Big Ideas/Enduring Understandings



Big Ideas/Enduring Understandings

|Essential Questions |TEKS/Student Expectations | |

|Foundations of Writing |1. What are different ways writers communicate? |1.17(A), 1.17(B), 1,17(C), 1.17(D), 1.17(E), |

|We are a community story tellers and authors. |2. How can I use pictures, letter sounds, and words to write?|1.18(A), 1.19(A), 1.(L1), 1.21(A), 1.21(B), |

|Writers use mentor texts for inspiration and to study the author’s craft. |3. What can I learn from listening to texts by mentor |1.21(C), 1.22(A), 1.22(B), 1.22(C), 1.22(D), |

|Authors write for different purposes and audiences. |authors? |1.22(E) 1.22(L1, L2), 1.27(A), 1.27(B), |

|Writers think about what they will write. |4. Where do authors get ideas? |1.28(A), 1.29(A) |

|Authors are always collecting ideas for writing. |5. What stories am I an expert at telling? | |

|Writers collect ideas from personal experiences. |6. How do I choose one idea to share and write about? | |

|Authors share their thoughts and ideas for writing throughout the entire writing process.|7. How can I share my thoughts and ideas with others? | |

| |8. How do the steps in the writing process lead to better | |

|Authors listen respectfully as others share their writing. |quality writing? | |

|Writing involves many actions that require practice. |9. How can I make my writing better? | |

|Writing is a process that includes pre-writing, drafting, revising, editing, and |10. What is the difference between revising and editing? When| |

|publishing. |is it appropriate to use each? | |

|Telling your story is the first pre-write. |11. How do I decide if my writing is finished? | |

|There is a difference between revising and editing. Revising is an ongoing process. |12. What are the expectations of my community during writing | |

|Editing is a final check for written conventions. |workshop? | |

|Writers are always thinking about how to make their writing better – before, during, and |13. How do authors help readers understand their story? | |

|after writing. |14. What kind of details should writers include to bring | |

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

| |15. How can writers use conventions to convey their message? | |

|Developing our Writing | | |

|Writers think of an order for their ideas. | | |

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

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

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

|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 |

| | |clarify information; and |

|These TEKS should be taught as mini-lessons during writing instruction |These TEKS should be taught as mini-lessons during writing instruction |27(B) follow, restate, and give oral instructions that involve a short |

|and/or during a separate instructional time. |and/or during a separate instructional time. |related sequence of actions. |

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

|20(A) understand and use the following parts of speech in the context |21(A) form upper- and lower-case letters legibly in text, using the |Students speak clearly and to the point, using the conventions of |

|of reading, writing, and speaking: |basic conventions of print (left-to-right and top-to-bottom |language. Students continue to apply earlier standards with greater |

|(i) verbs (past, present, and future); |progression), including spacing between words and sentences; |complexity. Students are expected to: |

|(ii) nouns (singular/plural, common/proper); |21(B) recognize and use basic capitalization for: |28(A) share information and ideas about the topic under discussion, |

|(iii) adjectives (e.g., descriptive: green, tall); |(i) the beginning of sentences; |speaking clearly at an appropriate pace, using the conventions of |

|(iv) adverbs (e.g., time: before, next); |(ii) the pronoun "I"; |language. |

|(v) prepositions and prepositional phrases; |(iii) names of people. | |

|(v) prepositions and prepositional phrases; |21(L1) months and days of the week; | |

|(vii) time-order transition words; |21(L2) the salutation and closing of a letter; | |

|20(B) speak in complete sentences with correct subject-verb agreement; |21(C) recognize and use punctuation marks at the end of declarative, | |

|and |exclamatory, and interrogative sentences. | |

|20(C) ask questions with appropriate subject-verb inversion. | | |

| | |Listening and Speaking/Teamwork. |

| | |Students work productively with others in teams. Students continue to |

| | |apply earlier standards with greater complexity. Students are expected |

| | |to: |

| | |29(A) follow agreed-upon rules for discussion, including listening to |

| | |others, speaking when recognized, and making appropriate contributions.|

| |

|Week 1: |

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

|ELPS |ELPS Connection: (5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience |

| |in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning |

| |expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the |

| |student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original |

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

| |(A)  learn relationships between sounds and letters of the English language to represent sounds when writing in English; |

| |(B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |(C)  spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired |

|TEKS |Writing/Writing Process. Students use elements of the writing process (planning, drafting, |Oral and Written Conventions/Conventions. |

| |revising, editing, and publishing) to compose text. Students are expected to: |Students understand the function of and use the conventions of academic language when speaking and |

| |17 (A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, |writing. Students continue to apply earlier standards with greater complexity. Students are |

| |listing key ideas) |expected to: |

| |17 (B) develop drafts by sequencing ideas through writing sentences |20 (A) understand and use the following parts of speech in the context of reading, writing, and |

| |17 (C) revise drafts for focus and coherence by adding or deleting words, phrases, or |speaking: |

| |sentences, elaborating, combining and rearranging text in response to feedback from peers |verbs (past, present, and future) |

| |and teachers |nouns (singular/plural, common/proper |

| |17 (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric |20 (B) speak in complete sentences with correct subject-verb agreement |

| |17 (E) publish and share writing with others. |20 (C) ask questions with appropriate subject-verb inversion. |

| |Writing/Literary Text. Students write literary texts to express their ideas and feelings |Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly |

| |about real or imagined people, events, and ideas. Students are expected to: |and use appropriate capitalizations and punctuation conventions in their composition. Students are |

| |18 (A) write brief stories that include a beginning, middle and end |expected to: |

| |Writing. Students write about their own experiences. Students are expected to: |21 (A) from upper- and lower- case letters legibly in text, using the basic conventions of print |

| |(L1) write about important personal experiences. |(left-to-right and top-to-bottom progression), including spacing between words and sentences. |

| |Writing/Expository and Procedural Texts. Students write expository and procedural or |Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: |

| |work-related text to communicate ideas and information to specific audiences for specific |22 (A) use phonological knowledge to match sounds to letters to construct known words. |

| |proposes. Students are expected to: |22 (B) use letter-sound patterns to spell. |

| |19 (A) write brief compositions about topics of interest to the student. |(i) consonant-vowel-consonant (CVC) words |

| |19 (B) write short letters that put ideas in a chronological or logical sequence and use |22 (E) use print and electronic resources (such as word walls and word banks) to find correct |

| |appropriate conventions (e.g., date, salutation, closing. |spellings |

|Monday |Tuesday |Wednesday |Thursday |Friday |

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

|Explain that every day |Show children how you go about choosing a |Remind children that today and every |Tell children that writers not only |Introduce an example (such as My Little Island) of|

|children will work in a |topic you know and care about. |day the writing workshop will begin |write on topics they care about, but |how an expert author uses detailed illustrations |

|writing workshop and that the |Show children that you begin by thinking |with a minilesson. Remind them of what|writers also have special writing |to help tell a story. |

|workshop will always begin |about your subject, and then you sketch it |happens in a minilesson. |tools. |Tell students that you’ll teach them to approach |

|with a meeting. Tell the |from the image in your mind. |Tell children what you’ll teach them |Teach the students how the supply |writing with an idea in mind. |

|children they are going to |Next, show children that you say the whole |today: what writers do when they think |system will work. |Demonstrate this concept by telling a story about |

|become writers. |idea that you’ll write, then, you write your |they’re done. |Demonstrate how the tools should be |an event the class experienced. Draw the details |

|Create Writer’s Workshop |idea one word at a time. |Reenact the process of writing |used, and have the children try a |you envision. |

|Schedule with students |Model organizing your writing on the page |yesterday’s story, showing children |practice run. |Have the students join in to help you add parts of|

|Introduce students to their |with attention to spacing, skipping lines, |that when you are done, you decide to |Tell students this will be the daily |the story to the illustration. |

|writing folders/spirals. This|adding a name and date and directionality. |add on-to the writing, to the picture, |system for using supplies in writing |Active Engagement: |

|will be the special place |Establish where students will work in the |or to a new story. (Model by adding to |workshop. |Remind students to get a picture in their minds |

|where they keep their writing.|classroom, practice your attention getting |your story from yesterday) |Create a Looks Like/Sounds Like chart|before they write, and then to add details they |

|Active Engagement: |signal, and provide clear expectations of |Name what you’ve done that you hope |with students and revisit during the |envision to their drawings. Get them started |

|Allow students to use this |their voice levels (Quiet Zone vs. Silent |your children will do now and always: |writing period to point out things |envisioning before they go off to write. |

|time to personalize their |Zone) |Add to the picture, add to the words, |that are going well and things that |Share/Reflect: |

|writing notebooks to promote a|Active Engagement: |or start new writing. |need to be improved. |Gather whole group to study an illustration that |

|sense of excitement and |Explain to the students that what you’ve |Active Engagement: |Active Engagement: |contains enough details to tell a story in itself.|

|ownership. |demonstrated is what they will now do. |Students write and try the new skill on|As students write, stop to address a | |

|Share/Reflect: |Students tell a partner about their idea and |their own. |teaching point using the criteria |Ask students to do the same kind of studying with |

|Gather whole group to allow |then write on their own. |Share/Reflect: |chart. |their own pictures and add details. |

|students to share. |Share/Reflect: |Gather whole group to sum up, share, |Share/Reflect: | |

| |Gather whole group to allow students to |and celebrate. |Gather whole group to go over the | |

| |share. | |writing workshop routine with | |

| | | |students. | |

|Week 2: |

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

|ELPS |ELPS Connection: (5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience |

| |in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning |

| |expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the |

| |student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original |

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

| |(A)  learn relationships between sounds and letters of the English language to represent sounds when writing in English; |

| |(B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |(C)  spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired |

|TEKS |Writing/Writing Process. Students use elements of the writing process (planning, drafting, |Oral and Written Conventions/Conventions. |

| |revising, editing, and publishing) to compose text. Students are expected to: |Students understand the function of and use the conventions of academic language when speaking and |

| |17 (A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, |writing. Students continue to apply earlier standards with greater complexity. Students are |

| |listing key ideas) |expected to: |

| |17 (B) develop drafts by sequencing ideas through writing sentences |20 (A) understand and use the following parts of speech in the context of reading, writing, and |

| |17 (C) revise drafts for focus and coherence by adding or deleting words, phrases, or |speaking: |

| |sentences, elaborating, combining and rearranging text in response to feedback from peers |verbs (past, present, and future) |

| |and teachers |nouns (singular/plural, common/proper |

| |17 (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric |20 (B) speak in complete sentences with correct subject-verb agreement |

| |17 (E) publish and share writing with others. |20 (C) ask questions with appropriate subject-verb inversion. |

| |Writing/Literary Text. Students write literary texts to express their ideas and feelings |Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly |

| |about real or imagined people, events, and ideas. Students are expected to: |and use appropriate capitalizations and punctuation conventions in their composition. Students are |

| |18 (A) write brief stories that include a beginning, middle and end |expected to: |

| |Writing. Students write about their own experiences. Students are expected to: |21 (A) from upper- and lower- case letters legibly in text, using the basic conventions of print |

| |(L1) write about important personal experiences. |(left-to-right and top-to-bottom progression), including spacing between words and sentences. |

| |Writing/Expository and Procedural Texts. Students write expository and procedural or |Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: |

| |work-related text to communicate ideas and information to specific audiences for specific |22 (A) use phonological knowledge to match sounds to letters to construct known words. |

| |proposes. Students are expected to: |22 (B) use letter-sound patterns to spell. |

| |19 (A) write brief compositions about topics of interest to the student. |(i) consonant-vowel-consonant (CVC) words |

| |19 (B) write short letters that put ideas in a chronological or logical sequence and use |22 (E) use print and electronic resources (such as word walls and word banks) to find correct |

| |appropriate conventions (e.g., date, salutation, closing. |spellings |

|Monday |Tuesday |Wednesday |Thursday |Friday |

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

|Tell students that sometimes writers hesitate |Tell children that writers |Tell students they are writing like the|Tell students you’ll show them a way to|Remind students that they previously learned to|

|to draw or write about particular topics |write. |authors they admire. Tell them you’ll |get started writing, building on what |draw the best they can and keep going. Tell |

|because they aren’t sure how to draw or write |Show two texts, pointing out |teach them how to write words. |they have already learned. |them this idea applies to spelling as well. |

|about the subject. Tell them you’ll show them|that in each the author |Write publicly, demonstrating what you |Return to a piece of writing you’ve |Demonstrate hesitating, trying to spell a hard |

|what you do in that case. |includes writing. |want students to try. |used previously in a minilesson and say|word, writing it the best way you can, and then|

|Reenact a writing episode in which you |Active Engagement: |Ask students to join you in writing the|aloud a new part you want to add. |continuing on to write more. |

|encounter difficulty. Consider options for an|Ask students to point to the |sounds you hear in the words you write.|Tell children to watch how you get the |Point out what you want them to notice in your |

|easier topic and then decide to persist with |place on their pages where |Active Engagement: |words onto the page. |demonstration. Invite them to help you go |

|the challenging subject. |they will draw and to the |Tell students to try on their own what |Retell the process you used to record |through the process again. |

|Act out the entire process again quickly so |place where they will write. |you have done together. |words. |Create a chart entitled “When I don’t know how |

|the students see another example of what you |Remind students to use |Point out the initiative of a student |Ask them to try the process with you. |to spell a word, I can…” |

|mean. |pictures and words. |who has done some independent revision.|Active Engagement: |Active Engagement: |

|Ask children to name what they saw you doing |Share/Reflect: |Share/Reflect: |Tell students to continue writing on |Remind students that they can do this in their |

|when you got to the tricky part of the |Gather whole group to share |Gather whole group. Choose a student to|their own using this same process in |independent writing. |

|drawing. |and reflect on successful |tell the story of his or her process of|their independent work. Tell them to |Share/Reflect: |

|Active Engagement: |uses of the minilesson. |stretching out a long or hard word to |get started by listening for the |Choose children who took the minilesson to |

|Remind students that you expect they will draw|Make sure all students in the|write down. |beginning sounds of words, then to |heart, whether they implemented the advice |

|their own pictures the best they can. |class realize that they have |Ask everyone to try, with a partner, |listen for the sounds that follow. |exactly or found a new strategy, and ask them |

|During writing time, when you see someone try |the ability to write as best |this process of stretching out a word |Share/Reflect: |to tell the class about their strategy. |

|to take the advice of the minilesson, |they can. |to write it.. |Share writing whole group. | |

|celebrate it by pointing it out to the whole | | | | |

|class. | | | | |

|Share/Reflect: | | | | |

|Gather whole group, select a writer who tried | | | | |

|the work of the minilesson, and have the child| | | | |

|tell the rest of the class how it went. Remind| | | | |

|students they can try the work of this session| | | | |

|any time during writer’s workshop. | | | | |

|Week 3: |

|Writing Focus: Setting Up A Writer’s Workshop; Writing Longer, More Varied, More Thoughtful Pieces |

|ELPS |ELPS Connection: (5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience |

| |in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning |

| |expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the |

| |student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original |

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

| |(A)  learn relationships between sounds and letters of the English language to represent sounds when writing in English; |

| |(B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |(C)  spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired |

|TEKS |Writing/Writing Process. Students use elements of the writing process (planning, drafting, |Oral and Written Conventions/Conventions. |

| |revising, editing, and publishing) to compose text. Students are expected to: |Students understand the function of and use the conventions of academic language when speaking and |

| |17 (A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, |writing. Students continue to apply earlier standards with greater complexity. Students are |

| |listing key ideas) |expected to: |

| |17 (B) develop drafts by sequencing ideas through writing sentences |20 (A) understand and use the following parts of speech in the context of reading, writing, and |

| |17 (C) revise drafts for focus and coherence by adding or deleting words, phrases, or |speaking: |

| |sentences, elaborating, combining and rearranging text in response to feedback from peers |verbs (past, present, and future) |

| |and teachers |nouns (singular/plural, common/proper |

| |17 (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric |20 (B) speak in complete sentences with correct subject-verb agreement |

| |17 (E) publish and share writing with others. |20 (C) ask questions with appropriate subject-verb inversion. |

| |Writing/Literary Text. Students write literary texts to express their ideas and feelings |Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly |

| |about real or imagined people, events, and ideas. Students are expected to: |and use appropriate capitalizations and punctuation conventions in their composition. Students are |

| |18 (A) write brief stories that include a beginning, middle and end |expected to: |

| |Writing. Students write about their own experiences. Students are expected to: |21 (A) from upper- and lower- case letters legibly in text, using the basic conventions of print |

| |(L1) write about important personal experiences. |(left-to-right and top-to-bottom progression), including spacing between words and sentences. |

| |Writing/Expository and Procedural Texts. Students write expository and procedural or |Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: |

| |work-related text to communicate ideas and information to specific audiences for specific |22 (A) use phonological knowledge to match sounds to letters to construct known words. |

| |proposes. Students are expected to: |22 (B) use letter-sound patterns to spell. |

| |19 (A) write brief compositions about topics of interest to the student. |(i) consonant-vowel-consonant (CVC) words |

| |19 (B) write short letters that put ideas in a chronological or logical sequence and use |22 (E) use print and electronic resources (such as word walls and word banks) to find correct |

| |appropriate conventions (e.g., date, salutation, closing. |spellings |

|Monday |Tuesday |Wednesday |Thursday |Friday |

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

|Let students know that you’ll |Tell the story of one student who |Tell writers today they’ll go from |Remind writers that they’ve been thinking |Tell students that in the same way that certain |

|teach them to use the word |realized they had more to say, added |writing one-page stories to writing |up topics and writing true stories. Tell |topics make us want to do all kinds of writing; our |

|wall and alphabet charts as a |another page of their writing, and then|in ready-made booklets. |them there are more kinds of writing than |daily life can make us want to do all kinds of |

|resource for writing. |stored their writing in a special place|Point out that a picture book |just stories. |writing too. |

|Think Aloud as you write, |so they could come back to it later. |doesn’t have a summary but instead |Tell writers that when you love a topic, |Tell students what you will talk about today: |

|demonstrating how the alphabet|Tell students that today you’ll teach |has a detailed story that spans over|you write lots of kinds of writing related |finding writing projects in daily life. |

|chart and word wall is a |them a way to keep working on the same |many pages. Explain to the children |to the topic. Show examples, naming the |Explain how life presents instances that call for |

|useful tool. |story for several days and how to store|that they can write detailed stories|style of writing. |writing (Instances may include remembering plans for |

|Ask students what they notice.|it in their folder. |that span over many pages also. |Examples may include a list and a letter. |the day, writing a note, or making a card.) |

|Hand out individual alphabet |Show children the way one child uses |Remind students of a shared class |Create a chart with students that naming |Tell students about an incident in your life and ask |

|charts and/or personal word |dots to separate folder pockets for |experience, and retell the |different styles of writing entitled, What |them to tell a partner what style of writing would be|

|walls. |finished and for ongoing work. |experience in an exceptionally short|Do Authors Write? |appropriate. |

|Active Engagement: |Active Engagement: |summary. |Tell children that they, too, can write in |Add to Chart-What Do Authors Write? |

|Remind students that they can |Tell students that today they’ll sort |Ask the children to turn and talk to|many genres. |Active Engagement: |

|use the alphabet chart and the|their writing into categories: |a neighbor and share their version |Active Engagement: |Ask students to think about their own lives and what |

|word wall as a resource as |Finished or Ongoing Writing |of the first page of a several page |Ask the children to think of a topic they |writing projects are called for in them. Discuss and|

|they write. |Share/Reflect: |story of the experience. |care about. What else could they write |share ideas before students begin writing |

|Share/Reflect: |Before gathering, show students how you|Model writing in a ready -made book.|related to that topic? Ask them to share |life-inspired projects. |

|Choose a child who used the |filed your current writing in the |Active Engagement: |with a friend before independently writing.|Share/Reflect: |

|resource during the writing |appropriate pocket of your folder. |Ask the children to write on the |Share/Reflect: |In preparation for upcoming minilessons, demonstrate |

|time. | |new paper- the blank booklets with |Choose some students who have taken the |for students how you choose a piece of writing to |

| |Ask children to file their work |several pages. |advice of the minilesson, students who have|publish. |

| |accordingly |Share/Reflect: |written pieces in a new genre, to share. | |

| | |Gather and let students share with a| |Highlight for students what you hope they noticed |

| |Let students talk over their filing |partner. | |about your demonstration. Review how writers pick |

| |decisions of today with a partner. | | |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 A Writer’s Workshop; Preparing For Publication |

|ELPS |ELPS Connection: (5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience |

| |in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning |

| |expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the |

| |student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original |

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

| |(A)  learn relationships between sounds and letters of the English language to represent sounds when writing in English; |

| |(B)  write using newly acquired basic vocabulary and content-based grade-level vocabulary; |

| |(C)  spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired |

|TEKS |Writing/Writing Process. Students use elements of the writing process (planning, drafting, |Oral and Written Conventions/Conventions. |

| |revising, editing, and publishing) to compose text. Students are expected to: |Students understand the function of and use the conventions of academic language when speaking and |

| |17 (A) plan a first draft by generating ideas for writing (e.g. drawing, sharing ideas, |writing. Students continue to apply earlier standards with greater complexity. Students are |

| |listing key ideas) |expected to: |

| |17 (B) develop drafts by sequencing ideas through writing sentences |20 (A) understand and use the following parts of speech in the context of reading, writing, and |

| |17 (C) revise drafts for focus and coherence by adding or deleting words, phrases, or |speaking: |

| |sentences, elaborating, combining and rearranging text in response to feedback from peers |verbs (past, present, and future) |

| |and teachers |nouns (singular/plural, common/proper |

| |17 (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric |20 (B) speak in complete sentences with correct subject-verb agreement |

| |17 (E) publish and share writing with others. |20 (C) ask questions with appropriate subject-verb inversion. |

| |Writing/Literary Text. Students write literary texts to express their ideas and feelings |Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly |

| |about real or imagined people, events, and ideas. Students are expected to: |and use appropriate capitalizations and punctuation conventions in their composition. Students are |

| |18 (A) write brief stories that include a beginning, middle and end |expected to: |

| |Writing. Students write about their own experiences. Students are expected to: |21 (A) from upper- and lower- case letters legibly in text, using the basic conventions of print |

| |(L1) write about important personal experiences. |(left-to-right and top-to-bottom progression), including spacing between words and sentences. |

| |Writing/Expository and Procedural Texts. Students write expository and procedural or |Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: |

| |work-related text to communicate ideas and information to specific audiences for specific |22 (A) use phonological knowledge to match sounds to letters to construct known words. |

| |proposes. Students are expected to: |22 (B) use letter-sound patterns to spell. |

| |19 (A) write brief compositions about topics of interest to the student. |(i) consonant-vowel-consonant (CVC) words |

| |19 (B) write short letters that put ideas in a chronological or logical sequence and use |22 (E) use print and electronic resources (such as word walls and word banks) to find correct |

| |appropriate conventions (e.g., date, salutation, closing. |spellings |

|Monday |Tuesday |Wednesday |Thursday |Friday |

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

|Tell students that they have been working|Tell students that authors publish |Remind students of the process they have |Let students know that they are |They practice forming a circle with their |

|as writers. Thinking about, drawing, |their writing at the end of the |gone through up until now, and let them know|getting their pieces ready for an |bodies; they have their favorite parts of |

|writing, and going back to your writing |writing process. Before they |they will be learning how to edit their |audience. |their writing ready and rehearsed. Students |

|is called the writing process. |publish, they look over everything |writing. |Tell students that when authors |learn that when they are finished reading, |

|Tell students that writers start by |they have written and choose a piece |Tell students that when we edit our writing,|publish, they get their writing |they must turn to the person on their right, |

|thinking about their writing ideas and |to revise for publication. |we check to make sure people can read it. |ready to go out in the world. |so the next person knows when to begin |

|planning how they will write about these |When writers fix up their draft, they|Editing is how our writing looks. Editing |Publishing means “I can share my |reading. |

|ideas. This thinking step is called |are Revising. Revising means “I can |means “I can make sure others read it!” |best work.” |Make sure the day has a special feel from the|

|Prewriting. Prewriting means “I can |make it better!” Revising is how our|Edit your own writing in front of your |Demonstrate publishing your own |moment the children walk into the room by |

|think!” Discuss the ways they have |writing sounds. |students. Slow down your demonstration so |writing by going back and coloring |sharing your own excitement. |

|already engaged in prewriting. |Ask children to help you fix up, or |the students can see the kinds of strategies|your pictures or making a colored |Open the celebration with an air of ceremony |

|Tell students that when writers write the|revise, a story you’ve written about |you use. |border with colored pencils to make|and pride in the work the class has done in |

|best they can and keep writing, this is |an event the class knows well. |Model rereading your piece using your finger|the piece more beautiful and more |this unit. |

|called Drafting. Drafting means “I can |Create a chart with students: |and stopping to fix a misspelled word. |meaningful. |Ask writers to begin reading into the circle |

|write!” Discuss the ways they have |Questions I Ask Myself When I Revise |Write the correct word above the misspelled |Have students think of how they |and select the student to start the ritual. |

|already engaged in drafting. |(See sample chart on right. Add to |word instead of erasing. (Establish this |will add color and share their plan|Encourage children to compliment and praise |

|Show the writing process wheel that will |chart as students acquire more |expectation for how students fix misspelled |with a buddy before they write. |each other’s writing. |

|be used to help students move through the|revising strategies.) |words.) |Active Engagement: | |

|writing process. (This chart can be |Active Engagement: |Create a chart with students: When I Edit, |Send them off to fancy up their |Bring the reading time to a close and offer a|

|implemented at the beginning of the next |Let the students know that they can |I…(See sample chart on right. Add to chart |work with colored pencils. |toast to begin the time for refreshments and |

|writing unit or utilized now) |try to revise their own writing |as students acquire more editing |Share/Reflect: |chatting. |

|Active Engagement: |today. They should work on the piece|strategies.) |Engage students in a gallery walk. | |

|Tell writers that today they will |they previously selected to publish. |Active Engagement: |Say, Writers, today let’s leave our| |

|continue to do the work of real authors |Share/Reflect: |Ask students to try this same thing, to try |work out on the tables and walk | |

|by using the writing process to prewrite |Select some pieces of student writing|editing their own work by making sure their |around and admire the ways in which| |

|and draft. |to share with the class. The pieces |words look right. |we made our writing beautiful. | |

|Share/Reflect: |should demonstrate what you hope the |Share/Reflect: | | |

|Choose some students to share their |children will all try to do. |Select some pieces of student writing to | | |

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

| | |demonstrate what you hope the children will | | |

| | |all try to do. | | |

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Recurring TEKS are those that teachers should consider and plan for throughout the year as appropriate for their students in both whole group and small group settings

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