Lesson 1 : Collecting a Writing SampleCCSS-ELA-Literacy.Writing 1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Introductory Lesson to gather information and a writing sample from which to build:

Materials Needed:

Text: First Day Jitters

Book by Julie Danneberg Paper for each child, either blank or lined with space to draw a picture. Writing utensils and illustration materials available for each child.

Mini-Lesson (10 min)

Gather students on the rug. Feel free to use a document camera for our visual learners and to hold attention.

Discuss the title of the story and the illustrations that they see. Read the story—The surprise ending is that the teacher has the jitters Prompt the students into thinking and sharing about their feelings about coming to

first grade today. This could be a good time to introduce the vocabulary and idea of "Think, Pair,

Share" Explain to the children that they are going to go to their desks and on the piece of

paper that is there they can illustrate, write about their feelings about coming to school today.

This prompt was chosen because all of the children are experiencing some sort of emotion about coming to school on their first day.

Writing time: (10 min)

Share/Celebrate (10 min)

Have the students tidy up their desks and return to the rug. Ask who would like to share their work with the class. Let a few students share and highlight as many specific positives as possible so that

others will see and celebrate with you.

If you would like to use the document camera again, free choice, but because I am trying to also develop student/teacher relationships, I believe that I would sit in front of my class so that they can see the excitement on my face.

Explain to the students that we are going to write every day and how exciting it will be.

Lesson 2- Why do we write? (building a community of writers)The following standards for writing and speaking and listening would be addressed using this document W1.3, W1.5, W1.8, SL1.1, SL1.2, SL1.3, SL1.4, SL1.5, SL1.6, W2.3, W2.5, W2.8, SL2.1, SL2.2, SL2.3, SL2.4, SL2.6.

Materials Needed:*post-it notes for each child*chart paper*markers*writing materials for each child Mini-lessons: 10-15 minutes *Day1 “When do we need to write?” Pass out post-it notes to class and ask them to write or draw down the answer to this question, “When do we need to write?” Have the children put post-it notes on class created anchor chart titled, “Why Do We Write?” www.pinterest.com/pin/118289927687879136 is an example of an anchor chart that could be made. Allow children to have free writing time (10 minutes). *Day 2 “What Does Writer’s Workshop look like?” https://www.pinterest.com/pin/287597126180106315/ - create this one with the class. Go over each step with the students and take time to role play

and practice. https://www.pinterest.com/pin/154811305916571296/ - This is a great resource to have displayed in the classroom. Allow children to have free writing time after mini-lesson (10 minutes). *Day 3 “What is Stamina?” Discuss what this word means and role play how to build stamina. Create an anchor chart and practice stamina. https://www.pinterest.com/pin/49117452164512732/ - change this for writers. Then use this type of chart to record the minutes built up of stamina. https://www.pinterest.com/pin/287597126182478300/ Come back to this for future mini-lessons. Here is an example of a stamina poster. https://www.pinterest.com/pin/121667627404593400/ Individual Stamina paper for your students to keep in Writer’s Workshop Writing folder- https://www.pinterest.com/pin/515451119825452810/

Lesson 3- Who Are Writers?W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.2.8. Recall information from experiences or gather information from provided sources to answer a question. A standard that is continuously addressed throughout Start Smart is SL.1: Participate in collaborative conversation with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. Teachers will need to establish agreed upon rules for discussions (SL.1.1.a), building on other's talk in conversations (SL.1.1.b), and asking questions (SL.1.1.c). Teachers can refer to the collaborative conversations folder in the Planning Resources Folder for Start Smart. Additionally, teachers can refer to the Kindergarten Collaborative Discussions folder in the Kindergarten course map and the Maryland Clarification Documents for support with establishing routines for that align with SL.1.1. Materials Needed:

Active Inspire Flip chart software OR pictures with people, animals and objects (the active inspire

flipchart has the pictures embedded. EPR cards with 'yes' on one side and 'no' on the other. To accommodate our ELL learners an

image for yes and no could be provided. Writing paper and writing materials for each child Teacher should preview the flipchart

Magazines

Mini-Lesson: 14 min

Gather students in a position to view the projection board Pass out EPR cards to each child or they may use the thumbs up, thumbs down option <<who are writers --writers workshop lesson 3.flipchart>>

o In the flip chart students will begin to make the determination of the fact that anyone can be a writer.

Writing Time: 10 min.

Have students look through magazines to select a picture to write a story about, or have them create their own illustrations from which to gain inspiration.

Day 2of this lesson will be a total writing opportunity for them to build stamina and write about their selected picture.As a text selection, I would read "The Dot" by Peter Reynolds

https://www.youtube.com/watch?v=swn-aIwgFVoAdditional Supplemental Text selection options: "Author, A True Story" by Helen Lester

"What Do Author's Do" by Eileen Christelow "Little Red Writing" by Joan Holub

Lesson 4 - What Is A Journal?CCSS.ELA-LITERACY.W.1.1

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.CCSS.ELA-LITERACY.W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.CCSS.ELA-LITERACY.W.1.3

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. From <http://www.corestandards.org/ELA-Literacy/W/1/#CCSS.ELA-Literacy.W.1.2> A standard that is continuously addressed throughout Start Smart is SL.1: Participate in collaborative conversationg with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. Teachers will need to establish agreed upon rules for discussions (SL.1.1.a), building on other;s talk in converstions (SL.1.1.b), and asking questions (SL.1.1.c). Teachers can refer to the collaborative conversations folder in the Planning Resources Folder for Start Smart. Additionally, teachers can

refer to the Kindergarten Collabortive Discussions folder in the Kindergarten course map and the Maryland Clarification Documents for support with establishing routines for that align with SL.1.1. Materials:

This needs some time to prepare (about 20 min)o Individual journals

A collection of 'story paper' folded in half with a construction paper cover Text option "It's All About You, Writing Your Own Journal" by Nancy Loewen

Mini-Lesson: 8 min

Revisit the Building Stamina anchor chart Use the Brain Pop Junior script on

https://jr.brainpop.com/readingandwriting/writing/writingaboutyourself/ This is 3:42 in length

At this time discuss the care of the journals, and how we turn one page at a time, just the general organization of the physical piece. As the students become more versed in their writing you can introduce how to write the date. This journaling tool is great as a conference tool for skill acquisition and practice.

Writing Portion: 15 min.

On this day, I just have them decorate the front and back cover of their journals with their name written by them.

Day 2 of Journaling:Materials and Mini-Lesson: 6 Min

Revisit the discussion from the previous day after reading the story by Peter Reynolds entitled:

https://www.youtube.com/watch?v=vpICaczeQ9o

https://www.youtube.com/watch?v=geyVTjs9eoE Text option "It's All About You, Writing Your Own Journal" by Nancy Loewen

Writing Portion:

Students can be given a one word story inspiration as a starter, or a full phrase in which they need to finish. I have found that the one word story inspiration starter was wonderful in stretching their writing. But it is early in the year, and a story phrase starter could be super helpful for assisting our ELL and students who need extra supports in place.

Lesson 5-“How do we come up with ideas for Writer’s Workshop?”

The following standards for writing and speaking and listening would be addressed using this document W1.3, W1.5, W1.8, SL1.1, SL1.2, SL1.3, SL1.4, SL1.5, SL1.6, W2.3, W2.5, W2.8, SL2.1, SL2.2, SL2.3, SL2.4, SL2.6.

 Materials Needed:

* “Bad Ideas” by Laura Huliska-Beith

* Student Writing Folders

Mini –Lesson: 10 minutes

Share the story, “Bad Ideas” by Laura Huliska-Beith and discuss. Introduce the Writing folder and share the page that is glued on the back of the folder. See link below. Conduct a group discussion on what are good topics to write about. - https://www.pinterest.com/pin/AXEJspAoYkIMuFTWuX3Jrp0VjgMxjon8-J94Jtyf6GkJwTTRiYcbU_o/

Writing Time: 10 Minutes

Allow students to have free writing and to practice storing their writing in their writing folder.

Here is another cute poster that could be displayed in your classroom. https://www.pinterest.com/pin/139682025912261350/

Lesson 6- What is a Sentence? W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. A standard that is continuously addressed throughout Start Smart is SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. Teachers will need to establish agreed upon rules for discussions (SL.1.1.a), building on others; talk in conversations (SL.1.1.b), and asking questions (SL.1.1.c). Teachers can refer to the collaborative conversations folder in the Planning Resources Folder for Start Smart. Additionally, teachers can refer to the Kindergarten Collaborative Discussions folder in the Kindergarten course map and the Maryland Clarification Documents for support with establishing routines for that align with SL.1.1. Materials Needed:

Activeinspire Flip chart has been embedded Writing paper and writing materials for each child Teacher should preview the flipchart Big book from your school’s book room that has simple pictures, and only one sentence per page.

An example is Alicia’s Happy Day from the Wonders big book literature. The teacher should cover the words of several pages with post-it notes, so that only the pictures are showing.

 Time Needed: 10 minute mini-lesson, 10 minute writing and transitions: approximately 25 minutes Mini-Lesson: The teacher may access an activinspire that corresponds to the below lesson by following this link: Connect

Teacher will link previous learning to today’s new learning: ““Yesterday we brainstormed many ideas that we might want to write about when it is our Writing Workshop time. Some of you even started writing about some pretty cool ideas. If you are ever stuck, and need some help coming up with an idea. Where can you look to find an idea to write about?”

“Today we are going be taking an idea, and writing a good sentence about our idea. Today, we are going to answer this question….What is a sentence?”

Teach and Engage

Teacher will show the picture.

Who is in this picture? Teacher writes “A girl and a puppy” on the board. This tells us WHO is in the sentence.

What are the girl and the puppy doing? Add “…are licking an ice cream cone.” This tells us WHAT the WHO is doing.

Every sentence needs a WHO, and a WHAT they are doing to make it a COMPLETE THOUGHT.

Now it’s your turn. Teacher will show the picture below. Students will turn and talk with a partner to say a sentence that is a complete thought, with a WHO and a WHAT they are doing.

Teacher writes the sentence given by student on the board, deliberately not capitalizing and not adding ending punctuation.

Teacher shows students how to capitalize the sentence and how to add ending punctuation. Emphasize the WHY – this is important so that we can tell where a sentence begins, and also where it ends.

This Brainpop video teaches the main components of a sentence:

https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

This Youtube song emphasizes the mechanics of a sentence:

https://www.youtube.com/watch?v=0Wrv_ZviMEc

Teacher shows class the big book that he/she has chosen (Alicia’s Happy Day) and prepared by covering the words with post-it notes. The teacher will show students a page, and have them “write” their own sentences by telling a partner. Then the teacher will record their sentences as they add correct mechanics.

Summarize: Have students come back the essential question, “What is a sentence?” and turn and talk to a partner to tell them what they know. Record responses on an anchor chart.

Link to writing:

Now it’s your turn to write sentences! Remember that a sentence should…. (refer to the anchor that you just made with the students). You may choose to continue writing where you left off in your work from yesterday, or you can choose a new idea to write about.

Writing Time: 10 minutes

References:

https://www.youtube.com/watch?v=0Wrv_ZviMEc

https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

Starr, Meg. Alicia’s Happy Day. https://www.google.com/search? site=&source=hp&q=how+do+you+cite+references+in+apa+format&oq=How+do+you+cite+references&gs_l=psy-ab.1.1.0l4.221.8422.0.13721.33.25.6.0.0.0.586.3188.5j8j2j5-2.17.0....0...1.1.64.psy-ab..10.23.3399.0..0i131k1j35i39k1j0i20k1.UeePYNL0QMo

Lesson 7- How do we add details to writing? (Day 1)

 W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.2.8. Recall information from experiences or gather information from provided sources to answer a question.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. A standard that is continuously addressed throughout Start Smart is SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. Teachers will need to establish agreed upon rules for discussions (SL.1.1.a), building on others; talk in conversations (SL.1.1.b), and asking questions (SL.1.1.c). Teachers can refer to the collaborative conversations folder in the Planning Resources Folder for Start Smart. Additionally, teachers can refer to the Kindergarten Collaborative Discussions folder in the Kindergarten course map and the Maryland Clarification Documents for support with establishing routines for that align with SL.1.1.  Materials Needed:

Active Inspire Flip chart has been embedded. However, this flipchart reflects a favorite item of the author – running shoes.

White boards and supplies Writing paper and writing materials for each child Teacher should preview the flipchart Pieces of gum – either for teacher or for students

  Time Needed: 15 minute mini-lesson, 10 minute writing and transitions: approximately 25 minutes Mini-Lesson: The teacher may access an activinspire that corresponds to the below lesson by following this link: Connect

Teacher will link previous learning to today’s new learning. “Yesterday we…. Today we will…”

Teach and Engage:

The teacher passes out white board supplies for students. The teacher writes a simple sentence on the board that the students can illustrate. For example,

“The dog ate.” Have students illustrate the sentence on the white board. Compare illustration. Establish that we don’t know any details about the dog or what it ate.

The teacher writes the sentence, “The small black and white dog ate rice and carrots right off the plate.” Have students illustrate. Discuss the DETAILS that were added to the sentence that made it easier to illustrate. The details told us MORE.

Teacher can either use one piece of gum for herself, or (if school allows) give a piece to each student. Teacher will show kids a piece of gum in the wrapper. This is like a sentence. Teacher will chew the gum, and then pull the gum out, stretching it out and making it longer. Discuss WHY authors add details to their writing.

Find a link to put here for a video with adding details to writing. Have students come back the question, “How can we add more details to our writing?” and turn

and talk to a partner to tell them what they know. Record responses.

Link to writing:

“Now it’s your turn to write. You may choose a new topic to write about, or you may continue to write in a book that you have already started. Remember to add details to your writing to make it more interesting!” Resources

https://www.youtube.com/watch?v=g8nf1OHUIe0

Lesson 7- How do we add details to writing? (Day 2) W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.2.8. Recall information from experiences or gather information from provided sources to answer a question.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. A standard that is continuously addressed throughout Start Smart is SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. Teachers will need to establish agreed upon rules for discussions (SL.1.1.a), building on others; talk in conversations (SL.1.1.b), and asking questions (SL.1.1.c). Teachers can refer to the collaborative conversations folder in the Planning Resources Folder for Start Smart. Additionally, teachers can refer to the Kindergarten Collaborative Discussions folder in the Kindergarten course map and the Maryland Clarification Documents for support with establishing routines for that align with SL.1.1. Homework for student prior to this lesson:In my classroom, I plan for today's lesson to be a continuation of a get-to-know-each-other activity, in which students bring items that tell about them.selves These items are in a "me bag." Today students will choose one item from the bag that is their favorite item. The teacher may choose to do this differently by having each student bring just one item to school, as a homework assignment, that is very special to the student. Another option might be to have the students choose one item from home that is very special, and draw a picture of the item. Students will share the item or the picture with a partner at school, and this will be an engagement for the following lesson. The provided flipchart reflects and item from my “Me Bag” – my running shoes.. The teacher may change this lesson to reflect her own favorite item, or can use running shoes to tell about a fictional teacher in your school so that she can use the flipchart. Materials Needed:

Active Inspire Flip chart has been embedded. However, this flipchart reflects a favorite item of the author – running shoes.

An item that tells about the teacher (example: running shoes) Writing paper and writing materials for each child Teacher should preview the flipchart

  Time Needed: 15 minute mini-lesson, 10 minute writing and transitions: approximately 25 minutes Mini-Lesson: The teacher may access an activinspire flipchart that corresponds to the below lesson by following this link: Connect

Teacher will link previous learning to today’s new learning: “Yesterday we learned that details add more to our writing, and help to make the writing more interesting. Today, we will learn a special way to come up with details that make our writing more interesting. We will learn to ASK QUESTIONS to add details to our writing. “

Teach and Engage

The teacher will show one item to the class that tells about her. For example, she may bring running shoes to show that she is a runner. She will write a simple sentence on a writing page, such as “I like to run.”

The teacher will explain that we will learn how to ask questions, beginning with special question words, about the item. The teacher will have students recall question words that they know, and record these words on an anchor chart.

The students will ask questions about the item that the teacher brought. As she says the answer, she will write a sentence on the writing page that tells about this detail. Continue this for several questions, adding details to the page, until there are several sentences that now tell about the item.

Now it’s your turn! The teacher will instruct students to bring the item or picture of the item that they brought or prepared ahead of time for the lesson.

The teacher will have students turn and talk with a partner, sharing the item that they brought that tells about him (Teacher will want to establish turn-taking procedures, if this has not been previously taught). The partner will then use question words to ask a question about the item. The student will tell the answer, phrasing the answer into a complete thought.

Ask the question, “How can we add more details to our writing?” and turn and talk to a partner to tell them what they know.

Link to writing:

“Now it’s your turn to write. You will write about the item that you brought that tells something about you. You should see if you can add a detail that tells about a questions that your partner asked.”

Lesson 8 “What do we do when we finish?” The following standards for writing and speaking and listening would be addressed using this document W1.3, W1.5, W1.8, SL1.1, SL1.2, SL1.3, SL1.4, SL1.5, SL1.6, W2.3, W2.5, W2.8, SL2.1, SL2.2, SL2.3, SL2.4, SL2.6.

Materials Needed:

*chart paper

*markers

Mini Lesson: 10-15 minutes

Have your class gather on carpet in front of white board or chart paper. Discuss positive actions for when a student completes a writing assignment. Share the paper glued in the Writer’s Workshop folder, see the link below.

https://www.pinterest.com/pin/298574650266689151/

Then proceed to create an anchor chart with the class. Here are three great examples.

https://www.pinterest.com/pin/564287028302096800/ (make it a 4 will be discussed at a later mini-lesson)

https://www.pinterest.com/pin/564287028302096755/

https://www.pinterest.com/pin/564287028302088500/

Here are two great links of anchor charts to use later in first grade or with second graders. These are questions children can ask themselves.

https://www.pinterest.com/pin/457256168393728617/

https://www.pinterest.com/pin/684617580824745328/

Here is an example of another page I like to put in the Writer’s Workshop folder.

Lesson 9: Where Should You Go If You Need Help?The following standards for writing and speaking and listening would be addressed using this document W1.3, W1.5, W1.8, SL1.1, SL1.2, SL1.3, SL1.4, SL1.5, SL1.6, W2.3, W2.5, W2.8, SL2.1, SL2.2, SL2.3, SL2.4, SL2.6. Materials Needed:

Projector/computer with internet capabilities Sticky notes for each child--green, yellow, red Old hat if teacher desires this option Text: "Stuck" by Oliver Jeffers

https://www.google.com/#q=stuck+on+an+escalator

Mini-Lesson: 12 min.

Sit students in a whole group setting In a restorative manner explain to the students what will be happening when they are writing.

What you'll be doing as a teacher and we need to discuss what each person's role is in that new situation:o The teacher will be walking around the room watching children writeo The teacher will be talking with other studentso The teacher will be writingo The student will be writing

What could be some problems that come up while the teacher is busy with helping students? Discuss possible problems:

o This is a good place to view the video "Stuck on the Escalator" 4:04

  

Bring students together and now discuss some problems that might arise while the student is working and they feel as though they need help.o Pencil needs to be sharpened--What do you do?o They need to go to the bathroom--What do you do?o They do not know how to spell a word--What do you do?

How Can we write what we hear to spell? This actually should be an additional mini-lesson or two, or could be addressed

during phonics, but needs a bit of addressing here. Encourage different resources: word wall, personal dictionaries, ask a friend with soft "butterfly wing" voices etc…

o They don't feel well--What do you do?o They think they are finished with their work--What do you do?

ROLE PLAY THESE DIFFERENT SITUATIONS EITHER WITH AN INANAMENT OBJECT LIKE A STUFFED ANIMAL OR WITH A CHILD

Great place to introduce solutions where they feel they need a teacher's input. Hat and question card (a place where student writes their question down to be

answered in due time) "Ask three before me" Post-it note that the student puts on their desk to signal the following:

Green-"Got it" Yellow- "Struggling" Red- "Stuck"

Read the story "Stuck" by Oliver Jeffers

Writing Portion: Build Stamina Provide students with the opportunity to write and practice newly acquired skills of what to do if

they need help.

Day 2: What do we remember about what to do if we need help?

Make an anchor chart from the previous day's learning

Materials Needed: Chart paper "Stuck" by Oliver Jeffers Blank white paper for each child

Mini-lesson: 7 minutes

Read the story "Stuck" by Oliver Jeffers again Create anchor chart on what to do if they need help. With students, fold a blank piece of paper so that it has 8 sections

Writing Portion:

In each section, the children can copy from the anchor chart the various ways to search for help when needed.

They will keep their personal chart in their writing folder to use as a resource.

Lesson 10- What supplies do we use for Writing Workshop and how do we get them? W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.2.8. Recall information from experiences or gather information from provided sources to answer a question. Materials Needed:

Prior to this lesson, the teacher should have dedicated an area of the classroom and a bulletin board where all of the supplies for writing will be kept in neatly labeled containers. Pictures of possible ideas and areas are embedded later in the lesson. A suggestion might be to keep this area covered with a sheet up until this point, and “unveil” the writing center on this lesson day.

Suggested materials to gather and label: Pencils Pens Markers Crayons Pre-made books of various size and length – a variety for the student to choose

from Scotch tape Scrap paper Colored scrap paper Glue

Mini-Lesson: 15 min, Writing Time: 15 min.

Mini-Lesson: Connect

Teacher will link previous learning.

“Today is a big day! Today we are going to be getting an opportunity to see the many supplies that are available to us to help us as we author our work.”

Teach and Engage

Direct students’ attention to the area of the room where you have your materials. Ask students what materials they think that they will need to be great writers and illustrators.

Have students turn and talk with a partner.

The teacher needs to establish procedures that work for him/her in the classroom about how students will get supplies.

Will there be a place in the room where students wait in line to get supplies? Is there a limit to the amount of materials that students can take with them to their work area? Does the teacher have it arranged that there are supply caddies that can be retrieved for groups

or partners to use? How are students held accountable for clean up? As students share ideas for supplies they might need, the teacher should direct student’s attention

to the area of the writing center where each supply can be found. As the teacher points out each item, she might want to scatter some of these items onto student’s

desks. They will practice finding the containers for these supplies and putting them away at a later point in the lesson. Continue to do this until there are several supplies scattered on every student’s desk and even on the floor.

After going over the classroom supplies, the teacher may want to facilitate some role-play situations so that students get an opportunity to see how to properly retrieve supplies. The teacher might also have students role play how NOT to do each of the following. Scenarios might include:

Have a student show how to get a supply. Have a set of students show how to wait in line for the area. Have a student show how to return a set of supplies. Have a student show how to clean up their writing work space at the end of writing time. Have a student show what to do if another student nearby does NOT clean up their area properly. Read Mercer Mayer’s Just A Mess to students and discuss why it is important to be responsible for

your work area, and supplies in the classroom. https://www.youtube.com/watch?v=qwh8-3ufCc4

Link to writing:

Now it’s your turn to write! Teacher may elect to have students do an assigned writing piece today that shows ways to be responsible for our Writing Workshop area, or teacher may elect to have students choose to their writing topic.

Writing Time: 15 minutes

Resources:

Mayer, Mercer. Just a Mess. https://www.youtube.com/watch?v=qwh8-3ufCc4

Samples of Writing Center Ideas:

https://www.google.com/search?q=writing+workshop+classroom+setup+pinterest&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi6tJPqi6jVAhWBgj4KHafkCjkQsAQIOA&biw=1366&bih=643#imgrc=gOspBfDhAbxZsM:&spf=1501111447992

https://www.google.com/search?q=writing+workshop+classroom+setup+images&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwidoe22jKjVAhVIcT4KHbS3DEcQsAQIJw&biw=1366&bih=643#imgrc=sd3h5_zUgOAtDM:&spf=1501111602537

https://www.google.com/search?q=writing+workshop+classroom+setup+images&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwidoe22jKjVAhVIcT4KHbS3DEcQ7AkIRA&biw=1366&bih=643#imgrc=YEa8ZyfOs2lJhM:&spf=1501111775789

Lesson 11: How Do Illustrations Give Meaning? The following standards for writing and speaking and listening would be addressed using this document W1.3, W1.5, W1.8, SL1.1, SL1.2, SL1.3, SL1.4, SL1.5, SL1.6, W2.3, W2.5, W2.8, SL2.1, SL2.2, SL2.3, SL2.4, SL2.6.Materials Needed:

Text: "Louise Loves Art"….Kelly Light Projector Active inspire software installed

Mini-Lesson: 12 min

Gather students on whole group rug Begin the filpchart presentation.

o The sequence of the lesson and text materials are embedded within. o <<Writer's Workshop focus on Illustrations.flipchart>> A reading of the book is embedded

within the flipcharto A copy of the flipchart:

Writing Portion:

Focus on illustrations Provide the students with time to create an illustration using different materials

Day 2:

Write a corresponding story to accompany their illustration.

Lesson 12- How do we celebrate and share our writing?

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.2.8. Recall information from experiences or gather information from provided sources to answer a question. Materials Needed:

Active Inspire Flip chart. Teacher should preview the flipchart. If possible, the teacher should obtain a piece of writing from a student in a past class, or should

create a piece of writing to use for the students   Mini-Lesson: 10 min, Writing Time: 15 min.

Mini-Lesson: This mini-lesson includes Celebration, and PQP (Praise, Question, Polish). The teacher may choose to break this lesson apart into two short mini-lessons, focusing on Praise, and Question and Polish together.

Connect – Teacher will link previous learning to today’s new learning: “Yesterday we learned how we can add details to our illustrations to help us add more to our writing. Who can tell us about some of the details that they added to their illustrations and writings yesterday.”

“Today we are going to be getting an opportunity to share our work with friends, and learn how we work together to make our writing even better.”

Explain to students that today, our mini – lesson will be after we get an opportunity to write, because we are going to be learning about how we celebrate our writing at the end of each Writing Workshop.

Link to writing: Now it’s your turn to write! Students may continue to work on a piece that they have already started, or they may choose to begin a new writing piece. Writing Time: 15 minutes

Teach and Engage: There is a flipchart that the teacher may choose to use, or use as a reference. The teacher plays the “Celebration” song, explaining that this song tells students that it is time to

clean up supplies properly, and bring their WW folders to the rug. In my classroom, I have students sit on their folders so that it is not distracting during our celebration time.

The teacher asks what it means to celebrate. Have students turn and talk about things that we celebrate. Discuss why we celebrate our writing.

Explain that you will be teaching students a special way to celebrate and share their work. Today, we will learn to do this as a whole class. The teacher should have a piece of work from a past first grader to use as students practice the next few celebration steps.

In my classroom, we have a stuffed animal bear who we often use during the teaching of lessons. At this point I will introduce a writing piece that our bear has written. We will practice using Praise, Question, and Polish, in the next part of the lesson, as we look at our bear’s work.

After teacher reads the example work, students will practice clapping for the student. Discuss how it makes us feel when others clap for us, and how it would feel if others did not clap for us.

Have students discuss the word PRAISE. The teacher will need to explicitly teach using talking stems such as :

I like how you.... My favorite part was...You did a great job on...I can tell you worked really hard on....

Students will PRAISE the work provided by teacher.

Have students discuss the word QUESTION. The teacher should review of explicitly teach using question words to ask a question. After reading the example work together again, students should turn to a partner and ask a question about the work.

Students will discuss the word POLISH. Lead a class discussion about things that get polished and why we polish. Show pictures (in flipchart) of things that can be polished. Explain that when we polish our work, we take a writing that is good and we make it even better. Teacher should explicitly teach talking stems:

You might want to add...It would be cool if you...You could make your story even better if you...

Teacher should lead discussion about saying polish ideas in a kind way, so that we are kind to friends. Students should turn and talk with a neighbor about one way that the work example could be polished. Emphasize that this will help the author to go back to their work and make it even better than before.

After practicing PQP today, explain that each day during Writing Workshop, we will get an opportunity to celebrate our work and use the PQP strategy to share and make our work better!

References: https://www.youtube.com/watch?v=pNiGzf6HUkI

Lesson 13 “How can I make my writing better?”

The following standards for writing and speaking and listening would be addressed using this document W1.3, W1.5, W1.8, SL1.1, SL1.2, SL1.3, SL1.4, SL1.5, SL1.6, W2.3, W2.5, W2.8, SL2.1, SL2.2, SL2.3, SL2.4, SL2.6.

Materials Needed:*chart paper*markers*post-it notes*kid pictures*clothes pins

Mini-Lesson: 10-15 minutes Gather the children on the carpet by a white board or chart paper. Conduct a class discussion on why it is important to make goals in writing. Create an anchor chart to use during writer’s workshop that will allow for the children to see their growth as they accomplish their goals. Below are several different options. Pick the one that suits your style. Use the anchor chart to aid in conferencing with each student. https://www.pinterest.com/pin/71072500342723770/ https://www.pinterest.com/pin/ASNE-7EIDqfDwy0B6xkSjiYMOMV-hAzssTSMBN7bgLa7mHe-mGVbIRM/ https://www.pinterest.com/pin/90916486210145517/https://www.pinterest.com/pin/482800022538568554/https://www.pinterest.com/pin/800163058765049976/ https://www.pinterest.com/pin/348395721155765858/ https://www.pinterest.com/pin/AcHF9j-lLPvD_7255OyxDq2WRGB7uWtmk5Mwmbkyb03yiIcvL6ZXCkM/ https://www.pinterest.com/pin/569142471631661953/ https://www.pinterest.com/pin/2814818488572068/ https://www.pinterest.com/pin/234046511860519371/ https://www.pinterest.com/pin/109564203412280406/ Follow with 10-15 minutes of individual writing time.