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First Grade Lesson Plan – Reading, Day 15

Quarter 1, Unit 1

Page 81ELA/Literacy Content Framework_Version 2.0

Quarter: 1, Unit: 1

Week: 4 of 5

Day: 15

Objective(s):

Good readers infer and make predictions based on that

inference. They then organize their thoughts in their

Reader’s Notebooks to respond to their thinking when

reading by constructing a T‐Chart to record the things

their character did or said on one side; on the other side

of their chart, record their predictions of what might

happen next.

Materials/Resources: Shared Text:

Julius Baby of the World by

Kevin Henkes

Chester’s Way by Kevin

Henkes

Post‐its (notecards,

whiteboards, notebook,

paper, or iPad)

Reader’s Notebooks

Pencils

Chart Markers

Anchor Charts: 1. Anchor Chart R‐4

2. T‐Chart from prior lesson

3. Character Feelings

Vocabulary Chart

4. Post‐it Writing Anchor

Chart or displayed

student work reading

response samples (Post‐

its or Reader’s Notebook

entries)

5. Good Discussion Norms

Anchor Chart

CCSS Standards: RL.1.1‐ Ask

and answer questions about key

details in a

text. RL.1.3‐ Describe characters,

settings, and major events in a

story, using key details.

RL.1.4‐ Identify words and

phrases in stories or poems that

suggest feelings or appeal to the

senses. SL.1.4‐ Describe people, places,

things, and events with relevant

details, expressing ideas and

feelings clearly.

Reading Partnerships: According to the Common Core State Standards,

students must have ample opportunities to take part in a

variety of rich, structured conversations ‐ as a part of a

whole class, in small groups, and with a partner to build

a foundation for college and career readiness.

Partnerships should be developed strategically by the

teacher; regarding student reading level, comprehension

skills, and degree of engagement in discussion.

Discussion behaviors should be modeled and practiced

including the following critical attributes allowing

students to be a productive member of the

conversations. Contribute accurate, relevant information

Respond to and develop what others have said

Make comparisons and contrasts

Analyze and synthesize a multitude of ideas in

various domains

Adapted from Garden Grove Unified School District, Office of Secondary Education

Department of 7‐12 Instructional Services


Quarter 1, Unit 1

Page 82 Chicago Public Schools

“I DO IT” Input & Modeling

How will you… model lesson objectives

(content‐language‐

metacognitive) clearly &

repeat it to your

students?

(think/write/search‐

aloud) convey the purpose of the lesson?

assess students’ prior knowledge?

connect to prior learning?

build on background knowledge?

identify both academic &

content vocabulary so

students can access new

material? allow for student interaction?

visually represent the concept? (i.e. images,

gestures)

Student does: Students sit on the rug in the meeting area, next to their assigned reading partner. Students

should bring their Reader’s Notebooks to the rug. Students actively listen and watch the teacher

model the lesson objective.

Teacher says: “Yesterday we worked on…

paying attention to what our characters do and say and predict what might happen next. We

look at what the character is doing and saying to notice if there is a pattern. We use all the

information we have to help us support our prediction of what will happen next.”

(Refer to prior lessons’ anchor charts) “We have been reading about characters in our books, paying attention to the things they do

and say to identify their behavior patterns. These patterns can lead us to understand their

character traits. Character traits are a conclusion formed about the person/character based on

how they act or what their personality is. In the text we have been reading, Julius The Baby of

the World, Lilly is cheerful, attention seeking, easily upset, cruel, forgiving, and protective. Real

people, like you and me have character traits as well, for example; you work well with your

classmates on different classroom activities, which makes you cooperative, and Jayson is always

making us laugh with his extreme facial expressions, which makes him funny. We can use

character traits to really understand what kind of person someone is.

*Tip: Other than a high frequency word wall, teachers should have a designated location in their

classroom where vocabulary is posted and referred to fluidly in other contexts throughout the

day. Students should be prompted and motivated to use these words in their speaking and

writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because...

that readers infer and make predictions based on that inference. They organize their thoughts in

their Reader’s Notebooks to respond to their thinking by using a chart to record things our

characters did or said… this allows us to organize the text evidence we collected of key details to

support our thinking of our predictions of what will happen next, helping us to understand our

characters better.” (Refer to displayed examples of students’ Reader’s Notebook entries or Reader’s Notebook




Quarter 1, Unit 1


anchor chart.)

“Watch me as I.... or “Let me show you how I....

infer and make predictions based on that inference and set up my Reader’s Notebook to help me

organize my thoughts around what my character says and does. This will help me make

predictions of what will happen next.”

Teacher does:

Model on chart paper how to set up a T‐Chart in the Reader’s Notebook with the date, the title

of the book (underlined) at the top of the page, the character’s name (starting with a capital

letter) under the title, and Does/Said on one side of the T‐Chart and Prediction on the other.

Teacher does and says:

“I am going to read a part from the text, Julius Baby of the World. When I notice a key detail of

what Lilly does or says, I will stop and jot it down in my T‐Chart to go back to after I am finished

reading, so I can decide if I notice a pattern to make a prediction of what may happen next.”

*Tip:

Teachers may want to model acting out the section of the text (a micro‐retell through

dramatization). Dramatizing the part of the story could help students collect the evidence of

what the character does and says to be able to identify a pattern in the character’s personality

supporting then a prediction of what may happen next.


Read aloud pg. 3‐4. Model stopping and jotting down the suggested points below:

Teacher thinks/writes/search‐aloud:

“Hmm… I am noticing that Lilly took her things from Julius, pinched his tail, said mean things to

him like, “I hate you” and “disgusting”, and thinks his looks are not as cute as her parents made

them out to be.”

“I am going to list/sketch some of the things Lilly does on the Does/Says side of my T‐Chart.”

“Lilly takes her toys away from Julius.” Write Does not share.

“Lilly pinches Julius’ tail.” Write pinches.

“Lilly thinks Julius’ pink nose is slimy, that his eyes are beady, and his white fur is not so

sweet.” Write thinks he is not cute.





Quarter 1, Unit 1

“Lilly says, ‘I hate you’. Write with quotation marks “I hate you!”

“Lilly says, ‘Disgusting’ about his slimy nose, beady eyes, not so sweet white fur, and diaper

changes.” Write with quotation marks “Disgusting!”

*Tips:

Teacher may want to put the text/pictures on a document camera so students can see the text up

close.

Teacher may want use images combined with words to help with meaning on charts.

Teacher may want to use gestures to signify when the teacher is thinking aloud and to add

meaning to vocabulary by acting out nonverbal cues related to the character’s behavior.

“After I jot/sketch the key details that support my thinking of what Lilly does and says, I am going

to read back through my organized thoughts and ask myself, ‘Is there a pattern in Lilly’s behavior

or personality?’ I notice that Lilly continues to be cruel to her brother Julius and attention

seeking from her parents. These conclusions/inferences make me aware of Lilly’s character

traits. I can use my findings to make a prediction of what will happen next. I predict Lilly will do

something cruel to Julius that she thinks will get her attention from parents, like make fun of him

and not share anything with him.”

“I am going to write/sketch down my prediction under the side of my T‐Chart heading,

Prediction. This way I can return to my thinking to have a discussion with my reading partner or

explain my thinking through further writing in my Reader’s Notebook.”

Teacher thinks/writes‐aloud:

“Lilly will make fun of Julius and not share with him.” Write Lilly will make fun of Julius and

not share with him.

Teacher says:

“Did you notice how I....

paid attention to what Lilly did and said in that part of the text and organized my thoughts by

listing those things to help identify a pattern in Lilly’s behavior and personality? I was then able

to use the patterns I noticed to draw conclusions about Lilly’s character traits, helping me form a

prediction of what may happen next in the text. I was able to write my prediction clearly in my

Reader’s Notebook to have a discussion with my reading partner or respond to my thinking

through writing deeper at another time. This work will help us understand the characters in our

books better.”





Quarter 1, Unit 1

“WE DO IT” Guided Instruction

How will you… know that each student thought through and

formulated a response to

(specify question)? provide corrective feedback to students?

differentiate additional modeling for students

(think/write/ search‐ aloud)? address the metacognitive

element? provide multiple

explanations for new

concepts? provide multiple

representations of new

concepts? prepare students to ask

probing/clarifying questions? allow students a variety of methods and modalities in

which to respond? assist students in processing

information?

*Tip: Students have their Reader’s Notebooks and a pencil underneath them on the rug.

Teacher says:

“Now you are going to give it a try… You are going to....

open up to a clean page in your Reader’s Notebook. We are going to set up our charts, so we

can organize our thoughts while we read.”

Teacher does: Guide students in setting up their charts by re‐modeling exactly what you did in the I Do of

the lesson. Teacher does and says:

“Listen as I read a different part for the text at the end of the story. While I read… listen and

when you notice a key detail of what Lilly does or says, jot it down on the Does/Says side of

your T‐Chart. After I am done reading, you will use your findings to turn and talk with your

reading partner about what you noticed, to then work together to identify a pattern in her

behavior/personality (character trait) and make a prediction of what will happen next in the

story.” *Tip:

After listening to the section of the text, teachers may want to have the students turn and

each act out that part of the text for their partner. After acting out, the students can discuss

what the character does and says and the pattern they notice, to then make a prediction of

what will happen next. “Don’t forget to use the anchor charts and thinking stems to help you while you are listening

to me read. These things will help you jump start your thinking around the key details of what

the character does and say that supports your thinking of behavior/personality patterns

(character traits) and your predictions.” Teacher does and says:

Read aloud p. 26‐27.

*Tip:





Quarter 1, Unit 1

Use gestures to emphasis character actions to support her behavior/personality.

“Take a minute if you have not done so already, to jot/sketch key details of what Lilly did or

said.”

Student does:

While teacher reads aloud p. 26‐27 students jot/sketch key details they notice of what the

character does and says.

Sample student written responses:

nose twitched

eyes narrowed

fur stood on end

tail quivered

“You are talking about my brother!”

“His nose is shiny!”

“His eyes are sparkly!”

“His fur smells like perfume!”

“He can blow bubbles!”

“He can babble!”

“He can gargle!”

“He can scream better than anyone!”

Sample teacher verbal prompts for students:

“What does Lilly do?”

“What else does she do?”

“How do you know she does that?”

“What does Lilly say?”

“What else does Lilly say?”





Quarter 1, Unit 1

“How do you know Lilly says that?”

“Do you know that because you found evidence in the text about it?”

“Why do you think Lilly does that?”

“Why do you think Lilly says that?”

Teacher says:

“You are now going to turn and have a discussion with your reading partner about what key

details you noticed of what Lilly says and does to explain what patterns you notice in Lilly’s

behavior/personality, identifying another character trait to then make a prediction of what

will happen next.”

“When having your discussions, don’t forget to check in with our Good Discussion Behaviors

Chart to make sure we are following our partnership discussion norms.”

Student does:

Students turn and discuss the key details they noticed to explain the patterns in Lilly’s

behavior/personality and then what inference and prediction they make.

Sample student verbal responses:

Behavior/Personality Patterns (character traits):

Lilly gets more and more upset with her cousin for talking bad about Julius. I know this

because her nose twitched, eyes narrowed, and fur stood on end. She is very protective of her

brother.

Lilly seems to like her brother now. I know this because she says, “You are talking about my

brother!” and “His nose is shiny!” She must have forgiven Julius for stealing her parents’

attention from her.

*Other key details that would fit in either of the above responses:

Tail quivered









Quarter 1, Unit 1



Predictions:

Lilly will make her cousin apologize to Julius.

Lilly will forgive her brother for stealing her parents’ attention and be nice to him.

Lilly will protect her brother from now on.

Lilly will love her brother and play with him now.

Lilly will not get so upset with Julius anymore and notice the good things about him.

Lilly will realize her little brother is better than she thought and become his friend.

Teacher does:

Teacher listens in to partnership discussions, collecting formative feedback regarding lesson

objective and student misconceptions or thinking blocks where prompting is needed.

Sample teacher verbal prompts and accommodations for students:

Sentence starters to jumpstart students’ language articulation.

“Lilly is I know this because in the text Lilly .”

(character trait – behaviors/personality) (key detail – says/does)

“Lilly is . I predict Lilly will .”

(character trait – behaviors/personality) (prediction of what will happen next)

Assist students in processing information.

Allowing more wait time for sketching before or during discussions to help students

explain and support their thinking with text evidence.

Polish speaking and Polish bilingual students are paired together to enhance

comprehension in native language and engage in accountable talk in English and Polish.

Differentiate and scaffold teacher check in with student groups regarding

comprehension content and discussion behaviors.

Students may use Post‐its to collect the key details and then use them to organize their

thoughts into a chart in their Reader’s Notebooks.





Quarter 1, Unit 1

Allow students a variety of methods and modalities in which to respond.

Dictation to the teacher or another student.

Sketch along with or in place of writing to convey meaning of key details noticed from

the text.

Instead of Reader’s Notebooks students may use: notecards, notebooks, paper,

whiteboards, and/or iPads.

Allowing higher students to use a chart or self‐made organizer of their choice or write in

narrative form if they feel they do not need the chart to organize their thoughts.

Teacher does:

Share some things that you heard from partners’ discussion that supports the lesson

objective as an example.

*Tips:

Teachers may want to chart some student responses to use an anchor chart for students to

refer to during independent work.

Teacher may have some students share out what they wrote or share out what important

points their partner brought to their discussion.





Quarter 1, Unit 1

“YOU DO IT TOGETHER” Collaborative Learning

How will you… assess student progress/understanding?

hold individuals accountable for the group work?

provide students with hands‐on experiences and practice?

determine grouping (pairs,

groups) for this activity? use scaffolds to help struggling students understand the lesson?

support students to use self‐ regulatory strategies?

provide opportunities for

students to practice self‐

correction? Ask questions that assist

students in self‐correcting their

relative strengths and

weaknesses in regard to the

given task ?

*Tips: Give each partnership a copy of the text (Chester’s Way by Kevin Henkes).

Teacher may choose to use the same text but prompt students to pay attention to the

other characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative

suggested texts are below. Teacher may want to supply each partnership with their own complex text at their

independent reading level (students need to be able to read the text on their own with

accuracy and comprehension). Allowing students to read the text together and go through

the process of identifying the character’s feeling and evidence to support it in a different

text (www.readingandwritingproject.com has multiple booklists by topic and reading level).

Alternative Suggested Texts (read aloud by teacher):

Peter’s Chair by Ezra Jack Keats

A Chair for My Mother by Vera Williams

An Angel for Solomon Singer by Cynthia Rylant

Those Shoes by Maribeth Boelts

Koala Lou by Mem Fox

Amber Was Brave, Essie Was Smart by Vera Williams

One Green Apple by Eve Bunting

Leo the Late Bloomer by Robert Kraus

Fireflies by Julie Brinkloe

Teacher says:

“Now it’s time for you to learn together… You are going to…

“With your partner, use the charts we made together to set up your T‐Chart with the

name of the book, the character’s name, and the two headings Does/Says and Prediction.




Quarter 1, Unit 1

Page 91 ELA/Literacy Content Framework_Version 2.0

“I am going to read a different story with the character Lilly by Kevin Henkes, Chest er’ s

Way. While I read aloud, you and your partner follow along in your copy of the text. While

I read… listen and pay attention to the key details of what Lilly does and says in this text.

You and your partner are then going to discuss and write down what you noticed Lilly did

and said.”

*Tip:

Teacher may want to allow students choose between Chester or Lilly to focus on during

cooperative learning.

Teacher does:

Give each partnership a copy of the text.

Read aloud p. 2‐14

Student does:

Students listen to the story and then discuss and write the key details of what Lilly does

and says in their T‐Chart under the Does/Says heading in their chart in each of their

Reader’s Notebooks.


Lilly:

wore band aids all over her arms

talked backwards

waved at every car that passed

always carried a squirt gun

wore a disguise

Chester:

always cut his sandwich in a diagonal

always ate the same breakfast

always kept a first aid kit in his pocket

always got out of bed the same way




Quarter 1, Unit 1


never slid head first in baseball

never threw snowballs

always wore sunscreen

Teacher says and does:

“I am going to read the same part of the text again while you and your partner follow

along in your copy of the text. When I am done reading you will work with your partner to

discuss what pattern you notice in Lilly’s behavior/personality, identifying some of her

character traits. Then use that to make an inference and develop a prediction of what you

think will happen next. Use your best handwriting/drawings to record your thoughts on

the side of your T‐Chart with the heading Prediction. Make sure you and your partner

reread both sides of your chart, making sure the key details of what Lilly does and says

connects and supports your prediction of what will happen next in the story.”

Teacher rereads 2‐14

Student does:

Students work with their reading partners and their findings of what the character does

and says to identify the character’s behavior/personality patterns (character traits), infer,

and develop a prediction of what they think will happen next and record their thoughts in

their Reader’s Notebooks under the heading Prediction in their T‐Chart in their own

Reader’s Notebooks. As students work, teacher listens in to conversations and reads

student writing to formatively assess student progress and make identify students who

may need additional guided practice or modeling during the “You Do It Alone” time.

*Tip:

Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and

listen in on the partnership discussions.

Teacher may want to prompt students to make comparisons of Lilly’s character traits

across the two different texts.

Sample student written response:

Lilly always does things different than everyone else. I predict she will show Chester and

Wilson how to do some new things.

I predict that Lilly will not become friends with Chester and Wilson because they always do

the same things and she thinks that’s boring.




Quarter 1, Unit 1


“YOU DO IT ALONE” Independent Practice

How will you… intervene with students who are not ready to move on?

extend the lesson for those who are ready to move on?

support students in connecting

concepts to future lessons and

in exploring real‐life

applications? encourage students to generate evidence of self‐regulatory

strategies? provide opportunities for students to self‐assess?

endorse independent learning

or more in‐depth study of

content by students?

Teacher says: “Now you are going to go off and try this on your own…

During independent reading you are going to choose a fiction text from your leveled book

box. While you are reading, you are going to pay attention to what your character does

and says and ask yourself “Do I notice a pattern in the character’s behavior/personality?”

and then make predictions of what may happen next. When you notice a key detail about

what your character does and says open up to a clean page in your Reader’s Notebook

and make a chart to organize your thinking and jot your thoughts. Then you can go back to

your thinking at a later time to discuss it with your reading partner or respond to your

thinking through writing.” *Tip:

Remind student of the resources they can use around the room and in their Reader’s

Notebooks. Teacher may allow students to use Post‐its as an additional means of collecting key details

from the text. Student does:

Students read fiction books at their independent reading level from their leveled book

box. When necessary, students may use Post‐its and/or construct a T‐Chart in their

Reader’s Notebook to help organize their thoughts. Students pay attention to the key

details of what the character does and says, to then question themselves around the

character’s patterns (character traits) and make predictions of what will happen next.

Students record the key details of what the character does and says and their predictions

on the next clean page in their Reader’s Notebook. Teacher conferring prompts:

“Who is in the story?”

“What is happening in the story?”

“What is the character’s problem in the story?”

“What does the character do?”

“What does the character say?”




Quarter 1, Unit 1


“Why does the character do and say those things?”

“How do you know the character does/does says that?”

“What in the story makes you think that?”

“Are you noticing any patterns in the character’s behavior/personality? What?”

“What are some of the character’s character traits? What makes you think that?”

“From your findings, what is your prediction of what will happen next?”

“What is your opinion of what the character did/said?” “What is your opinion of the characters behavior/personality?”

“CLOSURE of LESSON” whole group reflection

assess at the close of the lesson to determine who has mastered

content and who needs further

assistance? bring the class together to

reflect on the day’s learning and

prepare for tomorrow’s

learning?

Teacher says: “Turn and tell your reading partner about one of the characters you read about. Explain to

your partner what your character does and says and the patterns you noticed in their

behaviors/personalities. Describe one prediction you made while reading about your

character and why you made it. Tell your partner if your prediction was correct.” Student does:

Students turn and discuss their thinking from when they were reading independently,

using their Reader’s Notebooks. Teacher does:

Teacher listens in on student discussion to find one partnership to model in a fish bowl

related to the lesson objective paired with one praise and/or one push to highlight after

students model.

Student does: One partnership models the discussion they had during turn and discuss.

Teacher does:

Teacher shares with all students the one praise and/or highlight after student models that

will reinforce the work done by students in the lesson or to set students up for the next

steps in the continuum of learning in the unit.




Quarter 1, Unit 1


Teacher says:

“The work we did today is going to be very important because we are going to use our

findings to respond in our Reader’s Notebook identifying how the characters are feeling

and write to support our thinking, using key details from the text including multiple

characters, the setting and events.”

Teacher says: “Today and every day you can... because…

use your Reader’s Notebook to respond to your thinking by using a chart to record things

your characters did or said… this allows us to organize the text evidence you collect of key

details to support your thinking of your prediction of what will happen next, helping us to

understand our characters better and be a good reader.”

ASSESSMENT

What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?

Formative: Student verbal responses during partner discussions

Student written responses on Post‐its

Student written responses in Reader’s Notebooks

Anecdotal Records during conferring regarding lesson

objective

Summative: Summative assessment will happen at the end of the

unit, not at the end of this lesson.




Quarter 1, Unit 1


Quarter: 1, Unit: 1

Week: 4 of 5

Day: 16

Objective(s):

Good readers infer how a character is feeling by

observing the things that a character does and says (key

details) through questions such as, “What are some of

the things the character does in the story?”, “What is

something the character said in the story?”, and “How

does the character feel in that part of the story?”, and

then discuss with their reading partners.

Materials/Resources:

Shared Text: Julius Baby of the World by Kevin

Henkes

Chester’s Way by Kevin Henkes Post‐its (notecards,


paper, or iPad)


Pencils

Chart Markers

Anchor Charts: Anchor Chart R‐4

T‐Chart from prior lesson

Character Feelings Vocabulary

Chart

Student samples of cited text

evidence

Post‐it Writing Anchor Chart

or displayed student work

reading response samples

(Post‐its or Reader’s

Notebook entries)

Good Discussion Norms

Anchor Chart

CCSS Standards:

RL.1.1‐ Ask and answer

questions about key details in a

text. RL.1.3‐ Describe characters,

settings, and major events in a

story, using key details. RL.1.4‐ Identify words and

phrases in stories or poems that

suggest feelings or appeal to the

senses. SL.1.4‐ Describe people, places,

things, and events with relevant

details, expressing ideas and

feelings clearly.

Reading Partnerships: According to the Common Core State Standards,







skills, and degree of engagement in discussion. Discussion behaviors should be modeled and practiced



conversations.

Contribute accurate, relevant information




various domains

Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services


Quarter 1, Unit 1



How will you… model lesson objectives

(content‐language‐

metacognitive) clearly & repeat

it to your students?

(think/write/search‐aloud) convey the purpose of the lesson?




identify both academic &

content vocabulary so students

can access new material? allow for student interaction?

visually represent the concept?

(i.e. images, gestures)


actively listen and watch the teacher model the lesson objective.

Teacher says: “Yesterday we worked on…

using our Reader’s Notebooks to respond to our thinking by using a chart to record things our

characters did or said… this allows us to organize the text evidence we collected of key details

to support our thinking and make predictions of what will happen next, helping us to

understand our characters better.”

(Refer to prior lessons’ anchor charts) “We have been reading about characters in our books who are different because of their

character traits and what they do and say. In the text we have been reading, Julius the Baby Of

The World, Lilly acts “uncooperative” in different parts of the text. Uncooperative means not

being helpful when your help is needed during specific times or places. Like in the text when

Lilly was supposed to be quiet because Julius was sleeping, she was loud, and when she told

Julius the wrong order of the letters and numbers after her parents asked her to teach him to

be smart like her. She is being very uncooperative. You may have been uncooperative at

school when a teacher asked you to not talk in the hallway because other classes were

learning and you made the choice to talk and disturb them anyway.”




writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because...

how good readers infer how a character feels by noticing the things the character does and

says and then discusses them with their reading partner…this allows us to collect text

evidence of the key details to support our thinking, helping us to understand our characters

better..” (Refer to the displayed T‐Chart with findings of what Lilly does and says from the prior day’s

lesson.)




Quarter 1, Unit 1


“Watch me as I.... or “ Let me show you how I....

re‐read a part of the text, Julius the Baby Of The World and think about the key details we

gathered yesterday of what Lilly does and says in this part of the text. I am going to think

about the things Lilly is doing and saying to ask myself, ‘How is the character (Lilly) feeling in

this part of the story?’ and then discuss my thoughts with my reading partner.”

*Tip:


dramatization). Dramatizing the part of the story could help students collect the evidence of

what the character does and says to be able to infer how the character is feeling.


Read aloud pg. 3‐4. Model stopping points to think when you come across a key detail

regarding what the character does and says, leading to an inference of the character’s

feelings.

(Thinking aloud allows students to witness your metacognition when reading around

identifying key details and using them to infer character feelings.)


(Point to key details on the prior day’s chart while noticing them again when reading.)

“Hmm… what are some of the things Lilly does and says? Well, Lilly takes all her toys back

from Julius, so we jotted down Does not share. Here she pinches Julius’ tail, so we jotted down

Pinches. Oh no! Lilly’s parents think Julius’ eyes, nose, and fur is so sweet, but Lilly does not

think they are at all. Good thing we jotted down, Think he is not cute. She also says that she

hates him and that he looks and smells disgusting. So we would remember that, we jotted

down “I hate you!” and “Disgusting!’”

“Hmm…How does the character (Lilly) feel in this part of the story? She just seems so angry

with her new baby brother, Julius. It’s like she is angry with him because he is getting so much

attention from her parents and she is acting uncooperative because she is mad at him that she

has to share her things and her mom and dad with him. When this happens it usually means

someone is jealous of someone else so they act cruel toward them. When they act this way it

can mean they are jealous. I think Lilly is feeling jealous of her baby brother, Julius.”

Teacher says and does:

Teacher selects one student to be his/her reading partner to model a discussion with.




Quarter 1, Unit 1


(Teacher may want to let the student know ahead of time so they are not caught off guard. If

the teacher wants to model discussion back and forth, they will need to make sure the student

knows how and has a book they know really well to discuss or knows the anchor text just as

well.)

“Watch how I discuss the inference I made of how the character feels and what key details in

the text make me think that. I am going to make sure I use text evidence to support my

thinking to my partner.”

Teacher and student model:

“I am reading, Julius the Baby Of The World. In the text there is a character named Lilly, who

has just received a new baby brother. Lilly is not treating him very nicely and being very

uncooperative. I think Lilly feels jealous of Julius because he is getting so much attention from

her parents. I think this because I read and saw in the pictures that Lilly does not share her

toys with Julius, she pinches his tail, and she says, ‘I hate you!’ right to him!”

*Tips:

Teacher may want to point at text evidence in the book while she is discussing or touch the

different key details as she talks about them on her chart, to help students make the

connection directly of text evidence coming directly from the text.

Teacher may want to put the text/pictures on a document camera so students can see the text

up close.

Teacher may want to use images combined with words to help with meaning on charts.


meaning to vocabulary by acting out nonverbal cues related to the character’s actions and

possible feelings.

Teacher says:

“Did you notice how I....

was able to make an inference of how the character (Lilly) feels by paying attention to the

things the character (she) does and says, to then discuss my thoughts with my reading

partner…this allows me to support my thinking by using text evidence of the key details,

helping us to understand our characters better.”



Quarter 1, Unit 1



How will you… know that each student thought through and formulated a

response to (specify question)? provide corrective feedback to students?

differentiate additional

modeling for students

(think/write/ search‐ aloud)? address the metacognitive

element? provide multiple explanations

for new concepts? provide multiple

representations of new

concepts? prepare students to ask probing/clarifying questions?

allow students a variety of

methods and modalities in

which to respond? assist students in processing information?

*Tip: Students have their Reader’s Notebooks underneath them on the rug.

Teacher says:

“Now you are going to give it a try… You are going to....

open up to your T‐Chart we did together on the rug yesterday in your Reader’s Notebook. We

are going to refer to your thoughts while we read.”

Teacher does and says: “Listen as I read a different part of the text at the end of the story. While I read… listen for the

key details of what Lilly does or says and point to them in your T‐Chart under the heading,

Does/Says. After I am done reading, you are going to ask yourself, ‘How is Lilly feeling in this

part of the text?’ You will use your findings and the feeling you have inferred to turn and talk

with your reading partner, using the key details from the text and your chart of what Lilly does

and says to support your thinking of how she is feeling.”

*Tip: After listening to the section of the text, teachers may want to have the students turn and each

act out that part of the text for their partner. After acting out, the students can discuss what

the character does and says and what feelings they infer the character has. “Don’t forget to use the anchor charts and thinking stems to help you while you are listening

to me read. These things will help you jump start your thinking around the key details of what

the character does and say that supports your thinking of feelings the characters in our books

may have.”

Teacher does and says: Read aloud p. 26‐27.

*Tip:

Use gestures to emphasis character actions and feelings.

“Take a minute if you have not done so already, to infer how Lilly is feeling in this part of the

text and what key details from the text makes you think that.” Student does:

While teacher reads aloud p. 26‐27, students points out key details in their T‐Chart they notice



Quarter 1, Unit 1


of what Lilly does and says in the text and starts to develop their inference of how Lilly is

feeling in this part of the text, by asking themselves, ‘How is the character (Lilly) feeling in this

part of the text?’.

Teacher says:

“Using the text evidence from their T‐Chart in their Reader’s Notebook, you are going to turn

and discuss to explain to your partner your inference of how Lilly is feeling in this part of the

text by citing the evidence from the text of the key details of what Lilly does and says that

makes you think she is feeling that way in this part of the text.”



Sample student responses:

Inferred feelings:

frustrated

unhappy

irritated

disappointed

angry

upset

annoyed

offensive

aggressive

provoked

empathetic

determined

brave

confident

Text evidence that supports inferred feelings:



Quarter 1, Unit 1


nose twitched

eyes narrowed

fur stood on end

tail quivered









Sample teacher verbal prompts for students:

“Where is Lilly?”

“Who is Lilly with?”

“What happens?”

“How does Lilly feel in this part of the text?”

“What makes you think that?”

“What does Lilly do?”

“What else does she do?”

“How do you know she does that?”

“What does Lilly say?”

“What else does Lilly say?”

“How do you know Lilly says that?”

“Do you know that because you found evidence in the text about it?”



Quarter 1, Unit 1


“Why do you think Lilly does that?”

“Why do you think Lilly says that?”

Teacher does:

Teacher listens in to partnership discussions, collecting formative feedback regarding lesson


Sample teacher verbal prompts and accommodations for students:

Sentence starters to jumpstart students’ language articulation.

“Lilly is feeling I know this because in the text Lilly .”

(feeling) (key detail – says/does)

“Lilly . This tells me that she is feeling because .”

(key detail – says/does) (feeling) (connection to overall

rational for feeling)






Differentiate and scaffold teacher check in with student groups regarding comprehension

content and discussion behaviors.

Students may use Post‐its to collect the key details and then use them to organize their

thoughts into a chart in their Reader’s Notebooks.

Allow students a variety of methods and modalities in which to respond.

Dictation to the teacher or another student.

Sketch along with or in place of writing to convey meaning of key details noticed from the

text.

Instead of Reader’s Notebooks students may use: notecards, notebooks, paper,

whiteboards, and/or iPads.

Allowing higher students to use a chart or self‐made organizer of their choice or write in

narrative form if they feel they do not need the chart to organize their thoughts.




Quarter 1, Unit 1


Teacher does:

Share some things that you heard from partners’ discussion that supports the lesson objective

as an example.

*Tips: Teachers may want to chart some student responses to use an anchor chart for students to

refer to during independent work. Teacher may have some students share out what they wrote or share out what important

points their partner brought to their discussion.



hold individuals accountable for

the group work? provide students with hands‐on experiences and practice?

determine grouping (pairs,

groups) for this activity? use scaffolds to help struggling students understand the lesson?


provide opportunities for

students to practice self‐

correction? Ask questions that assist

students in self‐correcting their

relative strengths and

weaknesses in regard to the

given task ?

*Tips: Give each partnership a copy of the text (Chester’s Way by Kevin Henkes).

Teacher may choose to use the same text but prompt students to pay attention to the other

characters in the text other than Lilly.

Teacher may want to use a completely different complex read aloud text. Alternative

suggested texts are below. Teacher may want to supply each partnership with their own complex text at their


accuracy and comprehension). Allowing students to read the text together and go through the

process of identifying the character’s feeling and evidence to support it in a different text (www.readingandwritingproject.com has multiple booklists by topic and reading level).

Alternative Suggested Texts (read aloud by teacher):

Peter’s Chair by Ezra Jack Keats










Quarter 1, Unit 1




Teacher says:

“Now it’s time for you to learn together… You are going to…

“I am going to read a different story by Kevin Henkes, Chester’s Way. While I read aloud, you

and your partner follow along in your copy of the text. While I read… listen and pay attention

to the key details of what Chester does and says. You and your partner are then going to

discuss to answer the questions, ‘How is the character feeling in this part of the text?’ to then

discuss to determine your inference of how Chester is feeling and explain why you think that

by using the key details of what Chester does and says in the text to support your thinking of

that inference.”

*Tip:

Teacher may want to allow students choose between Chester or Lilly to focus on during

cooperative learning.

Teacher does:

Give each partnership a copy of the text.

Read aloud p. 12‐16

Student does:

Students listen to the story and then ask themselves (as a partnership), ‘How does the

character feel in this part of the text?’ to then discuss to infer how the character (Lilly or

Chester) is feeling and use key details from the text to support their thinking of why they think

the character feels that ways in this part of the book.


Inferred feelings:

Lilly: unique, dynamic, free, secure, daring, enthusiastic, playful, cheerful

Chester: uncertain, nervous, hesitant, skeptical, untrusting, uneasy, shy

Text evidence that supports inferred feelings:

Lilly:

wore Band‐Aids all over her arms and legs




Quarter 1, Unit 1


talked backwards

wore nifty disguises

waved at all cars passing by

carried a loaded squirt gun

asked Chester and Wilson to play

called Chester and Wilson on the phone Chester:

said, “She has a mind of her own.”

said they were busy when she asked to play

hid from Lilly

crossed to the other side of the street

disguised their voices when she called

said, “She’s something else.”

*Tip: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and listen

in on the partnership discussions.




support students in connecting

concepts to future lessons and

in exploring real‐life

applications? encourage students to generate evidence of self‐regulatory

strategies?


during independent reading you are going to choose a fiction text from your leveled book box.

While you are reading, you can ask yourself, ‘How does the character feel in this part of the

text?’ to infer how a character feels by noticing the things the character does and says and

using those key details to support your thinking of why the character feels that way. You can

then discuss your findings with your reading partner at a later time, share during after

workshop share, or during buddy read center…this allows us to collect text evidence of the key

details to support our thinking, helping us to understand our characters better.”.” *Tip:

Remind student of the resources they can use around the room and in their Reader’s



Quarter 1, Unit 1


provide opportunities for students to self‐assess?

endorse independent learning

or more in‐depth study of

content by students?

Notebooks. Teacher may allow students use Post‐its as an additional means of collecting key details from

the text.

Student does:

Students read fiction books at their independent reading level from their leveled book box.

When necessary, students may use Post‐its and/or construct a T‐Chart in their Reader’s

Notebook to help organize their thoughts. Students ask themselves, ‘How does the character

feel in this part of the text?’ to infer the feelings of the characters in their books by noticing

the key details of what their character does and says to support their thinking of the character

feeling that way, in that part of the book. Students can discuss their findings with their reading

partners at a later time, during after workshop share or during buddy read center.

Teacher conferring prompts:

“Who is in the story?”




“What does the character say?”

“Why does the character do and say those things?”

“How do you know the character does/does says that?”

“What in the story makes you think that?”

“How is the character feeling in this part of the text?”

“Are you noticing any patterns in the character’s behavior/personality? What?”

“What are some of the character’s character traits? What makes you think that?”

“From your findings, what is your prediction of what will happen next?”

“What is your opinion of what the character did/said?”

“What is your opinion of the characters behavior/personality?”



Quarter 1, Unit 1



assess at the close of the lesson to determine who has mastered

content and who needs further

assistance? bring the class together to reflect on the day’s learning and

prepare for tomorrow’s

learning?

Teacher says: “Turn and tell your reading partner about one of the characters you read about. Explain to

your partner how your character felt in one part of the text, use text evidence of what the

character did and said that supports your thinking of them feeling that way. Make sure you

are using key details from the text to support your inference. You may use your Reader’s

Notebook or the actual text if you believe that will help you be more clear with your

explanation to your partner.”

Student does: Students turn and discuss their thinking from when they were reading independently, using

their Reader’s Notebooks or the text, if they choose to.

Teacher does:

Teacher listens in on student discussion to find one partnership to model in a fish bowl related

to the lesson objective paired with one praise and/or one push to highlight after students

model.


Teacher does:

Teacher shares with all students the one praise and/or highlight after student models that will

reinforce the work done by students in the lesson or to set students up for the next steps in

the continuum of learning in the unit. Teacher says:

“The work we did today is going to be very important because we are going to use our findings

to respond in our Reader’s Notebook identifying how the characters are feeling and write to

support our thinking, using key details from the text including multiple characters, the setting

and events.”


infer how a character feels by noticing the things the character does and says and then discuss

them with your reading partner…this allows us to collect text evidence of the key details to



Quarter 1, Unit 1


support our thinking, helping us to understand our characters better.”

ASSESSMENT

What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?





objective

Summative: Summative assessment will happen at the end of the unit,

not at the end of this lesson.



Quarter 1, Unit 1



Click to access the 1st Grade Video and Video Discussion Guide on the Knowledge Center.

Quarter: 1, Unit: 1 Week: 4 of 5 Day: 17

Objective(s): Good readers remember what their characters do and say in order to infer how that character is feeling by using Post‐its, partner discussions, and their Reader’s Notebooks to record their observations and what they learn about their character when reading.


Shared Text: Julius Baby of the World by Kevin Henkes



paper, or iPad)


Pencils

Chart Markers Anchor Charts:

Anchor Chart R‐4



Chart





Notebook entries)


Anchor Chart

CCSS Standards:

RL.1.1‐ Ask and answer questions about key details in a text.

RL.1.3‐ Describe characters, settings, and major events in a story, using key details.

RL.1.4‐ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

SL.1.4‐ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Reading Partnerships: According to the Common Core State Standards, students must have ample opportunities to take part in a variety of rich, structured conversations ‐ as a part of a whole class, in small groups, and with a partner to build a foundation for college and career readiness. Partnerships should be developed strategically by the teacher; regarding student reading level, comprehension skills, and degree of engagement in discussion.

Discussion behaviors should be modeled and practiced including the following critical attributes allowing students to be a productive member of the conversations.





various domains


Quarter 1, Unit 1



How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)

convey the purpose of the lesson?




identify both academic & content vocabulary so students can access new material?

allow for student interaction?

visually represent the concept? (i.e. images, gestures)


actively listen and watch the teacher model the lesson objective. Teacher says: “Yesterday we worked on… inferring how a character feels by observing the things the character does and says (key

details) by asking ourselves questions such as, “What are some of the things the character

does in the story?”, “What is something the character said in the story?”, and “How does the

character feel in that part of the story?” to then discuss with our reading partners.”

(Refer to prior lessons’ anchor charts) “We have been reading about characters in our books who are different because what they do

and say when they are feeling that way. In the text we have been reading, Julius The Baby of

the World, Lilly feels “jealous” in certain parts of the text. We know that jealous means feeling

resentment against someone or protective of certain things because of what that person has

or their advantages. Like in the text, Lilly was jealous of her brother because of the attention

he was getting from her mom and dad. You may have felt jealous of one of your siblings when

they got something that you were envious (really wanted) of.”




writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because... that good readers remember what their characters do and say in order to infer how that

character is feeling by using Post‐its to jot/sketch their observations and what they learned

about their character when reading… this allows us to collect text evidence of key details to

support our thinking, helping us to understand our characters better.” (Refer to displayed examples of students’ Post‐its or Post‐it Writing anchor chart.)

“Watch me as I.... or “Let me show you how I.... read Julius Baby of the World. When I notice a key detail of what Lilly does or says that

supports my thinking of her feeling jealous, I stop and jot/sketch my text evidence on a Post‐it

to help me remember my thinking, then I can look back at my thinking when I have a

discussion with my reading partner or when writing in my readers notebook.” *Tip:





Quarter 1, Unit 1



dramatization). Dramatizing the part of the story could help students identify the feeling and

the evidence of what the character does and says leads to and/or affirms an inference of how

a character is feeling.

Teacher does and says: Read aloud pg. 3‐4. Model stop and jot the suggested points below:


“Lilly takes her toys away from Julius.” Write Does not share.





“Lilly says, ‘Disgusting’ about his slimy nose, beady eyes, not so sweet white fur, and

diaper changes.” Write with quotation marks “Disgusting!”

*Tips:


up close.



meaning to vocabulary by acting out nonverbal cues related to feelings.

Teacher may want to model using two different colors of Post‐its (one color for the evidence

and one color for the feeling) for higher students.

“After I jot/sketch the key details that support my thinking of Lilly feeling jealous, I am going to

turn to a clean page in my Reader’s Notebook and stick it on the page. This way I can return to

my thinking to have a discussion with my reading partner or explain my thinking in writing on

that page in my Reader’s Notebook.”

*Tips:

If each student will eventually have their own copy of the text they are using or you will be

expecting them to do this work independently during Independent Reading often, you may

want to model putting the Post‐it directly into the text, on the page where the evidence can

be found. This allows for a physical connection to the evidence and helps solidify

understanding which provides them with an additional resource to use later when discussing

and explaining their thinking.


Quarter 1, Unit 1


Teacher says:

“Did you notice how I.... stopped and jotted the key details of what I noticed the character did or said that supported

my thinking that she was feeling jealous on the Post‐it? Now after I am finished with the book

I can go back to my post it notes and have a discussion with my reading partner or respond to

my thinking in my readers notebook because this will help me understand the character

better.”


How will you… know that each student thought through and formulated a response to (specify question)?

provide corrective feedback to students?

differentiate additional modeling for students (think/write/ search‐ aloud)?

address the metacognitive element?

provide multiple explanations for new concepts?

provide multiple representations of new concepts?

prepare students to ask probing/clarifying questions?

allow students a variety of methods and modalities in which to respond?

assist students in processing information?

*Tip: Students have a fresh Post‐it on a hard surface, such as their Reader’s Notebooks and a pencil underneath them on the rug.

Teacher says:

“Now you are going to give it a try… You are going to.... listen as I go back and read another part of the text in the middle of the story. While I read…

listen and when you notice a key detail of what the character does or says that makes it true

that Lilly is feeling jealous and I want you to jot it on a Post‐it. When I am done reading you

are going to turn and discuss your thinking with your partner.” *Tip:

After listening to the section of the text, teachers may want to have the students turn and each

act out that part of the text for their partner. After acting out, the students can discuss how

the character is feeling and what the character does and says that makes them think that.

Students can then capture their thinking by jotting on their Post‐it.

“Don’t forget to use the anchor charts and questions thinking starters to help you while you

are listening to me read. These things will help you jump start your thinking around the key

details of what the character does and say that supports your thinking of how they are

feeling.” Teacher does and says: Read aloud p. 9. *Tip: Use gestures to emphasis character actions and feelings.

“Take a minute if you have not done so already, to jot/sketch key details of what Lilly did or said that supports your thinking of how Lilly feels in this part of the text.”

Student does: While teacher reads aloud p. 9 students jot/sketch key details they notice that supports their thinking that Lilly is feeling jealous.

Sample student written responses: frightened Julius did magic on Julius



Quarter 1, Unit 1



made Julius disappear pretended Julius did not exist

Sample teacher verbal prompts for students: “How is Lilly feeling?” “How do you know she feels that way?” “What from the text makes you think Lilly feels that way?” “What does Lilly do?” “What does Lilly say?”

Teacher says: “You are now going to turn and have a discussion with your reading partner about what key details you noticed of what Lilly says and does that supports your thinking of how Lilly is feeling.”

“When having your discussions, don’t forget to check in with our Good Discussion Behaviors Chart to make sure we are following our partnership discussion norms.”

Student does: Students turn and discuss the text evidence they noticed and jotted/sketched that supports their thinking of Lilly feeling jealous.

Sample student verbal responses: “Lilly is feeling jealous. I know this because she frightens Julius.”

“Lilly does magic and tries to make Julius disappear. This tells me that she is feeling jealous

because she doesn’t want Julius around taking the attention.”

“In this part, Lilly pretends that Julius does not exist. This makes me think that Lilly is feeling

jealous of her brother and doesn’t want him there.”

Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson objective and student misconceptions or thinking blocks where prompting is needed.

Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “Lilly is feeling I know this because in the text Lilly .”

(feeling) (key detail – says/does) “Lilly . This tells me that she is feeling because .”

(key detail – says/does) (feeling) (connection to overall rational for feeling)

Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students



Quarter 1, Unit 1






Allowing higher students to use two different colored Post‐its to capture the feeling and

supporting evidence on two different Post‐its.

Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning of key details noticed from the

text.

Instead of Post‐its students may use: notecards, notebooks, paper, whiteboards, and/or

iPads.

Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective

as an example.

*Tips:



Student does: Students stick their Post‐it on the next clean page in their Reader’s Notebook.

*Tip:

Teachers may have students stick their Post‐its directly in the book, if each student has a

personal copy.



Quarter 1, Unit 1







determine grouping (pairs, groups) for this activity?

use scaffolds to help struggling students understand the lesson?


provide opportunities for students to practice self‐ correction?

Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?

*Tips: Give each partnership a copy of the text.


characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative

suggested texts are below.

Teacher may want to supply each partnership with their own complex text at their




Alternative Suggested Texts (read aloud by teacher): Peter’s Chair by Ezra Jack Keats









Teacher says: “Now it’s time for you to learn together… You are going to…

listen as I go back and read another part of the text at the end of the story. While I read…

listen and pay attention to the key details of what the character does or says and think about

how Lilly is feeling in this part of the story.” “When I am done reading you are going to work in your partnership to identify how the

character feels in this part of the text and what text evidence (key details) supports you and

your partners thinking of how Lilly feels. You will use a clean page in your Reader’s Notebook

to write down how Lilly feels in this part of the text and you will use your fresh Post‐it to

jot/sketch the text evidence of what the character says or does supporting your thinking of


Quarter 1, Unit 1


how she feels.”

Teacher does: Give each partnership a copy of the text. Read aloud p. 26‐27

Teacher says: “ Work with your partner and to decide, how is the character feeling? And… What text evidence (key details of what the character says and does) supports your thinking that the character feels that way? Use your Post‐its to collect the key details of what the character does and says that makes you think they feel that way.”

Student does: Students work with their reading partners to identify how Lilly is feeling in the end of the text

and writes it in their Reader’s Notebooks. Students then work in their partnerships to notice

and jot the key details in the text that support their thinking of how Lilly feels in that part of

the text.

Sample student written responses: Lilly is feeling at the end of the text (irritated, impulsive, frustrated, disappointed,

unhappy, angry, upset, annoyed, offensive, aggressive, provoked, empathetic, determined,

brave, confident).

nose twitched

eyes narrowed

fur stood on end

tail quivered









*Tip: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and listen in on the partnership discussion.



Quarter 1, Unit 1






support students in connecting concepts to future lessons and in exploring real‐life applications?

encourage students to generate evidence of self‐ regulatory strategies?


endorse independent learning or more in‐depth study of content by students?


During independent reading you are going to choose a fiction text from your leveled book box.

While you are reading, you are going to ask yourself “How is my character feeling?” Then

continue reading, paying attention to the key details of what the character does and says in

different parts of the text, supporting your thinking of how the character feels. When you

notice a key detail that supports your thinking jot it down on a Post‐it and stick it on a clean

page in your Reader’s Notebook. Then you can go back to your thinking at a later time to

discuss it with your reading partner or respond to your thinking through writing.”

*Tip: Remind student of the resources they can use around the room and in their Reader’s

Notebooks. Teacher may want to have students stick their Post‐it directly in the text where the evidence

was located.

Student does: Students read fiction books at their independent reading level from their leveled book box.

Students question themselves around character feelings and what text evidence makes their

thinking true. Students record how they think their character is feeling by writing it on the

next clean page in their Reader’s Notebook. Then they will use their fresh Post‐it to jot down

their text evidence and stick it on the page in their Reader’s Notebooks where they recorded

the character’s feeling.

Teacher conferring prompts: “Who is in the story?”



“How is the character feeling?”

“How do you know they feel that way?” “What from the text makes you think the character feels that way?”


“What does the character say?” “Why does the character do and say those things?”


Quarter 1, Unit 1


“Why does the character feel that way?”

“What’s your opinion of how the character is acting and feeling?”


assess at the close of the lesson to determine who has mastered content and who needs further assistance?

bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?

Teacher says: “Turn and discuss with your partner how your character felt in your book and what text evidence you noticed of what the character did or said that supported your thinking of how the character felt.”

Student does: Students turn and discuss their thinking from when they were reading independently, using their Post‐its and Reader’s Notebooks.

Teacher does: Teacher listens in on student discussion to find one partnership to model in a fish bowl related to the lesson objective paired with one praise and/or one push to highlight after students model.


Teacher does: Teacher shares with all students the one praise and/or highlight after student models that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.

Teacher says: “The work we did today is going to be very important because we are going to use our findings to respond in our Reader’s Notebook identifying how the characters are feeling and write to support our thinking, using key details from the text including multiple characters, the setting and events.”

Teacher says: “Today and every day you can... because… remember what the characters do and say in order to infer how that character is feeling by using Post‐its to jot/sketch their observations and what they learned about their character when reading… this allows us to collect text evidence of key details to support our thinking, helping us to understand our characters better.”



Quarter 1, Unit 1


ELA/Literacy Content Framework_Version 2.0 Page 121

ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?





objective




Unit 1, Quarter 1




Objective(s): Good readers respond to their reading by constructing a

chart to organize their thoughts and record what the

character did and said on one side, leading to their

inference of how the character felt on the other side

when reading.


Shared Text:

Julius Baby of the World by Kevin Henkes



paper, or iPad)


Pencils

Chart Markers Anchor Charts:

Anchor Chart R‐4 T‐Chart from prior lesson


Chart





Notebook entries) Good Discussion Norms

Anchor Chart

CCSS Standards:

RL.1.1‐ Ask and answer questions about key details in a text.

RL.1.3‐ Describe characters, settings, and major events in a story, using key details.

RL.1.4‐ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

SL.1.4‐ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Reading Partnerships:

According to the Common Core State Standards,







skills, and degree of engagement in discussion. Discussion behaviors should be modeled and practiced including the following critical attributes allowing students to be a productive member of the conversations.





various domains


Unit 1, Quarter 1












should bring their Reader’s Notebook and pencils to the rug and place it underneath them.

Students actively listen and watch the teacher model the lesson objective. Teacher says: “Yesterday we worked on…

remembering what our characters do and say in order to infer how that character is feeling by

using Post‐its to jot/sketch our observations and what we learned about our character when

reading… this allows us to collect text evidence of key details to support our thinking, helping

us to understand our characters better and be good readers.” (Refer to prior lessons’ anchor charts)

“We have been reading about characters in our books who have different feelings because of

different reasons and what they do and say when they are feeling that way. In the text we

have been reading, Julius the Baby Of The World by Kevin Henkes, Lilly feels “determined” for

different reasons and at different points in the text, such as to get her parents attention or

have her cousin make up for what she said about Julius. Determined means persevering or

driven to do or get something accomplished. You are determined to read your books with

understanding during Guided Reading. You will work as hard as it takes to accomplish reading

your books with accuracy and understanding.


classroom where vocabulary is posted and referred to fluidly in other contexts through out the


writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because... how good readers can respond to their thinking when reading by constructing a T‐Chart in

their Readers Notebooks to organize their thoughts and recording what the character does

and says on one side, leading to an inference of how the character feels on the other side to

discuss with our reading partners or dive deeper through writing at a later time… this allows

us to collect text evidence of key details to support our thinking, helping us to understand our

character better.” (Refer to displayed examples of students’ Post‐its or Post‐it Writing anchor chart.)

“Watch me as I.... or “ Let me show you how I.... construct a similar T‐Chart as we did earlier in the week. The only difference is today we are

going to put Feelings as a heading instead of Prediction. We are still going to have one side

with the heading Does/Says. I am going to go back and re‐read the part we looked closely at Adapted from Garden Grove Unified School District, Office of Secondary Education



Unit 1, Quarter 1



yesterday from the text, Julius Baby of the World. I am rereading the part of the book I

stopped and jotted my Post‐it on to remind myself of what happened in that part of the story.

When I come to the key details I jotted on my Post‐it, I am going to stop and think for a

moment making sure my thinking made sense when I jotted yesterday. While I am reading and

referring to my Post‐its, I am going to use the key details I jotted on my Post‐it to organize and

record my thinking in my T‐Chart in my Reader’s Notebook under the heading, Does/Says. This

is going to allow me to go back and read through my thoughts in an organized way, to

determine if my text evidence leads to and supports the inferred feeling I thought of

yesterday.”

*Tip:



the evidence of what the character does and says leads to and/or affirms an inference of how

a character is feeling.

Teacher does and says: Read aloud pg. 3‐4. Model stop and think about the previous day’s jots at the suggested

points below, and write them on the T‐Chart:


Lilly takes her toys away from Julius.” Write Does not share.





“Lilly says, ‘Disgusting’ about his slimy nose, beady eyes, not so sweet white fur, and

diaper changes.” Write with quotation marks “Disgusting!”

*Tips: Teacher may want to put the text/pictures on a document camera so students can see the text

up close.





and one color for the feeling) for higher students.

“After I record my key details into my T‐Chart, I am going to reread through them and ask


Unit 1, Quarter 1


myself again, ‘How is Lilly feeling?’ ‘Does the text evidence make me think she is feeling

jealous?’ ‘Why?’.”

“Well… Lilly is doing these things because she is angry with her new baby brother for taking all

of her parents’ attention. She wants the attention she got from her parents before he came

along. So I infer that Lilly is doing these things to Julius because she is feeling jealous of him. I

am going to write jealous in my T‐Chart under the heading Feelings.

*Tips:

If each student will eventually have their own copy of the text they are using or you will be

expecting them to do this work independently during Independent Reading often, you may

want to model putting the Post‐it directly into the text, on the page where the evidence can

be found. This allows for a physical connection to the evidence and helps solidify

understanding, which provides them with an additional resource to use later when discussing

and explaining their thinking.

Teacher says: “Did you notice how I.... stopped and thought about the key details of what I noticed the character did or said that

supported my thinking that she was feeling jealous on the Post‐it, to ensure that the evidence

I gathered really supported my inference and recorded everything in my Reader’s Notebook

along the way? Now after I am finished with the book I can go back to my thinking have a

discussion with my reading partner or respond deeper to my thinking through writing because

this will help me understand the character better.”



Unit 1, Quarter 1













*Tip: Students have their Post‐its from the prior day’s lesson and their readers notebooks with a pencil with them on the rug.

Teacher says: “Now you are going to give it a try… You are going to....

construct the modified T‐Chart on the page you put your Post‐it on in your Reader’s

Notebook. On one side write the heading Does/Says. I am going to go back and re‐read

another part we looked closely at yesterday from the text, Julius Baby of the World. When I

come to a key details you jotted on your Post‐it, stop and think for a moment to make sure

your thinking made sense when you jotted yesterday. While I am reading and you are

referring to your Post‐its, you are going to use the key details you jotted on my Post‐it to

organize and record your thinking in your T‐Chart in your Reader’s Notebook under the

heading, Does/Says. This is going to allow you to go back and read through your thoughts in an

organized way, to determine if your text evidence leads to and support the inferred feeling

you thought of yesterday.” *Tip:

After listening to the section of the text, teachers may want to have the students turn and each

act out that part of the text for their partner. After acting out, the students can discuss how

the character is feeling and what the character does and says that makes them think that.

Students can then capture their thinking by jotting on their Post‐it. “Don’t forget to use the anchor charts and questions thinking starters to help you while you

are listening to me read. These things will help you jump start your thinking around the key

details of what the character does and say that supports your thinking of how they are

feeling.”

Teacher does and says: Read aloud p. 9 *Tip: Use gestures to emphasis character actions and feelings.

Student does: While teacher reads aloud p. 9, students stop and think about the previous day’s jots at the points where they collected their key details, and write them on the T‐Chart.

Sample student written responses: frightened Julius did magic on Julius made Julius disappear pretended Julius did not exist


Unit 1, Quarter 1


Sample teacher verbal prompts for students: “What did you jot on your Post‐it yesterday?” “Why did you decide to jot that?” “Why is that key detail important to understanding Lilly?” “What does Lilly do?” “What does Lilly say?”

Teacher says: “After you record your key details into my T‐Chart, you are going to reread through them and

ask myself again, ‘How is Lilly feeling?’ ‘Does the text evidence make me think she is feeling

(the feeling you and your partner inferred during collaborative learning yesterday)?’

‘Why?’.”

“Once you develop your inferred feeling for the second time, write it in you T‐Chart under the

heading Feeling. If you notice that your inference has changed since yesterday because it

seems like the evidence is helping you infer a different feeling, that’s okay.”

Student does: Students read through the key details they wrote in their T‐Chart and ask themselves, “How is

Lilly feeling?” “Does the text evidence make me think she is feeling (prior day’s

inferred feeling).

Teacher says: “You are now going to turn and have a discussion with your reading partner to explain your

findings regarding the way Lilly feels in this part of the story. See if your partner still has the

same inference you two came up with together yesterday. If you both still do, explain why. If

one of you or both of you changed your inference, make sure to explain why using the text

evidence to support your explanation.”



Student does: Students turn and discuss their inferred feeling after reviewing their key details in their T‐

Chart.

Sample student verbal responses: Lilly is feeling (resentful, bitter, revengeful, aggressive, hateful) frightened Julius did magic on Julius made Julius disappear pretended Julius did not exist





Unit 1, Quarter 1



Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “Lilly is feeling I know this because in the text Lilly .”

(feeling) (key detail – says/does) “Lilly . This tells me that she is feeling because .”

(key detail – says/does) (feeling) (connection to overall rational for feeling)










text.


iPads.


as an example.

*Tips:




Unit 1, Quarter 1











*Tips: Give each partnership a copy of the text.


characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative

suggested texts are below.

Teacher may want to supply each partnership with their own complex text at their




Alternative Suggested Texts (read aloud by teacher): Peter’s Chair by Ezra Jack Keats









Teacher says: “Now it’s time for you to learn together… You are going to…

listen as I go back and read another part of the text at the end of the story. While I read…

when I come to a key detail you and your partner jotted on your Post‐it, stop and think for a

moment to make sure your thinking made sense when you jotted yesterday. While I am

reading and you are referring to your Post‐its, you are going to use the key details you jotted

on my Post‐it to organize and record your thinking in your T‐Chart in your Reader’s Notebook

under the heading, Does/Says. This is going to allow you to go back and read through your

thoughts in an organized way, to determine if your text evidence leads to and support the




Unit 1, Quarter 1



inferred feeling you thought of yesterday.”

Teacher does: Give each partnership a copy of the text. Read aloud p. 26‐27.

Teacher says: “After you record your key details into your T‐Chart, you are going to reread through them and ask yourself again, ‘How is Lilly feeling?’ ‘Does the text evidence make you and your partner think she is feeling (the feeling you and your partner inferred during collaborative learning yesterday)?’ ‘Why?’.”

“Once you develop your inferred feeling for the second time, write it in you T‐Chart under the heading Feeling.”

Student does: Students work with their reading partners to read through the text evidence and ask themselves, “How is Lilly feeling in this part of the text?” “Does the text evidence make us think she is feeling (the feeling inferred the prior day)?” If not, students need to discuss why.

Sample student written responses: Lilly is feeling at the end of the text (irritated, impulsive, frustrated, disappointed,

unhappy, angry, upset, annoyed, offensive, aggressive, provoked, empathetic, determined,

brave, confident).

nose twitched

eyes narrowed

fur stood on end

tail quivered










Unit 1, Quarter 1









Teacher says: “Now you are going to go off and try this on your own… During independent reading you are going to choose a fiction text from your leveled book box.

While you are reading, you can respond to your thinking by constructing a T‐Chart in your

Readers Notebooks to organize your thoughts and record what the character does and says on

one side, leading to an inference of how the character feels on the other side to discuss with

your reading partners or dive deeper through writing at a later time… this allows us to collect

text evidence of key details to support our thinking, helping us to understand our character

better.”

*Tip: Remind students of the resources they can use around the room and in their Reader’s

Notebooks. Teacher may want to have students stick their Post‐it directly in the text where the evidence

was located.

Student does: Students read fiction books at their independent reading level from their leveled book box.

While reading, students can respond to their thinking by constructing a T‐Chart in their

Reader’s Notebooks and record what their characters do and say, leading to an inference of

how their character feels, making sure the two support each other.

Teacher conferring prompts: “Who is in the story?”



“How is the character feeling?”

“How do you know they feel that way?” “What from the text makes you think the character feels that way?”


“What does the character say?” “Why does the character do and say those things?”

“Why does the character feel that way?”

“What’s your opinion of how the character is acting and feeling?”


Unit 1, Quarter 1





Unit 1, Quarter 1






Teacher says: “Turn and discuss with your partner how your character felt in your book and what text evidence you noticed of what the character did or said that supported your thinking of how the character felt.”






Teacher says: “Today and every day you can... because… respond to your thinking when reading by constructing a T‐Chart in your Readers Notebooks to

organize your thoughts and recording what the character does and says on one side, leading to an

inference of how the character feels on the other side to discuss with you reading partners or dive

deeper through writing at a later time… this allows us to collect text evidence of key details to

support our thinking, helping us to understand our character better.”






objective




Unit 1, Quarter 1




Objective(s): Good readers use their Post‐its and Reader’s Notebook

to respond to the use of characterization in their reading

by selecting two characters in the story, drawing a

picture about the characters, the setting, and one event

from the story.


Shared Text:

A Weekend With Wendell by Kevin Henkes



paper, or iPad)


Pencils

Chart Markers

Anchor Charts:

Anchor Chart R‐4



Chart





Notebook entries)


Anchor Chart

CCSS Standards:

RL.1.1‐ Ask and answer questions about key details in a text. RL.1.3‐ Describe characters, settings, and major events in a story, using key details. RL.1.4‐ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. SL.1.4‐ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Reading Partnerships:

According to the Common Core State Standards,







skills, and degree of engagement in discussion.








various domains


Unit 1, Quarter 1












should bring their Reader’s Notebook and pencils to the rug and place it underneath them.

Students actively listen and watch the teacher model the lesson objective. Teacher says: “Yesterday we worked on…

how readers respond to their thinking when reading by constructing a T‐Chart in their Readers

Notebooks to organize their thoughts and recording what the character does and says on one

side, leading to an inference of how the character feels on the other side to discuss with our

reading partners or dive deeper through writing at a later time… this allows us to collect text

evidence of key details to support our thinking, helping us to understand our character

better.” (Refer to prior lessons’ anchor charts)

“We have been reading about characters in our books who have different character traits and

do and say different things for different reasons. In the text we have been reading, A Weekend

With Wendell by Kevin Henkes, Sophie shows “tolerance” for Wendell because he is a guest at

her house for the weekend, such as when she let Wendell be the baker and she was the sweet

roll. Tolerance means the ability to allow for opinions or behaviors that one does not

necessarily agree with. You may have tolerance for one of your friends in the lunch room who

talks with their mouth full of food because they are a good friend and they have not learned it

is rude to do so yet.”




writing to deepen their level of vocabulary capacity and application.

“Today I want to teach you... because...

that when good readers finish their story, they can tie all the elements of their story together

by using their Post‐it notes and Readers Notebooks to select 2 characters, draw a picture of

them, write key details about these characters (what they did and said), the setting, and one

event from the story because this will help us understand our characters and the story

better.” (Refer to displayed examples of students’ Post‐its or Post‐it Writing anchor chart.)



Unit 1, Quarter 1



“Watch me as I.... or “ Let me show you how I.... finish my story strong, like a runner finishes a race strong, by tying all of the elements of my

story together so that I truly understand the story that I read. I am going to choose two

characters from my story and use the key details from the story to explain about them and

what happened in the story.”

*Tip:



the evidence of what the character does and says that leads to and/or affirms an inference of

how a character is feeling.

Teacher does and says: Teacher thinks/writes/searches‐aloud:

“I am going to pick Sophie and Wendell from my story. Next, I am going to draw a picture of

each of these characters in the picture box in my Reader’s Notebook.”

Next, I’m going to write some key details about these characters by looking at what they did

and said. Watch how I look back to my Post‐it notes that I stuck on the pages in the text to

think back to my findings when I was reading. Things I recorded about Wendell were; made

the rules, gets to be all the good characters, and said, “That’s all you got?!” Things I recorded

about Sophie were; carried Wendell suitcase, was the boring character, and said nothing.

These Post‐it notes tell me key details about my characters that I will write and tie together

with the other story elements to finish my story strong.”

Sample model writing: Wendell always made up all the rules when he played games and he got to be all the good

characters. He said, “That’s all you got!” when Sophie showed him her toy chest. Sophie

carried Wendell’s suitcase, was always the boring characters, and never said anything.

Teacher says and does: “Now, I am going to add the setting of my story to my pictures. My story takes place at

Sophie’s house, so I’m going to add a bed, a toy chest and a window to show that the story is

taking place in Sophie’s room. I am also going to add some labels to my picture, so it is clear

what the setting of the story is. I am going to label bed, window, toy chest, and Sophie’s

room.”

Teacher says and does: “Next, I am going to write (or draw) one important event from the story. I am going to think

about an event that is important to remember about the characters and the story. I think it is

important to remember that Sophie was tolerant of Wendell because he was a guest, but she

also showed him how he was making her feel in a fun way. I am going to write, Sophie let

Wendell have his way most of the time, but at the end had him be the burning building so he


Unit 1, Quarter 1


knew what it felt like for her.”

*Tips:


up close. Teacher may want use images combined with words to help with meaning on charts.




and one color for the feeling) for higher students. Teacher says: “Did you notice how I.... finished my story strong by tying all the story elements together? I chose two characters from my story and then drew a picture of them. Then, I used my findings jotted on my Post‐it notes to write the key details about them. Then, I added the setting of my story and finally, wrote about one important event from the story. This work helps me understand the characters and their stories better.”








prepare students to ask

*Tip: Students have their Post‐its from the prior day’s lesson and their readers notebooks and a pencil with them on the rug.

Teacher says: “Now you are going to give it a try… You are going to.... think about the story we just read. Think about the characters and what they do and say. Think about where the story takes place and an important event from the story. You are going to turn and talk with your reading partner to explain about the two characters, where the story takes place and one event from the story clearly, so we really understand what we have read and the characters in our story.” *Tips: Use gestures to emphasis character actions and feelings. After listening to the section of the text, teachers may want to have the students turn and each act out that part of the text for their partner.

Student does: Students turn and discuss to explain the characters and story elements from the text, which they plan to draw and write about.


“Don’t forget to use the anchor charts and questions thinking starters to help you while you are listening to me read. These things will help you jump start your thinking around the key



Unit 1, Quarter 1



probing/clarifying questions? allow students a variety of methods and modalities in which to respond?


details of what the character does and say.”

Sample student verbal responses: Wendell * . *makes the rules *was the father, mother, and 5 children *was the doctor, nurse, and patient *was the baker *said he was allergic to anything green *said he couldn’t eat his vegetables *scooped the whip cream off of Sophie’s desert *shone his flashlight in Sophie’s face *dressed like a blue monster and jumped on Sophie’s bed *pinched Sophie’s leg *made noises from the broom closet *left Sophie’s crayons in the sun and they melted *finger painted with his peanut butter and jelly *put notes in Sophie’s pillow *made long distance phone calls *wrote his name on the mirror with toothpaste *made Sophie a new hairdo with shaving cream *said, “Already?” when it was time to leave

Sophie *_ . *carried Wendell’s suitcase *was the dog *was the desk clerk *was the sweet roll *didn’t say anything *asked her parents, “When is Wendell leaving?” *said, “ I can’t wait for Wendell to go home.” to herself *made the rules for Firefighter *was the Chief *made Wendell be the burning building *sprayed Wendell with the hose *said, “Already when Wendell had to leave *put a note in Wendell’s suitcase that said, I hope to see you soon Setting: Sophie’s bedroom kitchen backyard staircase Sophie’s house Wendell’s house bathroom

Important events: playing games and Wendell getting to be all the good characters


Unit 1, Quarter 1


Wendell not eating any vegetables at dinner, and stealing Sophie’s whip cream Wendell shinning the flash light in Sophie’s face and her saying to herself, “I can’t wait for Wendell to go home Sophie making the rules for Firefighter and making Wendell be the burning building Sophie spraying Wendell with the hose Sophie and Wendell playing together with the hose not caring who is what character Sophie putting a note in Wendell’s suitcase saying, I hope to see you soon.

Sample teacher verbal prompts for students: “What did you jot on your Post‐it?” “Why did you decide to jot that?” “What do your key details remind you of, when you were reading?” “You jotted this, what key detail are you going to add to your writing from your Post‐it?” “Why is that key detail important to understand Sophie?...Wendell?” “What does Wendell do?” “What does Wendell say?” “What does Sophie do?” “What does Sophie say?”


Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. In the story Wendell . Sophie . The story takes place at/in

. It was important when .











text.


iPads.




Unit 1, Quarter 1




as an example.

*Tips:




Unit 1, Quarter 1











*Tips: Give each partnership a copy of the text. Teacher may choose to use the same text but prompt students to pay attention to the other characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative suggested texts are below. Teacher may want to supply each partnership with their own complex text at their independent reading level (students need to be able to read the text on their own with accuracy and comprehension). Allowing students to read the text together and go through the process of identifying the character’s feeling and evidence to support it in a different text (www.readingandwritingproject.com has multiple booklists by topic and reading level).

Alternative Suggested Texts (read aloud by teacher): Peter’s Chair by Ezra Jack Keats A Chair for My Mother by Vera Williams An Angel for Solomon Singer by Cynthia Rylant Those Shoes by Maribeth Boelts Koala Lou by Mem Fox Amber Was Brave, Essie Was Smart by Vera Williams One Green Apple by Eve Bunting Leo the Late Bloomer by Robert Kraus Fireflies by Julie Brinkloe

Teacher says: “Now it’s time for you to learn together… You are going to… use what you and your partner discussed and your Post‐its to draw/write to explain the characters and the story elements in your Reader’s Notebook. You are going to work with your partner to plan out what you are going to write/draw on your paper before you do it. When you finish, you are going to share what you wrote/drew with your partner to make sure you have expressed your thoughts clearly.”

Teacher does: Give each partnership a copy of the text.

Teacher says: (after each directive give students time to discuss and plan) “Draw a picture of each of these characters in the picture box in your Reader’s Notebook.” “Next, you are going to write some key details about these characters by looking at what they did and said from your Post‐its.”

Student does: Students draw a picture of two characters from the story in the picture book, in their Reader’s Notebooks. Students use their Post‐its to write some key details about what the characters did and said.

Teacher says: (give students time to discuss and plan) “After you finish drawing and writing about your characters, add details to your picture to show the setting of your story. Don’t forget to label your picture so it is clear where the story


Unit 1, Quarter 1





Unit 1, Quarter 1



takes place.”

Student does: Students add details to their pictures to show the setting of the story. Students do their best

to label the details of their setting using spelling strategies they have in their tool belts

(developmental spelling, stretching machine, word wall, environmental print, and posted

vocabulary).

Sample student written responses: (responses should include one from each category below pieced together to express understanding) Wendell * _. *makes the rules *was the father, mother, and 5 children *was the doctor, nurse, and patient *was the baker *said he was allergic to anything green *said he couldn’t eat his vegetables *scooped the whip cream off of Sophie’s desert *shone his flashlight in Sophie’s face *dressed like a blue monster and jumped on Sophie’s bed *pinched Sophie’s leg *made noises from the broom closet *left Sophie’s crayons in the sun and they melted *finger painted with his peanut butter and jelly *put notes in Sophie’s pillow *made long distance phone calls *wrote his name on the mirror with toothpaste *made Sophie a new hairdo with shaving cream *said, “Already?” when it was time to leave

Sophie *_ . *carried Wendell’s suitcase *was the dog *was the desk clerk *was the sweet roll *didn’t say anything *asked her parents, “When is Wendell leaving?” *said, “ I can’t wait for Wendell to go home.” to herself *made the rules for Firefighter *was the Chief *made Wendell be the burning building *sprayed Wendell with the hose *said, “Already when Wendell had to leave *put a note in Wendell’s suitcase that said, I hope to see you soon Setting: Sophie’s bedroom kitchen


Unit 1, Quarter 1


backyard

staircase Sophie’s house Wendell’s house bathroom

Important events: playing games and Wendell getting to be all the good characters Wendell not eating any vegetables at dinner, and stealing Sophie’s whip cream Wendell shinning the flash light in Sophie’s face and her saying to herself, “I can’t wait for Wendell to go home Sophie making the rules for Firefighter and making Wendell be the burning building Sophie spraying Wendell with the hose Sophie and Wendell playing together with the hose not caring who is what character Sophie putting a note in Wendell’s suitcase saying, I hope to see you soon.








Teacher says: “Now you are going to go off and try this on your own… During independent reading, you are going to choose a fiction text from your leveled book

box. When you finish reading a story, you can tie all the elements of your story together by

using your Post‐it notes and Readers Notebooks to select two characters, draw a picture of

them, write key details about these characters (what they did and said), the setting, and one

event from the story because this will help you understand your characters better and be

good a reader.”

*Tip: Remind students of the resources they can use around the room and in their Reader’s

Notebooks.

Teacher may want to have students stick their Post‐it directly in the text where the evidence

was located. Student does: Students read fiction books at their independent reading level from their leveled book box.

When finished reading a story, students use their Post‐its and Reader’s Notebooks to

draw/write about the characters from their book and the other elements from their story to

help them understand their stories and its characters better.

Teacher conferring prompts: “Who is in the story?” “What is happening in the story?” “What is the character’s problem in the story?” “How is the character feeling?” “How do you know they feel that way?”



Unit 1, Quarter 1



“What from the text makes you think the character feels that way?”

“What does the character do?” “What does the character say?” “Why does the character do and say those things?” “Why does the character feel that way?” “What’s your opinion of how the character is acting and feeling?” “What did you jot on your Post‐it?” “Why did you decide to jot that?” “What did the key details remind you of, when you were reading?” “You jotted this, what key detail are you going to add to your writing from your Post‐it?” “Why is that key detail important to understand the character(s)?”




Teacher says: “Turn and discuss with your partner to explain your story using key details from the text to describe what the characters say and do, where the story takes place, and one important event that occurred.”






Teacher says: “Today and every day you can... because… when you finish reading a story, you can tie all the elements of your story together by using your Post‐it notes and Readers Notebooks to select two characters, draw a picture of them, write key details about these characters (what they did and said), the setting, and one event from the story because this will help you understand your characters better.”


Unit 1, Quarter 1







objective






First Grade Lesson Plan – Writing, Day 15

Quarter 1, Unit 1


Objective(s): Good writers meet with their writing partners to have

accountable conversations about their work by saying

things like, “Let me show you what I did in my writing,”

“This is what I did today,” or “Listen to my story.”

Partners can respond by saying, “I like the part…” or “I

like how your…”


Writing folders with finished

and still working pieces

Writing paper with picture

box and writing lines

Writing booklets

Pencils

Black felt tip pens

Alphabet picture boxes

Independent Word Walls

Classroom Word Walls Anchor Charts:

Anchor Chart W‐5


Anchor Chart

CCSS Standards:

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.

Writing Partnerships: According to the Common Core State Standards,






teacher; regarding student reading and writing level,

comprehension skills, and degree of engagement in

discussion. Discussion behaviors should be modeled and practiced







various domains

Instructional Context

This unit is taught within a Workshop model, through structured mini‐lessons that fall under a larger Balanced Literacy

Framework. Workshop is predictably structured from day‐to‐day, with only unit topics changing between/within quarters.

Students receive daily explicit instruction, read/write independently for a sustained stretch of time, and engage in individual

conferences to teach to, and assess at their just‐right level, and reconvene as a group to share some element from their work on

that day (celebrate, highlight, re‐teach). Each mini‐lesson focuses on a clear teaching point (reading/writing skills), that is aimed at adding to the arsenal of reading and

writing strategies that they can draw upon repeatedly – throughout the unit, and throughout the their lives as readers and

writers. During independent work time, students may receive small group instruction (Guided Reading/Writing) to address their

specific needs. Additional Balanced Literacy components (Read Aloud, Shared Reading, Interactive/Shared Writing, and Word



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Study) take place in addition to Reading & Writing Workshop, to address the comprehensive development of reading and writing. For example, during a Reading Workshop unit that is comprehension‐based, word‐solving strategies may be the focus of teaching

during Shared Reading or Interactive Writing.

To accommodate this framework, leveled/just‐right texts are an essential classroom resource to support students with building

the required volume of, and endurance for independent reading needed to be college‐prepared. These instructional contexts support the wide array of learners that are present in a typical 1st grade classroom, are indicative of

responsive teaching framed in assessment (formal & informal), and establish conditions for learning by taking small steps toward

meaningful reading and writing.

Reading Workshop Components

Mini‐lesson (ML) – A teaching context that starts the day’s reading workshop. This allows the teacher to bring students together

to instruct students, using a short piece of an Anchor Text (AT), toward an essential skill pertaining to the entire community of

learners. Mini‐lessons grow around a clear teaching point that delivers a clear message for the learning. The individual mini‐

lessons teach readers a skill that they can utilize at any time—not to assign students a specific task one day and another task

another day. The goal is for readers to accumulate a repertoire of strategies they will draw upon over and over. Creating and

posting Anchor Charts (AC) of abbreviated teaching points provides readers with a reference to what they have learned from

prior mini‐lessons, make connections to and build upon during other units, and have a hand in developing their learning tools and

resources (being that all charts be made fresh each year in the presence of the students).

Independent Reading (IR) – After mini‐lesson instruction, students are sent off to read alone and with a Reading Buddy for a

sustained amount of time each and every day with books at their independent reading level. The goal for how long students read

should gradually increase as their stamina does, reaching 30‐45 minutes by the end of kindergarten. Conferring (C) – A teaching context in which the teacher is conferring with individual students, while other students are reading

independently, in addition to leading small groups. For students who have recently started at a new level, teachers sometimes

merely provide a book introduction. Conferences may follow the research‐compliment‐teach structure or consist of coaching into

children’s reading. Workshop Share (WS) – When students conclude Independent Reading, they are reconvened to their group meeting area (5 min)

to “share” their day’s work. The Workshop Share can take a variety of forms, including a brief demonstration of the mini‐lesson

teaching point for reinforcement or celebration of students who had success with a/the strategy. This simple, yet powerful

context is critical to creating the reading culture in a workshop classroom.

Balanced Literacy Reading Components Read Aloud (RA) – A teaching context in which students are actively listening and responding to an oral reading of a text. Literature study and discussion are part of Read Aloud and Shared Reading. Students may discuss the book as a whole class but will need to be engaged in routines such as “Turn and Talk” (1‐2 min. a couple of times during the discussion). These interactions will allow for a more lively discussion giving students more opportunities for active participation. Once these books have been read aloud, they may be used as an anchor text to demonstrate teaching with during a Reading Workshop mini‐lesson.




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Shared Reading (SR) ‐ An instructional technique in which the teacher involves a group of students in the reading of a common

enlarged text, either large print book, a chart, or a projected text. Students may have their own copies. The teacher leads the

group, pointing to words and phrases. Reading is usually done in unison, although there are adaptations, such as group

alternating lines or individuals reading some lines. It can be used to introduce aspects of literacy (such as print conventions),

develop reading strategies (such as decoding or predicting), and teach vocabulary. Shared Reading books that have been

previously read may be used as an anchor text to demonstrate teaching with during a Reading Workshop mini‐lesson.

Guided Reading (GR)‐ A small‐group instructional context where students are taught at their instructional reading level. This

strategic instruction and text placement offers just the right amount of access to, and challenge with texts, allowing students an

opportunity for practicing (newly) learned strategies within the presence of the teacher to support them.

Balanced Literacy Writing Components Modeled Writing (MW) ‐ An instructional technique in which a teacher demonstrates the process of composing a particular genre

or form, making the process explicit for students. Shared Writing (SW) ‐ An instructional technique in which the teacher involves a group of students in the composing of a

coherent text together. The teacher writes while scaffolding children’s language and ideas. Often times the teacher works on

oversized paper and students participate in the composition of the text, word by word, and reread it many times. Asking students

to say a word slowly as they think about how a word is spelled, and writing a word quickly (with student input) to them become a

model, serves an example or reference for student writing.

Interactive Writing (IW) ‐ A teaching context, very similar to shared writing, in which the teacher and students cooperatively plan,

compose, and write a group text; except that both teacher and students act as scribes (in turn). Teaching points help students

attend to various features of letters and words, while the teacher invites students up to contribute letters, a word, or part of a

word. Interactive Writing is not limited to studying words or emergent writing skills. Almost all aspects of teaching writing in

primary grades can be accomplished with this method, which is optimally done multiple times a day for short (8‐10 min.) periods

of time.

Contributing Resources for the Instructional Context:

Calkins, L. (2000). The Art of Teaching Reading, Portsmouth, NH: Heinemann. Calkins, L. Units of Study for Primary Writing, (2003). Portsmouth, NH: Heinemann. Duke, N.K., Pearson, D.P., Strachan, S.L., Billman, A.K. (2011) “Essential Elements of Fostering and Teaching Reading

Comprehension.” Samuels, S.J. & Farstrup, A.E. (Eds.). What research has to say about reading instruction (4th ed), 51‐93. Newark, DE: International Reading Association.

Fisher, D. & Frey, N. (2012). “Close Reading in Elementary Schools”, The Reading Teacher (66) 3, pp.179‐188. Fisher, D. Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association. Fountas, G. & Pinnell, S. (2007). The Continuum for Literacy Learning, Portsmouth, NH: Heinemann.




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Student does: Students bring their writing folder to the rug and put it beneath them. Students sit on the rug

in the meeting area, next to their assigned writing partner. Students actively listen and watch

the teacher model the lesson objective. *Tip:

Teacher may want to give students partner numbers or letters, such as Partner A and Partner

B, to promote engagement and equity of voice.

Teacher says: “Yesterday we worked on… composing an ending for our stories that is relevant to what you narrate and staying close‐in

the moment by remembering back to the very next thing that happened, and also saying what

the narrator thought or felt during the moment.”

(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... that when we meet with our writing partners, part of our job is to have an actual conversation

about our work. We can say things to each other like, “Let me show you what I did in my

writing.” Or, ‘This is what I did today…’ and ‘Listen to my story…’ or ‘This is what I’m working

on…’ Partners can respond by saying, ‘I like the part…’ or ‘I like how you…’ because this will

give us another type of support system for our writing and lift the level of my writing so it is

clearly understood by the reader.” (Start Writing Anchor Chart W‐5)

“Watch me as I.... or “Let me show you how I.... meet with my writing partner to have a conversation about our work by using specific

language to drive our conversation about what we have written and give each other feedback

on our writing, so we can take the suggestions and lift the level of our writing.” *Tip: Teachers will want to have a writing partner that he/she models with prepared for

today’s lesson.

Teacher does and says: Teacher models with a student as their writing partner, turning to face their partner and look

them in the eye. Teacher thinks/writes/searches‐aloud:

“This is what I did today… I wrote an ending to my story. Listen to my story… On a hot sunny

day Nathan, Jessica and I went to Millennium Park. They wore bathing suits and ran in the

huge fountains. I took their pictures and sent it to their mom and dad. After the fun, we were



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so exhausted that we decided to take a taxi home.”

Student says: Student models with teacher as writing partner. “I like the part… at the end of your story where you wrote exactly what you did next, after the fun.” “I like how you… added the weather, so I could really make a picture in my mind of your small moment.” *Tip‐Teacher should reverse rolls with the student so class can see the transition between writing partners.

Teacher says: “Did you notice how I.... had a conversation with my writing partner about our work. We said things to each other like,

“Let me show you what I did in my writing.” Or, ‘This is what I did today…’ and ‘Listen to my

story…’ or ‘This is what I’m working on…’ Partners can respond to give us feedback on our

writing by saying, ‘I like the part…’ or ‘I like how you…’ because this will give us a sense of our

audience and lift the level of our writing.”









*Tip: Students have their writing folder underneath them at the rug.

Teacher says: “Now you are going to give it a try… You are going to.... have a conversation with your writing partner about a piece you have been working on. Start

the discussion by using some of the language you just learned that good partners use. Once

you are done explaining and reading your writing, your partner is going to give you feedback

by using some of the response language, letting you know what you did well and to continue

doing.” “Don’t forget to use the anchor charts and question thinking starters to help you while you are

discussing with your partner. These things will help you jump start your thinking and

discussing about your narrative writing.”


Chart to make sure we are following our partnership discussion norms.” Student does: Students take out their writing folder and a piece they have finished or are working on to

discuss and share with their partner. Partners sit elbow‐to‐elbow, knee‐to‐knee, next to each

other so they can look over each other’s shoulders while they read aloud. Remind students to

be looking at each other or at the writing when working together. Students use specific

language to share what they are working on and give feedback.

*Tips: Teacher may want to allow students to jot ideas from their partner’s feedback to stick

on their piece, so they remember what they talked about during guided practice.


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Teacher may want to allow students to use felt tip pens when meeting with their partners, to

make small revisions in the moment.

Sample student verbal responses followed by actual student writing: “Let me show you what I did in my writing.” “This is what I did today.” “Listen to my story.” “This is what I am working on.” “I like the part…” “I like how you…”

Sample teacher verbal prompts for students: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?” “What did you like about your partner’s writing?” “What did you like about your partners small moment?” “What feedback did your partner give you that you will continue to use as you write?”

Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson


Teacher says and does: “I want to chart some of the language I heard you using during your discussion. I am going to

try and remember everything I heard, but you are going to have to help me remember them

all.”

(start AC W‐5)

Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “This is what I did today

.”

“Let me show you what I did in my writing.”

“Listen to my story.”

“I like the part .”


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“I l

ike how you .”



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“It makes me feel .”

“It reminds me of .”

“You should say that in your story .” Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students

explain and support their writing.

Polish speaking and Polish bilingual students are paired together to enhance planning and

revising in native language and engage in accountable talk in English and Polish.

Differentiate and scaffold teacher check in with student groups regarding ability and

genre craft and discussion behaviors.

Allowing students to keep idea journals to help them select small moment topics to write

about in a snap. Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.

Students may use labels in their pictures to convey meaning.

Students may use writing paper, booklets, notebooks, iPads, computers, primary paper,

etc. to meet the student’s preference and need.


as an example.

*Tips: Teachers may want to chart some student responses to use an anchor chart for students

to refer to during independent work. Student does: Students put their writing in their writing folder to go back to during independent practice.





*Tips: Teacher may want to make folder size anchor charts for students to reference when working with their partners and when working independently.

Teacher says: “Now it’s time for you to learn together… You are going to… go off with your writing partner. Using the feedback from your partner and your partner as

your coach, you are going to revise your writing or start a new piece planning the words you

are going to write with your partner before you write. You should reread after you write, to

ensure you understood your partner’s suggestions. Make sure you reread your writing to your

partner, after you write to see if they have any other suggestions to make your writing better.


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Then, switch roles.” Student does: Students work with their writing partners to coach each other and ensure clarity around their

feedback provided. Students continue to reread new writing to their partner, collect further

suggestions.

Teacher Does: Teacher collects anecdotal notes by sitting in on each group’s discussion and listen in on the

partnership discussion.

Mid‐Workshop Teaching Point Characteristics Half way through the independent practice

Does not have to happen every day

Happens from a central part of the room

Identifies something for students to do

Time to manage the class or share an example of what a student has done

May or may not connect to day’s work (could be to prior work)

May add a layer to day’s work or partner work

*Tips: Teacher will want to have a signal she uses every day to gather students attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.

Teacher says and does: “When you are working with your partner, you can also help them make sure it is written

clearly and makes sense. You can ask your partners, ‘Does this make sense?’, ‘How can we fix

it?’, and/or ‘What can we add?”.

Student does: Students practice these discussion stems to fancy up their pieces.




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Teacher says: “Now you are going to go off and try this on your own… use the discussion you had with your writing partner to drive the work you do on your small

moment writing today. While you write and revise, think about the things your partner liked in

your writing to raise the level of your piece. You can use these suggestions today and

whenever you are writing. While you are writing you may ask another friend in the class to

listen to your story and give you suggestions. ”

*Tip: Remind student of the resources they can use around the room and in their writing

folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens

to revise and add on to their work.

Student does: Students work on rereading and revising their work and applying the suggestions their partner

provided them with to raise the level of their work. Students can reread their work, asking

themselves, ‘Does this make sense?’ and utilize other partners in the room to get a different

perspective.

Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”




Teacher says and does: Teacher selects 2 students to share, to highlight attributes they did in their work from the days focus and to read their piece. “ can you share one thing you and your partner discussed about your writing, that you applied to your work to make it better? Why did this help you? Could you please share your work with us?”

Student does: Students share what suggestions their partners provided them and how it impacted their writing. Students will then share their piece.


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Teacher does:

Teacher highlights pieces students share to illustrate that days teaching and good writing

habits.

Teacher does: Teacher provides one praise and/or highlight after student shares that will reinforce the work

done by students in the lesson or to set students up for the next steps in the continuum of

learning in the unit.

Teacher says: “The work we did today is going to be very important because we are going to use writing partners. This will help raise the level of writing throughout the year.”


meet with your writing partners, and do our job of having an actual conversation about our

work. We can say things to each other like, “Let me show you what I did in my writing.” Or,

‘This is what I did today…’ and ‘Listen to my story…’ or ‘This is what I’m working on…’ Partners

can respond by saying, ‘I like the part…’ or ‘I like how you…’ because this will give us another

type of support system for our writing and lift the level of my writing.”



Student writing in Writing Folders



objective







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Objective(s): Good writers pick one piece to revise by adding details

about people, places, and objects; giving details about

the setting, fixing up any confusing parts; and writing

more in the parts of their stories that are important.






Writing booklets

Pencils

Black felt tip pens




Anchor Chart W‐ 4


Anchor Chart

CCSS Standards:










discussion. Discussion behaviors should be modeled and practiced including the following critical attributes allowing students to be a productive member of the conversations.





various domains



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*Tips: Teacher should revise his/her own writing to demonstrate and build enthusiasm for the

more serious work of revision.

Revision process can last for a few days. Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a

draft, use staple removers to open booklets up so a page could be removed and a new one‐

substituted, etc. during the revision process. Make revision as hands on as possible.

Student does: Students bring their writing folder and a pencil to the rug and put it beneath them. Students

sit on the rug in the meeting area, next to their assigned writing partner. Students actively

listen and watch the teacher model the lesson objective.

*Tip: Teacher may want to give students partner numbers or letters, such as Partner A and

Partner B, to promote engagement and equity of voice.

Teacher says: “Yesterday we worked on… when meeting with our writing partners, part of our job is to have an actual conversation

about our work. We can use our partners to gather suggestions about our writing… because

this will give us another type of support system for our writing and lift the level of my writing.”

(Refer to prior lessons’ anchor charts)

“Today I want to teach you... because... to pick one piece to revise through the addition of any feelings and emotions you may have

left out by adding details about people, places, and what happened; giving details about the

setting, fixing up any confusing parts; and writing more in the parts of our stories that are

important… this will further revise and elaborate our best work causing it to come to life and

make sense.” (Start Writing Anchor Chart W‐4)

*Tip‐Use gestures to show one hand symbolizing the people, places, and what happened and

the other to symbolize the feelings or emotions due to the characters reactions.

“Watch me as I.... or “Let me show you how I.... read you the piece that Kamryn wrote. Kamryn was in my class last year and is now in second

grade. I want you to be researchers and really listen closely to how Kamryn wrote this Small

Moment of laying down on her mother’s lap. She told what happened, and then she told what




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she thought and felt about what happened.”

Teacher does and says: Teacher thinks/writes/search‐aloud:

Teacher reads student’s piece aloud, slowing down and pausing briefly to emphasize what

he/she wants students to notice (people, places, objects, feelings and emotions).

“The Hugs and Kisses by Kamryn. Before bed my mom gave me a hug and a kiss. I was sitting

on her lap and I was lying on her shoulders. I felt so comfy.”

Teacher says: “What did you notice?”

Student sample responses: “Kamryn wrote about what time of day it is, before bed.”

“She told us where she was, sitting on her mom’s lap.”

“She told us who was giving her hugs and kisses, her mom!”

“Kamryn told us she was cozy lying on her mom.”

Teacher does: Teacher charts student’s findings. (AC W‐4)

Teacher says: “Wow! I noticed those things as well. She wrote what she did, how she sat on her mom’s lap

and lay on her shoulders – but she also wrote how she felt, and she wrote that in a very

honest way. She wrote the outside story of what she did, where she was, what time of day,

and who was there and the inside story of how she felt!”

*Tip: Teacher may want to gesture with the right hand symbolizing the outside of the story

and then gesture with the left hand symbolizing the inside of the story, then to gesture with

both hands in sequence when talking to the two reflecting off each other.

“Let’s chart the things we noticed Kamryn did in her writing, because these things are what

good writers do.”

Teacher says: “Did you notice how... the additions of feelings and emotions by adding details about people, places, and what

happened; giving details about the setting, fixing up any confusing parts; and writing more in

the parts of our stories that are important… will further revise and elaborate our best work

causing it to come to life and make sense?”




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differentiate additional modeling for students (think/write/ search‐aloud)?







*Tip: Students have their writing folder underneath them at the rug. Teacher says: “Now you are going to give it a try… You are going to.... revise through the addition of any feelings and emotions you may have left out by adding

details about people, places, and what happened; giving details about the setting, fixing up

any confusing parts; and writing more in the parts of our stories that are important.”

*Teacher will want to pick a small moment piece (they wrote) that everyone in the classroom is sure to remember. “Remember Miss Smith’s party? I am going to read you a small moment I wrote about that party and I want you to help me revise it by adding details to the outside and the inside of the story.” “First we hid. She came in. Then we jumped out. Miss Smith was surprised.”

“Turn and talk with your partner.” (Hold up your right hand, like you want a low five)… “What could we add to the outside of this story?”

“Don’t forget to use the anchor charts and question thinking starters to help you while you are discussing with your partner. These things will help you jump start your thinking and discussing about your narrative writing.”


Student sample verbal responses: “We could add the specific people; Miss Smith and our class.” “It would be better if we added setting of where we were and what time of day; in the classroom, behind the book shelf, after lunch.”

Sample teacher verbal prompts for students: “What do you notice about the outside of the story?” “What do you notice about the inside of the story?” “Who was there?” “Where did it happen?” “What time of day was it?” “What was the weather like?” “How did they react?” “How did they feel?”

Teacher does: Teacher listens in on partnership discussions to collect ideas.

Teacher says and does: “I heard some great ideas to elaborate the outside of our story, just by adding a few details. Please, please share your ideas to make my writing more clear!”



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Students does: Students share out revisions to make the writing more clear.

Teacher does: Teacher revises writing based on student suggestions.

Sample revisions: First (Right after lunch,) we (our class) hid (in our classroom, behind the book shelf). She (Miss Smith) came in (through the classroom door and) Then we jumped out (and yelled surprise!). Miss Smith was surprised.”

Teacher says and does: Reiterating, teacher holds up the right hand and says, “So, we have told what happened on the outside.” Now holding up the left hand says, “But… what happened on the inside?”

“Turn and talk with your partner.” (Hold up your left hand like you want a low five)… “What could we add to the inside of this story?”

Student sample verbal responses: “We should add how Miss Smith reacted when she saw the kids jump out, screamed with surprise.” “I think we need to add how Miss Smith felt about the students throwing her a surprise party, almost cried she was so happy but sad to have to leave also.” “What if we told how the student’s felt in reaction to Miss Smith almost crying because she didn’t want to leave?” “We could add how we felt waiting for Miss Smith behind the book shelf, nervous of what she would do.”


Teacher says and does: “I heard some great ideas to elaborate the outside of our story, just by adding a few details. Please, please share your ideas to make my writing more clear!”

Students does: Students share out revisions to make the writing more clear.

Teacher does: Teacher revises writing based on student suggestions.

Sample revisions: First (Right after lunch,) we (our class) hid (in our classroom, behind the book shelf). (We were so nervous!) She (Miss Smith) came in (through the classroom door and) Then we jumped out (and yelled surprise!). Miss Smith was surprised(screamed and smiled, but then looked like she was going to cry). (We felt like we were going to cry because we didn’t want Miss Smith to leave.”


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Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “We could add to the outside of the story.”

“We could add that the person felt to the inside of our story because .”

We could add that the person reacted with a because .” Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students







about in a snap. Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.



etc. to meet the student’s preference and need. Teacher says: “When you write today and from now on, try to remember that on one hand, you can tell

who, what, when, where and how. But then, on the other hand, you can tell what you thought

and felt. Then you can go back to what happened. Today, if you write not just the outside

story but also the inside story, come and get me so I can admire your work.”




provide students with hands‐on experiences and


Teacher says: “Now it’s time for you to learn together… You are going to… take out a finished piece that you have been revising. You are going to go with your writing

partner and reread what you wrote. Your partner is going to be the researcher. They are going

to search for a place in your story where you could add details to develop the outside of your

story and then do the same for the inside of your story. Your partner may make suggestions Adapted from Garden Grove Unified School District, Office of Secondary Education



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practice?





Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task?

around people, places, times, events, emotions and feelings, to help make your story better.

The best part is that you can revise your work right there with your partner, so they are beside

you being your coach. Make sure you switch roles, so both writers get to benefit from their

partners feedback.” Student does: Students work with their writing partners, listening to rereads to listen for places where they

can make suggestions of adding details to the outside and the inside of the story. *Tips: Teachers may want to allow students to use Post‐its or felt tip pens to make their

revisions. Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and

listen in on the partnership discussion.

Mid‐Workshop Teaching Point

Characteristics Half way through the independent practice







*Tips: Teacher will want to have a signal she uses every day to gather students’ attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.

Teacher says and does: “You may want to add punctuation, such as exclamation marks, to support the feelings and emotions in your small moment.”

Student does: Student pays attention to see if there are appropriate spots, in their writing, to add punctuation to support feelings and emotions.


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Teacher says: “Now you are going to go off and try this on your own… revise your pieces through the addition of any feelings and emotions you may have left out by

adding details about people, places, and objects; giving details about the setting, fixing up any

confusing parts; and writing more in the parts of our stories that are important… because this

will further revise and elaborate our best work causing it to come to life and make sense.”

*Tip: Remind student of the resources they can use around the room and in their writing

folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens


Student does: Students work on rereading and revising their work by adding feelings and emotions and

details about the people, places, and what happened to elaborate and make sure their writing

makes sense.

Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “Who was there?” “Where did it happen?” “When did it happen?” “How did feel?” “How did react?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”




Teacher says and does: “Writers, it was amazing to see how your pieces changed today when you began to write not

only what you did, who was there, where it happened, and what you did, but also what you

thought and felt. You are writing not just the outside of the story but also the inside story.” “Reread what you wrote today and if you find a place in your story where you wrote the inside

story with details of how your felt, put one finger on that part of your writing and give me a



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thumbs up.”

Student does: Students reread, point to their feeling, and put their thumb.

Teacher does: Teacher highlights 1‐2 pieces of students writing to illustrate the day’s teaching and good writing habits.

Teacher does: Teacher provides one praise and/or highlight after student shares that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.

Teacher says: “The work we did today is going to be very important because we are going to use writing partners all year to help raise the level of writing all year.”

Teacher says: “Today and every day you can... because… revise your pieces through the addition of any feelings and emotions you may have left out by

adding details about people, places, and what happened; giving details about the setting,

fixing up any confusing parts; and writing more in the parts of our stories that are important…

because this will further revise and elaborate our best work causing it to come to life and

make sense.”






objective




Quarter 1, Unit 1




Objective(s): Good writers work with their writing partners to realize

things that have been left out in their stories by reading

aloud a bit of their stories, acting out what that bit says

(not what they wished it said), and then reading the next

bit, acting it out as well. Partners will listen and watch,

possibly responding, “No you need this!” and/or “You

should say that in the story.






Writing booklets

Pencils

Black felt tip pens




Anchor Chart W‐5


Anchor Chart

CCSS Standards:

















various domains


Quarter 1, Unit 1











*Tips: Teacher should revise his/her own writing to demonstrate and build enthusiasm for the more serious work of revision. Revision process can last for a few days. Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a draft, use staple removers to open booklets up so a page could be removed and a new one‐ substituted, etc. during the revision process. Make revision as hands on as possible.



listen and watch the teacher model the lesson objective. *Tip: Teacher may want to give students partner numbers or letters, such as Partner A and


Teacher says: “Yesterday we worked on… revising our pieces through the addition of any feelings and emotions you may have left out by

adding details about people, places, and what happened; giving details about the setting,

fixing up any confusing parts; and writing more in the parts of our stories that are important…

because this will further revise and elaborate our best work causing it to come to life and

make sense.”

(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... another way we can work with our partners is to have our partners read aloud a bit of our

stories, then act out what that bit says (not what we wished it said!), and then read the next

bit, acting out that bit as well. As we listen and watch, we will quickly realize things that have

been left out. ‘No, you need to do this!’ we might say, and then, as a writing partner we can

say back, ‘You should say that in the story’… this will help change the way we read our own

writing which will help make our writing better.” (Continue Writing Anchor Chart W‐5)

*Tip‐ Use gestures to show one hand symbolizing the people, places, and what happened and

the other to symbolize the feelings or emotions due to the characters’ reactions.

“Watch me as I.... or “Let me show you how I... meet with my writing partner and how I read aloud a bit of my story, then act out exactly what

it says. Then my partner is going to point out to me what I could add to that bit to make it



Quarter 1, Unit 1



better. My partner will give me suggestions of what to say in my story to fix up what they

notice. Then I will continue onto the next bit in my story, doing it all over again.”

*Tip: Teacher may want to act as their own partner.

Teacher may want to use the entire class as their partner.

Teacher may use a prepped student as their partner.

Teacher does and says: Teacher models with a student as their writing partner.


“Now, I am going to act as my own reading partner. I am going to reread my story to you and I

want you to listen, like an editor would, to check to see if the piece makes sense.”

“Today at recess it started to rain we went inside.”

“Does it make sense?”

Student sample verbal response: “Yes!”

Teacher says: “Next, I am going to read it again, but only reread a bit. Then act it out.”

Teacher says and does: “Today at recess it started to rain”

Making your hands gesture like they are shooting a basketball, then look up and put your

hands out like you are feeling for rain (freeze in this pose).

“What could I add?... my writing partner could say to me…

“We could add what we were doing at recess when it started to rain, playing basketball.”

“We should add how we reacted when it started to rain, ran to line up to go inside.”

“We need to add how we felt when we had to go inside early because of the rain,

disappointed.”

“I think we should add who was there, .”

Teacher uses findings to edit the piece.

Today at recess (we were playing basketball, with the kids from room 204)


Quarter 1, Unit 1


(when) it started to rain(, so we ran to line up as fast as we could!) (We were bummed we

couldn’t finish our game.) Teacher says: “Did you notice how I....

read aloud a bit of my story, then acted out what that bit says (not what we wished it said!).

As I quickly realized things that had been left out I said, ‘No, we need to do this!’… this will

help change the way we read our own writing helping to make our writing better.”











*Tip: Students have their writing folder underneath them at the rug. Teacher says: “Now you are going to give it a try… You are going to.... “Now, you are going to help with the next bit of my small moment by being my partner, my

editors, I am going to reread the next bit and act it out.”

Teacher says and does: “we went inside.”

Making a sad face act out sitting and playing dominos.

“Think about things that could be added. What could I add? Turn and talk with your partner

about what I could add.”

Student sample verbal responses: “We should add how we played dominoes.” “We need that the fourth graders came down to play with us.”

Teacher says and does: “Share out some things you and your partner discussed that could be added now that I have

acted out this bit of the story.” Teacher uses student findings to edit the piece.

Today at recess (we were playing basketball, with the kids from room 204)

(when) it started to rain(, so we ran to line up as fast as we could!) (We were bummed we

couldn’t finish our game.) We went (to our classroom to play dominoes and the fourth graders

came to play with us. It was a lot of fun!)

“Don’t forget to use the anchor charts and question thinking starters to help you while you are



Quarter 1, Unit 1



discussing with your partner. These things will help you jump start your thinking and




Sample teacher verbal prompts for students: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?” “What did you like about your partner’s writing?” “What did you like about your partners small moment?” “What feedback did your partner give you that you will continue to use as you write?”

Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson


Teacher says and does: “I want to chart so of the language I heard you using during your discussion. I am going to try

and remember everything I heard, but you are going to have to help me remember them all.”

(start AC W‐5)

Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “No, you need to do this!”

“You should that in your story!”



Spanish speaking and Spanish bilingual students are paired together to enhance planning

and revising in native language and engage in accountable talk in English and Spanish.





Quarter 1, Unit 1


about in a snap.

Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.



etc. to meet the student’s preference and need. Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective

as an example. *Tips: Teachers may want to chart some student responses to use an anchor chart for students

to refer to during independent work.









Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task?


Teacher says and does: “Now it’s time for you to learn together… You are going to… try editing another piece with your writing partner by acting out bits and making suggestions.

I’m going to read you another piece of writing that I’d like help with.” Yesterday, I went to visit my grandma. She made a cake for me. It was good.

“I’m going to give you and your partner a copy of this piece of writing and a marker. I want

you to practice being editors, thinking about what we worked on at the rug. Be ready to

explain why. You and your partner need to act it out bit by bit editing by adding as you go.”

Student does: Students work with their writing partners to act out each bit, discuss suggestions and then

write edits right onto the piece.

Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and



Quarter 1, Unit 1





Quarter 1, Unit 1










*Tips: Teacher will want to have a signal she uses every day to gather students’ attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.

Teacher says and does: “When you are working with your partner, you can also read their writing and act it out and they read your writing and act out to get a different idea of how your writing sounds.

Student does: Students practice can engage in this work while they are working on their pieces independently.








Teacher says: “Now you are going to go off and try this on your own… It’s time for you to get started editing the work you want to publish with your partner. You and your partner will need to decide whose piece you’ll work on first. Then you will both work together to fix up that person’s piece.” *Tip: Remind student of the resources they can use around the room and in their writing folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens to revise and add on to their work.

Student does: Students work on rereading and revising their work and applying the suggestions their partner provided them with to raise the level of their work. Students can reread their work, asking themselves, ‘Does this make sense?’ and utilize other partners in the room to get a different perspective.

Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”


Quarter 1, Unit 1






Teacher says and does: “Writers, you and your editors have done some nice work fixing up your pieces.” Teacher selects two partnerships to share what their partner noticed in their writing that they could add and share their piece.

Student does: Students share what suggestions their partners provided them and how it impacted their writing. Students then share their piece.

Teacher does: Teacher highlights pieces of students’ work to share and highlight in response to that days teaching and good writing habits.



Teacher says: “Today and every day you can... because… we can work with our partners and read aloud a bit of our stories, then act out what that bit says (not what we wished it said!), and then read the next bit, acting out that bit as well. As we listen and watch, we will quickly realize things that have been left out. ‘No, you need to do this!’ we might say, and them, as a writing partner we can say back, ‘You should say that in the story’… this will help change the way we read our own writing helping to make our writing better.”






objective





Quarter 1, Unit 1




Objective(s): Good writers rewrite the most important page in their stories by taking smaller and smaller steps through the events and thoughts on the page.






Writing booklets

Pencils

Black felt tip pens




Anchor Chart W‐ 4


Anchor Chart

CCSS Standards:













conversations.





various domains


Quarter 1, Unit 1











*Tips: Teacher should revise his/her own writing to demonstrate and build enthusiasm for the more serious work of revision. Revision process can last for a few days. Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a draft, use staple removers to open booklets up so a page could be removed and a new one‐ substituted, etc. during the revision process. Make revision as hands on as possible.



listen and watch the teacher model the lesson objective. *Tip: Teacher may want to give students partner numbers or letters, such as Partner A and


Teacher says: “Yesterday we worked on… work with our partners to read aloud a bit of our stories, then act out what that bit says (not

what we wished it said!), and then read the next bit, acting out that bit as well. As we listened

and watched, we will quickly realized things that have been left out. ‘No, you need to do this!’

we might say, and then, as a writing partner we can say back, ‘You should say that in the

story’… this will help change the way we read our own writing helping to make our writing

better.”

(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... that we can rewrite the most important page in our story. We can take smaller and smaller

steps through the events and thoughts on that one page by adding details to that part and by

cutting away the other parts… this causes a focus on this important part of the story and

makes our writing better.” (Continue Writing Anchor Chart W‐4)

“I am going to teach you that writers are like photographers. Photographers can look out of

their cameras and see that whole wall of our classroom with charts and books and plants and

the clock and the fish tank and the chairs. Or they can zoom in and see just one thing, like just

our fish tank, but now they see all the details in the tank. They even see the blue eyes of our

guppy! Writers can also write about the whole wall, the whole world, but usually writers, like

photographers, want to zoom close in. I am going to show you how writers, like

photographers, zoom in on the most important parts of our stories.”



Quarter 1, Unit 1



“Watch me as I.... or “Let me show you how I...

tell my story aloud. First I am going to think of a big whole thing in my life. Okay, I am

remembering when I went to see my Nana in the hospital. We played cards. Then, I took her

outside. We held hands and talked. We ate lunch and then I said good‐bye.” *Tip: Teacher may want to use hand gestures to show that her/his topic is big, like the whole

classroom wall.


“My story almost sounds like a detailed list of what I did that day. I just kind‐of list all the

things I did with my Nana. But now what I going to do is zoom in.”

*Tip: Teacher may want to use hand gestures to show bringing their attention from a topic the

size of a whole wall to a topic that was more like the size of a fish tank. (add to AC W‐4)

“Oh I know! My Nana and I put our hands up to each other’s and noticed that our hands were

the same exact size. My story will sound like this.” At lunch, my Nana and I held our hands up against each other. My skin wasn’t as wrinkly as

hers, but our hands were exactly the same size and shape. Then my Nana just took hold of my

hand and held it. I squeezed her hand back because I loved being with my Nana that day. Teacher says: “Did you notice how... I rewrote the most important page in my story. We can take smaller and smaller steps through

the events and thoughts on that one page by adding details to that part and by cutting away

the other parts… this causes a focus on this important part of the story and makes our writing

better.”




differentiate additional modeling for students

*Tip: Students have their writing folder underneath them at the rug.

Teacher says: “Now you are going to give it a try… You are going to.... open your folders and recall the story you’ll be working on today. Would you reread that story

and ask, ‘Is this big (like the classroom wall or my whole visit to my Nana) or zoomed‐in and

small (like the fish tank or my Nana and I comparing hands)?’ If it’s big, tell your partner how

you could zoom in, if you decided to do that.”

“Don’t forget to use the anchor charts and questions thinking starters to help you while you are discussing with your partner. These things will help you jump start your thinking and


Quarter 1, Unit 1


(think/write/ search‐ aloud)?









Student sample verbal responses: “My most important part is that I saw this mummy at the museum and he was all wrapped up and my sister was so scared but I wasn’t scared. I’m bigger.”

Sample teacher verbal prompts for students: “Is your story a big story?” “What can you zoom‐in on to make it a small story?” “I would love to hear more about that.” “What makes you think, your story is a big story?”


Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “My story is a big story because .”

“My story is a small story because .”

“I am going to zoom‐in on the part where because .”








about in a snap.







Quarter 1, Unit 1













Teacher says: “Now it’s time for you to learn together… You are going to… you are going to reread you writing here on the rug before you go off to meet with your

writing partner. While you read you need to identify what you think is the most important

part of your story is. Mark it on your piece with a small dot at the beginning of the sentence

using your pencil.” “When you and your partner move to your meeting spot, you are each going to read your

story to each other. Then you need to reread the part you think is the most important in your

story and explain why you think that.”

“Your partner is going to tell you if they agree or disagree with you that it is the most

important part and why. You and your partner both need to walk away from your meeting

with an important part to stretch during independent writing and develop into a small

moment.” Student does: Students work with their writing partners by listening to the writer reread their story and their

identified important part. Partners will then give their opinion if they agree or disagree and

support it with reasons why. Student will then use the most important part during

independent writing to stretch into a small moment.

*Tips: Teachers may want to allow students to use Post‐its or felt tip pens to make their

revisions. Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and








Teacher says and does: Remind students of all they know about writing down sounds they hear in words by telling the

class what a few, brave students have been doing.

OR Offer practice in getting words on paper by having children join in a spelling venture of one child.


Quarter 1, Unit 1




OR It is hasn’t taken too long, practice another word with them.

Student does: Student pays attention and then applies or engages if necessary to their writing needs.








Teacher says: “Now you are going to go off and try this on your own… and when you write today think about zooming in on the most important part of the memory. Think about the photographer and about zooming in.” *Tip: Some students will return to pieces they’d been working on, and others choose paper and begin a new story. Remind student of the resources they can use around the room and in their writing folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens to revise and add on to their work.

Student does: Students work on stretching the most important parts of their stories, step by step, to develop a detailed small moment. Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “Will you touch each page and tell me what’s happening?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “Is this a big story or a small story?” “What is the most important part of your story?” “So what will you draw here on the page?” “What will you write next?” “Who was there?” “Where did it happen?” “When did it happen?” “How did feel?” “How did react?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”









*Tip: Call students to the rug and tell them about how a student zoomed in on the most important part.

Teacher says and does: “Writers, I have something really special to share with you. Eduardo was going to write all about how he went to the baseball game with his dad and they got hot dogs and ice cream and then took the subway back to their neighborhood and then went to his cousin’s house. But then Eduardo stopped and said, ‘No, I am going to try and be like Vera Williams and zoom in on the most important part,’ and he zoomed in on the part about getting the hot dogs. Listen to his story.” My dad got me a hot dog. I put ketchup all over it. Then I slowly at it bite by bite till it was gone.

“Did you hear that beautiful Small Moment about just the hot dog?”

“Reread what you wrote today and if you find that you took the most important part of your story and turned it into a small moment give a thumbs up.”

Student does: Students reread and put their thumb, if applicable.

Teacher does: Teacher highlights 1‐2 pieces of students writing to illustrate that day’s teaching and good writing habits.



Teacher says: “Today and every day you can... because… rewrite the most important page in your stories. We can take smaller and smaller steps through the events and thoughts on that one page by adding details to that part and by cutting away the other parts… this causes a focus on this important part of the story and makes our writing better.”








objective





Quarter 1, Unit 1




Objective(s): Good writers have awareness of their audience and how to make their stories readable so others can learn about their lives by rereading their stories, and checking to see if they are using word wall words correctly to get their stories ready for publishing.






Writing booklets

Pencils

Black felt tip pens



Classroom Word Walls

Student white board

Dry erase marker Anchor Charts:

Anchor Chart W‐ 4


Anchor Chart

CCSS Standards:


Writing Partnerships: According to the Common Core State Standards, students must have ample opportunities to take part in a variety of rich, structured conversations ‐ as a part of a whole class, in small groups, and with a partner to build a foundation for college and career readiness. Partnerships should be developed strategically by the teacher; regarding student reading and writing level, comprehension skills, and degree of engagement in discussion.








various domains


Quarter 1, Unit 1











*Tips: A classroom word wall should be large enough and located for all students to see and

interact with daily. Small groups of words should be introduced and engaged each week. Teacher should revise his/her own writing to demonstrate and build enthusiasm for the more

serious work of revision. Revision process can last for a few days.

Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a

draft, use staple removers to open booklets up so a page could be removed and a new one‐

substituted, etc. during the revision process. Make revision as hands on as possible.

Student does: Students bring their white boards and dry erase marker to the rug and put it beneath them.

Students sit on the rug in the meeting area, next to their assigned writing partner. Students

actively listen and watch the teacher model the lesson objective. *Tip: Teacher may want to give students partner numbers or letters, such as Partner A and


Teacher says: “Yesterday we worked on… rewriting the most important page in our story. We can take smaller and smaller steps

through the events and thoughts on that one page by adding details to that part and by

cutting away the other parts… this causes a focus on this important part of the story and

makes our writing better.”

(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... to remember that we have actual readers for our stories – people out there who are dying to

know about our lives! For them to learn about our lives they have to read our stories. And for

them to read our stories, we have to make sure our stories are readable. Today I want to

teach you that when we reread our stories to get them ready for publishing, we can check to

be sure we are using word wall words correctly.”

(Continue Writing Anchor Chart W‐4) “There are some words you guys, as readers, just know. Well, when we write, we also need a

handful of words we just know in a snap. That makes writing go faster. So if you are writing a Adapted from Garden Grove Unified School District, Office of Secondary Education



Quarter 1, Unit 1



story and you want to write Mom, you say, ‘Mom! I know Mom: M‐o‐m!’ And you write M‐o‐

m. I put words up here on our word wall that are words I think you know in a snap, or almost

know in a snap. If there’s a word you are writing in your story that is on the word wall, but you

can’t spell it, you can just look for it there. Then you can say the letters to remind yourself.

Once it is in your brain, write it down on your page – snap, snap, snap!” *Tip: Use the gesture of snapping the correlate with snap words (knowing words in a snap).

“Watch me as I.... or “Let me show you how I.... know some of my words in a snap, but for the ones I do not, I use the word wall. (add to AC W‐4) *Tip: Teacher may want the word wall close to the rug meeting area, so it is easy to reference.


“Today we need to add on to our story. Here is what I already wrote.”

We were laughing and talking. Then a raindrop landed on my hand. We didn’t want

“Now we need to write this… to go in, but we did”

“Would you get out your white boards so we can write more of our story? Maybe some words

will be ones you know in a snap. Our next word is to. Some of you know to in a snap? If you

don’t know it, say to and listen for the first sound. Then find it on the word wall under the

letter. So, I either just know to or I look up here and fix the spelling into my brain.”

*Tip: Teacher may want to enact the process of using the word wall. “Ok, write to. Let me see. Great. Check it on the word wall. Spell it (t‐o).”

Students does: Students write the word to. Students say the beginning letter sound in the word to. They find

the letter T on the word wall and read through the words below it till they find to. Students

check their word on the word wall and then spell it aloud. Teacher says: “Did you notice how... I used the word wall to check my word to see if I spelled it right. I also spelled it out loud to help fix the spelling word into my brain, so my writing is readable for everyone.”


How will you… know that each student thought through and formulated a response to

*Tip: Students have their writing folder underneath them at the rug. Teacher says: “Now you are going to give it a try… You are going to.... try it again. We’ve written ‘We didn’t want to …’ Now we need to write go. Write it like a snap and move on to the next word, in, write it like a snap, or use the word wall to help you. Good


Quarter 1, Unit 1



(specify question)?









job.”

Student does: Student writes the words on their white board and shows the teacher (by holding their board up under their chin) after each word.

Teacher says: “The next word is but. Ok, keep going with the next word on your white boards.”

Student does: Students continue to write but and continue through the next two words on their own in a snap or using the word wall.

Sample teacher verbal prompts for students: “Do you know that word in a snap, or do you need to look at the word wall?” “Say the word out loud, what sound do you hear first?” “Can you find that letter on the word wall?” “Ok, read through the words below that letter. Which word looks like and sounds like the word you are searching for?” “What can you do when there is more than one word underneath the beginning letter sound you are looking for?”







Allowing students to keep a personal list of commonly used words in their writing folder.

Allowing students to have their Independent Word Walls with them on the rug.






Quarter 1, Unit 1












*Tips: Teacher may want to make folder size anchor charts for students to reference whenworking with their partners and when working independently.

Teacher says: “Now it’s time for you to learn together… You are going to… meet with your writing partner to work on editing your pieces to make sure your snap words

and word wall words are written correctly and also practice word wall words that could easily

turn into snap words.” “You and your partner are each going to use a highlighter to read through you writing aloud

(make sure your writing is flat on the table in between you and your partner). When you come

to a word that you know you didn’t know when you were writing or it doesn’t look or sound

right, you are going to highlight it. After you finish reading through your whole piece, you and

your partner are going to search the word wall to see if the highlighted words are on there. If

they are you need to edit your paper to make the words be the correct spelling.” “Once you and your partner have both done this, you are going to use your white boards to

practice the word wall words you highlighted. One partner will read the highlighted words,

while the other partner goes through the process of Write, Check, Spell.”

Student does: Students work with their writing partners to correct and identify word wall words that they do

not know. They will then practice the words they highlighted by writing them, checking them

on the word wall, and then spelling them aloud. *Tips: Teachers may want to allow students to use felt tip pens to make their spelling revisions.

Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and



Quarter 1, Unit 1












Teacher says and does: Point out for students that each letter of the word wall has a correlating picture, just like their

alphabet charts in their Writing Folders. They can use the pictures on the word wall to help

them make connections between picture name, letter sound, and first letter sound of the

word being checked.

Student does: Students uses the pictures on the word wall to check word wall words if needed.








Teacher says: “Now you are going to go off and try this on your own… today when you write, lots of times you’ll come to words you just know. Write these fast.

Don’t stretch them out – just say, ‘I know that word!’ and write it. Or say ‘ I almost know that

word, let me check the word wall’ and then write it with a snap! Every day, whenever you

write, you’ll find words you know like a snap. And as you keep learning, you’ll have more and

more of these words.”

*Tip: Some students will return to pieces they’d been working on, and others choose paper and

begin a new story. Remind student of the resources they can use around the room and in their writing folder.

Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens


Student does: Students work on checking the words in their writing on the word wall and using the word wall when writing new pieces, so that it is readable by everyone.

Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “Will you touch each page and tell me what’s happening?”


Quarter 1, Unit 1



“So (retell what the child has said). Then what happened?”

“Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “Do you know that word in a snap, or do you need to look at the word wall?” “Say the word out loud, what sound do you hear first?” “Can you find that letter on the word wall?” “Ok, read through the words below that letter. Which word looks like and sounds like the word you are searching for?” “What can you do when there is more than one word underneath the beginning letter sound you are looking for?” “Which part of the word did you get right?” “Is this a big story or a small story?” “What is the most important part of your story?” “So what will you draw here on the page?” “What will you write next?” “Who was there?” “Where did it happen?” “When did it happen?” “How did feel?” “How did react?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”




*Tip: Call students to the rug with their writing folders. Teacher says and does: “Today I saw Luis doing something fabulous! I watched him as he was writing and writing and

writing, and then I saw him pause for a moment. I could tell that he was thinking about

something important. Then he did such a smart thing! He looked over to the word wall and he

studied a word up there. Then he wrote the word on his paper, and checked it with the posted

word. Luis, what word did you find on the word wall?”

Student does: Student shares what word they got from the word wall and how they figured it out.

Sample student verbal response: “I got the word what. I knew it started with /wh/ /wh/. So I looked under w. It had an h! I put it in my mind and I wrote it.”

Teacher says and does: “It was fantastic that Luis thought to look to the word wall for the spelling of what. I also loved that he didn’t just copy the word. He learned how to spell it. He put it in his mind. The he tried writing it without looking! That was spectacular use of a writing tool!”


Quarter 1, Unit 1



“Let’s all practice using the word wall with our partners. I’ll say a word aloud. If you and your

partner can write it in an instant, do that. If you can’t write the word, say it with your partner and then tell each other where you’d look on the word wall. Then find it.”

Teacher says about 6 words for students to practice.

Student does: Students practice using the word wall with their partners to write, read and spell the words

said aloud by the teacher. Teacher says: “Today and every day you can... because… reread your stories to get them ready for publishing by checking to be sure we are using word

wall words correctly… we must remember that we have actual readers for our stories – people

out there who are dying to know about our lives! For them to learn about our lives they have

to read our stories. And for them to read our stories, we have to make sure our stories are

readable.”






objective



Documents

First Grade Lesson Plan–Reading, Day15isbewriting.weebly.com/.../2/9/4/9/29499299/1st_grade_lesson_plan.pdf · aloud) convey the ... Students should be prompted and motivated to