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Unit 2: Narrative- Writing for ReadersTimeframe: November 16th to January 15th Assessment- How will we know if students have learned it? What common formative assessments will we use?*Please find On-Demand assessments attached (or pgs. 182, 184, 128, 130 of Writing Pathways)Pre On-Demand Assessment Narrative Writing Post On-Demand Assessment Narrative Writing and Published pieces (with Celebrations)Writing Checklist/RubricFormative observation and analysis of writing samples.Individual and small group conferencing Suggested Mentor Texts: Shortcut by Donald CrewsA Day with Daddy by Nikki GrimesDon’t Let the Pigeon Drive the Bus byMo Willems The Pigeon Finds A Hot Dog by Mo WillemsThe Snowy Day by Ezra Jack KeatsCaps for Sale by Esphyr SlobodkinaA Chair for My Mother by Vera B. WilliamsKoala Lou By Mem FoxResources- Anchor ChartsLarge Chart Paper (Teacher/Student Writing Samples) sessions 1Paper choices (stapled booklets 3 or 4 pages- 1, 2 and 3 lined)Post-it tapeDate stampCrayons/markersMagnetic lettersTool Box (revision flaps, colored pencils, Student set of dry erase boards and markers (class set)Materials for Conference notes Anchor ChartsHow to Write a True Story (from Unit 1, pgs. 102, 110, 123, 129)Narrative Writing Checklist pg. 54 (CD ROM)What Makes Writing Easy to Read pg. 40Vowel Chart pg.61 (CD ROM/Fundations)Personal Word WallsHow to Turn a Word into a Snap Word Chart pg. 77Videos do we want students to learn? The Essential Learning Goals Unit 2 Writing for Readers Writers make their stories clearer. They build richer stories.Writers strengthen the conventions and mechanics of their writing.Bend I: Writing Stories that People Can Really Read Writers make 2 piles (easy-to-read writing/hard-to-read writing)Writers review old anchor charts on writing true storiesWriters address the print on the page, encourage conventional writingWriters use drawing to plan and rehearse meaningful stories with exact storytellingWriters learn to write in sentences & reread their work as they write. Bend II: Tools Give Writers Extra PowerWriters learn how to use a checklist to reflect on learningWord writing skills-spotlight on vowels and sight wordsWriters learn to listen/capture true storytelling wordsWriters work in partnerships to make writing clearerBend III: Partnering for Revision: Making Stories More Fun to ReadWriters’ focus shifts from getting words on page to telling stories more powerfully through the use of revision w partnersBend begins and ends with attention to the whole storyWriters use flaps to make additions to storiesWriters work as peer partners to help each other make their stories easier to readBend IV: Preparing for PublicationWriters learn the process of taking a single piece of writing to publicationWriters will edit (mechanics) and revise from first day of bend.Writers create endings that introduce a “big feeling.”Summary of Teaching Points: The time allotted for each session may be revised according to formative assessment data.Bend 1: Writing Stories that People Can Really ReadWeek 1: 11.16- 11.20 Sessions 1, 2 and 3Session 1 (2 days): page 2“Writers re-read their own writing and fix it up so other people can read it.” Session 2 (2 days): page 13“Writers write stories that people can read by re-reading classroom charts and remembering everything they already learned.”Session 3 (1 day): page 21“Writers look back up at their picture to remember their story and all the words they wanted to write.”Week 2: 11.23- 11.27Sessions 4Session 4 (2 days): page 30“Writers say a sentence in their mind and then write it, word after word.”Bend 2: Tools Give Writers Extra PowerWeek 3: 11.30- 12.4Sessions 5, 6 and 7Session 5 (1 day): page 41“Writers re-read often. They write a little and read a little, flipping back and forth between being a writer and a reader.”Session 6 (2 days): page 50“Writers use a checklist to write powerful true stories that are the best they can be.” Session 7 (2 days): page 59“Writers know that vowels can help them spell the middle of words. A vowel chart can help you find the right vowel sounds for your words. This will make your writing easier to read.”Week 4: 12.7- 12.11Sessions: 8, 9 and 10Session 8 (2 days): page 69“Writers don’t stretch out words they know in a snap, they write them quickly using the word wall.”Session 9 (2 days): page 78“Writers need to write with their own true storytelling words, even though that means they need to work a little harder to spell those true words.”Session 10 (1 days): page 87“Writers make their writing more readable by working with a partner like a team to get the job done.”Bend 3: Partnering for Revision: Making Stories More Fun to Read*starts at session 13Week 5: 12.14- 12.18Sessions: 11, 12 and 13 Session 11 (1 day): page 95“Writers help their writing partner get more sounds into the words they write.” Session 12 (2 days): page 98“Writers use everything they have learned so far to make their writing even more readable.”Session 13 (2 days): page 106“Writers revise their stories by picturing what happened in their mind and then putting what they pictured onto the page.”Bend 4: Preparing for Publication*starts at session 17Week 6: 1.4- 1.8Sessions: 14, 15, 16, 17Session 14 (1 day): page 114“Writers use paper flaps as a revision tool to make their story better.”Session 15 (1 day): page 120“Writers look closely at the leads of other authors’ books and learn ways to revise their own story beginnings.”Session 16 (1 day): page 128“Writers are teachers too! They listen to a writer’s draft, try to understand it, and notice places that can be made clearer.”Session 17 (2 days): page 136“Writers get ready to publish by choosing the story they want to share and use all they know to make their story come to life.” Week 7: 1.11- 1.15 Sessions: 18, 19 and 20Session 18 (1 day): page 142(use a mentor text that shows dialogue or actions to show a feeling at the end of the story)“Writers write strong endings to their stories by adding feeling with dialogue or action.”Session 19 (2 days): page 148“Writers get their pieces ready for publication by adding missing bits to their drawings, adding color to their pictures, and checking that their words are easy to read.”Session 20 (1 day): page 155“Writers use Post-It notes as flags to indicate places in their story they want readers to know something specific they learned in this unit. They bring their stories to life with a final celebration!” ................
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