The Writing Process - Austin ISD



Lesson Name: First 20 Days of Writing- Week 4Estimated timeframe:5 Days (60 minutes daily) Grading Period: 1st 9wks ARC 4Grade level: 1st Grade WritingLesson ComponentsLesson Objectives: The students will learn the necessary procedures and how to use the tools in the classroom to support their own writing. The students will learn how to choose ideas and start to expand on topics with words and illustrations through the writing process.Language Objectives: The students will generate and write about topics in grade level appropriate conventions.Prior Learning: The students will know how to generate ideas about topics that they care about and that writers can write in many different ways. They will know how to use different strategies to spell words.Standards(Texas Essential Knowledge and Skills):1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. 1.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: 1.18A write brief stories that include a beginning, middle, and endCollege and Career Readiness: Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized pieces, and the use of appropriate language that advances the author’s purposeEssential Questions: How do authors choose their topics?How do authors incorporate illustrations to enhance their meaning?What strategies to writers use to get the words onto the page?How do authors choose their genre?How do writers make their pieces even better?Enduring Understandings: Authors choose to write about topics of interest to them. They build upon meaning by revising their writing to include precise details in their words and illustrations. Authors use a variety of strategies and resources to spell words. Authors write in many different genres to fit their purpose.VocabularyEssential: writer, author, illustration, topicSupporting: tools, mentor textLesson PreparationGather materials needed for minilessons.Gather materials for author’s celebrationsAnchors of Support115570172720When I Don’t Know How to Spell a Word, I Can…Write the sounds I hearCheck the word wallCheck with a friendLook in a book I knowRead the roomTry writing it another wayCircle it and move on4000020000When I Don’t Know How to Spell a Word, I Can…Write the sounds I hearCheck the word wallCheck with a friendLook in a book I knowRead the roomTry writing it another wayCircle it and move on100330325755The Writing ProcessPrewriting: “I Can Think!”Drafting: “I Can Write!”Revising: “I Can Make It Better!”(How my writing sounds.)Editing: “I Can Make Sure Others Can Read It!”(How my writing looks.)Conferring: “I Can Meet With My Teacher Or My Peers About My Writing!” Publishing: “I Can Share My Best Work!”4000020000The Writing ProcessPrewriting: “I Can Think!”Drafting: “I Can Write!”Revising: “I Can Make It Better!”(How my writing sounds.)Editing: “I Can Make Sure Others Can Read It!”(How my writing looks.)Conferring: “I Can Meet With My Teacher Or My Peers About My Writing!” Publishing: “I Can Share My Best Work!”309181530384755588025400What Do Authors Write?ListLettersStoryPoemPlayThank you noteScheduleTo do listDirectionsInteresting FactsBook Review 400000What Do Authors Write?ListLettersStoryPoemPlayThank you noteScheduleTo do listDirectionsInteresting FactsBook Review 698509525Questions I Ask Myself When I Revise…Does this make sense?How can I fix it?What can I add?400000Questions I Ask Myself When I Revise…Does this make sense?How can I fix it?What can I add?-2430145158115When I Edit I Use My Finger To Reread And I…Fix words that don’t look right00When I Edit I Use My Finger To Reread And I…Fix words that don’t look rightlefttopWriting Process Wheel (Day 15)Differentiation StrategiesSpecial Education: Provide students with specific instructions regarding tools to help them write words (e.g. letter sound cards, ABC books, picture dictionaries, word wall, etc). Refer to the student’s IEP for other routinely offered accommodations.English Language Learners: For students who are just beginning to learn English, allow them to choose to write in their native language or English. Provide students with specific instructions regarding tools to help them write words (e.g. letter sound cards, ABC books, picture dictionaries, word wall, resources in their natie language, etc). Extension for Learning: For students who are comfortable writing at the beginning of the year, provide them with modified paper that has more room for them to write and grow their ideas.21st Century SkillsThe students will generate topics that interest them. They will evaluate and critique the quality of their writing in order to find opportunities for revision in their writing and the writing of others.English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.Lesson CycleEngageRemind the students of the goals that they set for themselves at the end of the previous week. Talk about how you are going to accomplish your goal as a writer and give the students a chance to turn and talk to a partner about how they might accomplish their goal.Lesson stagesDay 15: The Writing ProcessMinilesson:Tell the students that they have been working as writers. Thinking about, drawing, writing, and going back to your writing is called the writing process.Tell students that writers start by thinking about their writing ideas and planning how they will write about these ideas. This thinking step is called Prewriting. Prewriting means “I can think!” Discuss the ways they have already engaged in prewriting.Tell students that when writers write the best they can and keep writing, this is called Drafting. Drafting means “I can write!” Discuss the ways they have already engaged in drafting.Show the writing process wheel that will be used to help students move through the writing process. (This chart can be implemented at the beginning of the next writing unit or utilized now)Tell writers that today they will continue to do the work of real authors by using the writing process to prewrite and draft.Active Engagement:ACTIVITY 1 (students will work with a partner)Partners/bilingual pair (pre-write) discuss ideas of topics to write about.ACTIVITY 2 (students will work with a partner)Students select one of their ideas and (draft) write about it.Share/Reflect: Choose some students to share their writing with the whole group.Day 16: Revising- Fixing Up WritingMinilesson:Tell students that authors publish their writing at the end of the writing process. Before they publish, they look over everything they have written and choose a piece to revise for publication.When writers fix up their draft, they are Revising. Revising means “I can make it better!” Revising is how our writing sounds.Ask children to help you fix up, or revise, a story you’ve written about an event the class knows well.Active Engagement:ACTIVITY 1 (students will work with a partner)Create a chart with students: Questions I Ask Myself When I Revise (See sample chart in the Anchors of Support section).Partners/bilingual pair add to the chart as students acquire more revising strategies.ACTIVITY 2 (students will work with a partner)Students revise their own writing today. They should work on the piece they previously selected to publish.Share/Reflect:Select some pieces of student writing to share with the class. The pieces should demonstrate what you hope the children will all try to do.Day 17: Editing WritingMini lesson:Remind students of the process they have gone through up until now, and let them know they will be learning how to edit their writing.Tell students that when we edit our writing, we check to make sure people can read it. Editing is how our writing looks. Editing means “I can make sure others can read it!”Edit your own writing in front of your students. Slow down your demonstration so the students can see the kinds of strategies you use.Model rereading your piece using your finger and stopping to fix a misspelled word. Write the correct word above the misspelled word instead of erasing. (Establish this expectation for how students fix misspelled words.) Active Engagement:ACTIVITY 1 (students will work with a partner)Create a chart with students: When I Edit, I…(See sample chart in the Anchors of Support section). Partners/bilingual pair add to the chart as students acquire more editing strategies.ACTIVITY 2 (students will work with a partner)Students edit their own work by making sure their words look right.Share/Reflect:Select some pieces of student writing to share with the class. The pieces should demonstrate what you hope the children will all try to do.Day 18: Publishing-Fancying Up WritingMini lesson:Let students know that they are getting their pieces ready for an audience.Tell students that when authors publish, they get their writing ready to go out in the world. Publishing means “I can share my best work.”Demonstrate publishing your own writing by going back and coloring your pictures or making a colored border with colored pencils to make the piece more beautiful and more meaningful.Active Engagement:ACTIVITY 1 (students will work with a partner)Partners/bilingual pair think and discuss how they will add color and share their plan with a buddy before they write.ACTIVITY 2 (students will work with a partner)Students fancy up their work with colored pencils.Share/Reflect:Engage students in a gallery walk. Say, Writers, today let’s leave our work out on the tables and walk around and admire the ways in which we made our writing beautiful.Day 19: Reading Into The Circle: An Author’s CelebrationACTIVITY 1 Students practice forming a circle with their bodies; they have their favorite parts of their writing ready and rehearsed. Students learn that when they are finished reading, they must turn to the person on their right, so the next person knows when to begin reading.Make sure the day has a special feel from the moment the children walk into the room by sharing your own excitement.Open the celebration with an air of ceremony and pride in the work the class has done in this unit.ACTIVITY 2A writer is selected and begins reading in the circle to start the ritual.Encourage children to compliment and praise each other’s writing.Bring the reading time to a close and offer a toast to begin the time for refreshments and chatting.Closure ActivityWriting celebration- “I am an author”Check for Understanding (Evaluation)Formative: Anecdotal record from conferences with individual writersSummative: Evaluations of students finished writing samples against teacher-generated rubrics. ................
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