special writing |what to write!” |

|meeting. Tell the children they are |about your subject, and then you sketch it|happens in a minilesson. |tools. |Explain that good authors know |

|going to become writers. |from the image in your mind. |Tell children what you’ll teach them |Teach the students how the supply |tricks/writing secrets that help |

|Create Writer’s Workshop Schedule with|Next, show children that you say the whole|today: what writers do when they think |system will work. |them become writing detectives, |

|students |idea that you’ll write, then, you write |they’re done. |Demonstrate how the tools should be |constantly looking for and finding |

|Introduce students to their writing |your idea one word at a time. |Reenact the process of writing |used, and have the children try a |ideas. |

|folders/spirals. This will be the |Model organizing your writing on the page |yesterday’s story, showing children |practice run. |One trick is to think “What if…?” |

|special place where they keep their |with attention to spacing, skipping lines,|that when you are done, you decide to |Tell students this will be the daily |Model and encourage students to |

|writing. |adding a name and date and directionality.|add on-to the writing, to the picture, |system for using supplies in writing |share “What if…” ideas. Record on |

|Active Engagement: |Establish where students will work in the |or to a new story. |workshop. |chart paper. |

|Allow students to use this time to |classroom, practice your attention getting|Name what you’ve done that you hope |Create a Looks Like/Sounds Like chart|Active Engagement: |

|personalize their writing notebooks to|signal, and provide clear expectations of |your children will do now and always: |with students and revisit during the |Students will make their own “What |

|promote a sense of excitement and |their voice levels (Quiet Zone vs. Silent|Add to the picture, add to the words, |writing period to point out things |if…?” topic list. |

|ownership. |Zone) |or start new writing. |that are going well and things that |Share/Reflect: |

|Share/Reflect: |Active Engagement: |Active Engagement: |need to be improved. |Students share their “What if…” |

|Gather whole group to allow students |Explain to the students that what you’ve |Students write and try the new skill on|Active Engagement: |with a buddy and add to their own |

|to share |demonstrated is what they will now do. |their own. |As students write, stop to address a |lists. Choose a few students to |

| |Students tell a partner about their idea |Share/Reflect: |teaching point using the criteria |share whole group. |

| |and then write on their own. |Gather whole group to sum up, share, |chart. | |

| |Share/Reflect: |and celebrate. |Share/Reflect: | |

| |Gather whole group to allow students to | |Gather whole group to go over the | |

| |share | |writing workshop routine with | |

| | | |students. | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Week 2: |

|Writing Focus: Setting up Writer’s Workshop |

|ELPS |(5) Cross-curricular second language acquisition/writing. The ELL |(A) learn relationships between sounds and letters of the English language to represent sounds when writing in |

| |writes in a variety of forms with increasing accuracy to effectively |English; |

| |address a specific purpose and audience in all content areas. ELLs may |(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |be at the beginning, intermediate, advanced, or advanced high stage of |(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with |

| |English language acquisition in writing. In order for the ELL to meet |increasing accuracy as more English is acquired; |

| |grade-level learning expectations across foundation and enrichment |(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and |

| |curriculum, all instruction delivered in English must be linguistically|appropriate verb tenses commensurate with grade-level expectations as more English is acquired; |

| |accommodated (communicated, sequenced, and scaffolded) commensurate |(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level |

| |with the student's level of English language proficiency. For |expectations, such as: |

| |Kindergarten and Grade 1, certain of these student expectations do not |(i) using correct verbs, tenses, and pronouns/antecedents |

| |apply until the student has reached the stage of generating original | |

| |written text using a standard writing system. The student is expected | |

| |to: | |

|TEKS |17. A, B, C, D Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to plan a first draft by |

| |selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, |

| |journals); develop drafts by categorizing ideas and organizing them into paragraphs; revise drafts for focus and coherence by adding or deleting words, phrases, or sentences, |

| |elaborating, combining and rearranging text independently and in response to feedback from peers and teachers; edit drafts for grammar, punctuation, and spelling using a |

| |teacher-developed rubric |

| |18. A Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to write brief stories that include a |

| |beginning, middle, and end and contain details about the characters and setting |

| |21. A i, ii Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater |

| |complexity. Students are expected to: understand and use the following parts of speech in the context of reading, writing, and speaking: verbs (past, present, and future); nouns |

| |(singular/plural,common/proper) |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Minilesson: |Minilesson: |Minilesson: |Minilesson: |Minilesson: |

|Tell students that you have been thinking |Tell students that you have been |Before students come to the |Remind students that they have already |Tell students that sometimes |

|about where you get ideas for your stories, |thinking about where you get ideas |writer’s meeting, tell them to |thought of some questions that writers |writers hesitate to draw or write |

|and you realized that most of the stories you |for your stories, and you realized |choose a book they like to read |ask themselves when they think they are|about particular topics because |

|write are based on things that have happened |that most of the stories you write |and think about where the author |done. |they aren’t sure how to draw or |

|to you. You are an “expert” on writing |are based on things that have |got the idea for writing. |Tell them that today, they will learn |write about the subject. Tell them|

|stories about your experiences. Share your |happened to you. You are an “expert”|Allow students time to share their|more ways that writers can write |you’ll show them what you do in |

|pre-made chart of “5 Good Story Topics” from |on writing stories about your |opinion about where the author |more/tell more. |that case. |

|your life. |experiences. Share your pre-made |might have gotten their idea for |Using a piece of your own writing on |Reenact a writing episode in which |

|Ask students to think about experiences |chart of “5 Good Story Topics” from |writing. |chart paper, model going back to add |you encounter difficulty. Consider|

|they’ve had that make them an expert on |your life. |Compile a list with students of |more details. |options for an easier topic and |

|writing a certain story. Have them turn and |Ask students to think about |the different story inspirations. |Create a chart with students What Does |then decide to persist with the |

|talk to a partner.. |experiences they’ve had that make |Active Engagement:: |It Mean To Write More/Tell More? |challenging subject. |

|Tell students that from now on, whenever they |them an expert on writing a certain |Students continue prewriting or |Active Engagement: |Act out the entire process again |

|feel themselves getting ready to say “I don’t |story. Have them turn and talk to a |choosing a topic to write about.. |Encourage writers to go back to |quickly so the students see another|

|know what to write,” think about something |partner.. |Share/Reflect: |something they started writing and find|example of what you mean. |

|that they have done or something that has |Tell students that from now on, |Choose a few students to share |a way to add more to it. |Ask children to name what they saw |

|happened to them. Think about something that |whenever they feel themselves getting|whole group. |Share/Reflect: |you doing when you got to the |

|makes you feel different or a memory you don’t|ready to say “I don’t know what to | |Choose a student to share who took the |tricky part of the drawing. |

|ever want to forget.. Tell them, “You are an |write,” think about something that | |minilesson to heart by using the chart |Active Engagement: |

|expert. And once you’ve written your story |they have done or something that has | |to add more to their writing. |Remind students that you expect |

|down on paper, it will never be forgotten.” |happened to them. Think about | | |they will draw their own pictures |

|Active Engagement: |something that makes you feel | | |the best they can. |

|Students will make a list of stories they are |different or a memory you don’t ever | | |During writing time, when you see |

|experts at telling. If they have time, they |want to forget.. Tell them, “You are| | |someone try to take the advice of |

|can continue to add to their “What if” list or|an expert. And once you’ve written | | |the minilesson, celebrate it by |

|choose a topic to write about. |your story down on paper, it will | | |pointing it out to the whole class.|

|Share/Reflect: |never be forgotten.” | | |Share/Reflect: |

|Choose a few students to share whole group. |Active Engagement: | | |Gather whole group, select a writer|

| |Students will make a list of stories | | |who tried the work of the |

| |they are experts at telling. If they| | |minilesson, and have the child tell|

| |have time, they can continue to add | | |the rest of the class how it went. |

| |to their “What if” list or choose a | | |Remind students they can try the |

| |topic to write about. | | |work of this session any time |

| |Share/Reflect: | | |during writer’s workshop. |

| |Choose a few students to share whole | | | |

| |group. | | | |

| | | | | |

| | | | | |

|Week 3: |

|Writing Focus: Setting Up a Writer’s Workshop; |

|Writing Convention: Complete Sentences, Capitalization and Punctuation |

|ELPS |(5) Cross-curricular second language acquisition/writing. The ELL |(A) learn relationships between sounds and letters of the English language to represent sounds when writing in |

| |writes in a variety of forms with increasing accuracy to effectively |English; |

| |address a specific purpose and audience in all content areas. ELLs may |(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |be at the beginning, intermediate, advanced, or advanced high stage of |(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with |

| |English language acquisition in writing. In order for the ELL to meet |increasing accuracy as more English is acquired; |

| |grade-level learning expectations across foundation and enrichment |(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and |

| |curriculum, all instruction delivered in English must be linguistically|appropriate verb tenses commensurate with grade-level expectations as more English is acquired; |

| |accommodated (communicated, sequenced, and scaffolded) commensurate |(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level |

| |with the student's level of English language proficiency. For |expectations, such as:using correct verbs, tenses, and pronouns/antecedents |

| |Kindergarten and Grade 1, certain of these student expectations do not |(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine |

| |apply until the student has reached the stage of generating original |phrases, clauses, and sentences in increasingly accurate ways as more English is acquired |

| |written text using a standard writing system. The student is expected | |

| |to: | |

|TEKS |17. C, D, E Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to  develop drafts by |

| |categorizing ideas and organizing them into paragraphs; revise drafts for focus and coherence by adding or deleting words, phrases, or sentences, elaborating, combining and rearranging |

| |text independently and in response to feedback from peers and teachers; edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and publish and share writing|

| |with others. |

| |18. A Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to write brief stories that include a |

| |beginning, middle, and end and contain details about the characters and setting |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Minilesson: |Minilesson: |Minilesson: |Minilesson: |Minilesson: |

|Remind students of their work |Tell the story of one student who |Tell writers today they’ll go from |Remind writers that they’ve been |Tell students that in the same way that |

|with the enlarged alphabet chart |realized they had more to say, added |writing one-page stories to writing in |thinking up topics and writing true |certain topics make us want to do all kinds |

|and word wall, and let them know |another page of their writing, and then|ready-made booklets. |stories. Tell them there are more |of writing; our daily life can make us want |

|that you’ll teach them to use |stored their writing in a special place|Point out that a picture book doesn’t |kinds of writing than just stories. |to do all kinds of writing too. |

|these charts as a resource for |so they could come back to it later. |have a summary but instead has a |Tell writers that when you love a |Tell students what you will talk about |

|writing. |Tell students that today you’ll teach |detailed story that spans over many |topic, you write lots of kinds of |today: finding writing projects in daily |

|Think Aloud as you write, |them a way to keep working on the same |pages. Explain to the children that |writing related to the topic. Show |life. |

|demonstrating how the alphabet |story for several days and how to store|they can write detailed stories that |examples, naming the style of |Explain how life presents instances that |

|chart and word wall is a useful |it in their folder. |span over many pages also. |writing. |call for writing (Instances may include |

|tool. |Show children the way one child uses |Remind students of a shared class |Examples may include a list and a |remembering plans for the day, writing a |

|Ask students what they notice. |dots to separate folder pockets for |experience, and retell the experience |letter. |note, or making a card.) |

|Hand out individual alphabet |finished and for ongoing work. |in an exceptionally short summary. |Create a chart with students that |Tell students about an incident in your life|

|charts and/or personal word |Active Engagement: |Ask the children to turn and talk to a |naming different styles of writing |and ask them to tell a partner what style of|

|walls. |Tell students that today they’ll sort |neighbor and share their version of the|entitled, What Do Authors Write? |writing would be appropriate. |

|Active Engagement: |their writing into categories: |first page of a several page story of |Tell children that they, too, can |Add to Chart-What Do Authors Write? |

|Remind students that they can use|Finished or Ongoing Writing |the experience. |write in many genres. |Active Engagement: |

|the alphabet chart and the word |Share/Reflect: |Model writing in a ready -made book. |Active Engagement:: |Ask students to think about their own lives |

|wall as a resource as they write.|Before gathering, show students how you|Active Engagement: |Ask the children to think of a topic |and what writing projects are called for in |

|Share/Reflect: |filed your current writing in the |Ask the children to write on the new |they care about. What else could |them. Discuss and share ideas before |

|Choose a child who used the |appropriate pocket of your folder. |paper- the blank booklets with several |they write related to that topic? |students begin writing life-inspired |

|resource during the writing time.|Ask children to file their work |pages. |Ask them to share with a friend |projects. |

| |accordingly |Share/Reflect: |before independently writing. |Share/Reflect: |

| |Let students talk over their filing |Gather and let students share with a |Share/Reflect: |In preparation for upcoming minilessons, |

| |decisions of today with a partner. |partner.. |Choose some students who have taken |demonstrate for students how you choose a |

| | | |the advice of the minilesson, |piece of writing to publish. |

| | | |students who have written pieces in a|Highlight for students what you hope they |

| | | |new genre, to share. |noticed about your demonstration. Review |

| | | | |how writers pick pieces of writing to |

| | | | |publish. |

| | | | |Ask students to follow your example and |

| | | | |choose a piece of writing to work on and to |

| | | | |publish at the end of the unit. |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Week 4: |

|Writing Focus: Setting up Writer’s Workshop |

|Writing Convention: Complete Sentences, Capitalization and Punctuation |

|ELPS |(5) Cross-curricular second language acquisition/writing. The ELL |(A) learn relationships between sounds and letters of the English language to represent sounds when writing in |

| |writes in a variety of forms with increasing accuracy to effectively |English; |

| |address a specific purpose and audience in all content areas. ELLs may |(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |be at the beginning, intermediate, advanced, or advanced high stage of |(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with |

| |English language acquisition in writing. In order for the ELL to meet |increasing accuracy as more English is acquired; |

| |grade-level learning expectations across foundation and enrichment |(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and |

| |curriculum, all instruction delivered in English must be linguistically|appropriate verb tenses commensurate with grade-level expectations as more English is acquired; |

| |accommodated (communicated, sequenced, and scaffolded) commensurate |(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level |

| |with the student's level of English language proficiency. For |expectations, such as: |

| |Kindergarten and Grade 1, certain of these student expectations do not |(i) using correct verbs, tenses, and pronouns/antecedents |

| |apply until the student has reached the stage of generating original | |

| |written text using a standard writing system. The student is expected | |

| |to: | |

|TEKS |21. B Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. |

| |Students are expected to use complete sentences with correct subject-verb agreement |

| |22 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. |

| |17. C, D, E Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to  develop drafts by |

| |categorizing ideas and organizing them into paragraphs; revise drafts for focus and coherence by adding or deleting words, phrases, or sentences, elaborating, combining and rearranging |

| |text independently and in response to feedback from peers and teachers; edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and publish and share writing|

| |with others. |

| |18. A Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to write brief stories that include a |

| |beginning, middle, and end and contain details about the characters and setting |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Minilesson: |Minilesson: |Minilesson: |Minilesson: |Practice for the Author’s |

|Tell students that they have been |Tell students that authors publish |Remind students of the process they |Let students know that they are getting |Celebration. |

|working as writers. Thinking about, |their writing at the end of the writing|have gone through up until now, and |their pieces ready for an audience. |They practice forming a circle with|

|drawing, writing, and going back to |process. Before they publish, they |let them know they will be learning |Tell students that when authors publish, |their bodies; they have their |

|your writing is called the writing |look over everything they have written |how to edit their writing. |they get their writing ready to go out in |favorite parts of their writing |

|process. |and choose a piece to revise for |Tell students that when we edit our |the world. Publishing means “I can share |ready and rehearsed. Students |

|Tell students that writers start by |publication. |writing, we check to make sure people|my best work.” |learn that when they are finished |

|thinking about their writing ideas and|When writers fix up their draft, they |can read it. Editing is how our |Demonstrate publishing your own writing by|reading, they must turn to the |

|planning how they will write about |are Revising. Revising means “I can |writing looks. Editing means “I can |going back and coloring your pictures or |person on their right, so the next |

|these ideas. This thinking step is |make it better!” Revising is how our |make sure others read it!” |making a colored border with colored |person knows when to begin reading.|

|called Prewriting. Prewriting means |writing sounds. |Edit your own writing in front of |pencils to make the piece more beautiful |Make sure the day has a special |

|“I can think!” Discuss the ways they |Ask children to help you fix up, or |your students. Slow down your |and more meaningful. |feel from the moment the children |

|have already engaged in prewriting. |revise, a story you’ve written about an|demonstration so the students can see|Have students think of how they will add |walk into the room by sharing your |

|Tell students that when writers write |event the class knows well. |the kinds of strategies you use. |color and share their plan with a buddy |own excitement. |

|the best they can and keep writing, |Create a chart with students: |Model rereading your piece using your|before they write. |Open the celebration with an air of|

|this is called Drafting. Drafting |Questions I Ask Myself When I Revise |finger and stopping to fix a |Active Engagement: |ceremony and pride in the work the |

|means “I can write!” Discuss the ways |(See sample chart on right. Add to |misspelled word. Write the correct |Send them off to fancy up their work with |class has done in this unit. |

|they have already engaged in drafting.|chart as students acquire more revising|word above the misspelled word |colored pencils. |Ask writers to begin reading into |

|Show the writing process wheel that |strategies.) |instead of erasing. (Establish this |Share/Reflect: |the circle and select the student |

|will be used to help students move |Active Engagement: |expectation for how students fix |Engage students in a gallery walk. Say, |to start the ritual. |

|through the writing process. (This |Let the students know that they can try|misspelled words.) |Writers, today let’s leave our work out on|Encourage children to compliment |

|chart can be implemented at the |to revise their own writing today. |Create a chart with students: When I|the tables and walk around and admire the |and praise each other’s writing. |

|beginning of the next writing unit or |They should work on the piece they |Edit, I…(See sample chart on right. |ways in which we made our writing |Bring the reading time to a close |

|utilized now) |previously selected to publish. |Add to chart as students acquire more|beautiful. |and offer a toast to begin the time|

|Active Engagement: |Share/Reflect: |editing strategies.) | |for refreshments and chatting. |

|Tell writers that today they will |Select some pieces of student writing |Active Engagement: | | |

|continue to do the work of real |to share with the class. The pieces |Ask students to try this same thing, | | |

|authors by using the writing process |should demonstrate what you hope the |to try editing their own work by | | |

|to prewrite and draft. |children will all try to do. |making sure their words look right. | | |

|Share/Reflect: | |Share/Reflect: | | |

|Choose some students to share their | |Select some pieces of student writing| | |

|writing whole group. | |to share with the class. The pieces | | |

| | |should demonstrate what you hope the | | |

| | |children will all try to do. | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download