Honeoye Falls Lima Central School District Suggested ...johnsonj.blog.monroe.edu/.../08/Launching-the-Writing-W… · Web viewHoneoye Falls Lima Central School District Suggested

Honeoye Falls Lima Central School District Suggested Lessons for Launching Writing Workshop – Grades 1 - 5

In Writing Workshop, you are teaching both:

the work that a writer does the habits a writer maintains

In the launching phase, you are:

helping students to see themselves as writers setting students up to feel early success as writers helping students gain greater clarity about what writers do and create immersing students in texts teaching the rituals and routines which make Writers’ Workshop manageable and predictable

Training Methods:

Anchor charts/critique/reflect Fishbowl Daily 5 method – good model/bad model Watch videos and critique

Focus for this Unit:

Training students in workshop behaviors Understanding why authors write which helps students generate ideas

o Note – feel free to substitute any of the selected “reasons” – the purpose is to help students generate ideas Beginning work with Small Moments

Notes:

Julie Johnson, Instructional Specialist Monroe 1 BOCES August 2014 Page 1


Lessons are just suggestions – feel free to change around and substitute as needed 1st grade Unit 1 really delves into Small Moments, so 1st grade teachers may want to skip those lessons connected to Small

Moments

Behaviors to Think About:

Getting to the Meeting Space:o Signal such as Counting down with interjected compliments/directionso Push in chairso Beeline for spoto How to sito What to bringo Dismissal procedureso No more than 3 minutes for transitions to meeting areas

Behaviors During Teaching/Active Engagemento How to listeno Turn to face where you are teaching, giving directionso How to turn and talk, then come back to attentiono Eyes on you for teaching

To go to writing workshop:o Transition from rug to seato Open up folders/notebooks

Warning to initiate transition Attention-getting signal



What to do when your partner is absent Handling materials

o Where to get papers/folderso Passing out material boxes

Signal for noise volume Space

o Where students will meeto Where students will worko Where conferences will be heldo Where partners can confer



Mentor Texts Suggestions

Where writers get ideas for their writing/how writers choose topics:

Title Author Sometimes authors write things that/are/about aBeach and Farm Elisha Cooper special place

Cherries and Cherry Pits Vera Williams telling stories from their parents/families(see dedication)

Dig, Dig, Digging Margaret Mayo they know a lot about

Don’t Let the Pigeon Drive the Bus Mo Willems make other people laugh

“Let’s Get a Pup!” Said Kate Bob Graham that happened to them

Leonardo Mo Willems how they’re feeling

Listening Walk Paul Showers observe nature or their lives

My Big Brother Valorie Fisher A person they love

My Dog Rosie Barry Moses and Isabella Harper a great passion like a favorite pet



Night at the Fair, by - Sometimes people write about something.

Donald Crews they did and they want to remember

Roller Coaster, by. - Sometimes people write about something.

Marla Frazee they love to do

Trucks: Whizz! Zoom! Rumble! Patricia Hubble they really like/just love

Walk On! A Guide for All Babies Marla Frazee to help other people with something

What writers do ( living a writerly life) :Written Anything Good Lately? Susa AllenOnce Upon a Time Eve BuntingWhat Do Authors Do? Eileen ChristelowDiary of a Worm, Diary of a Spider Doreen CroninClick Clack Moo: Cows That Type Doreen CroninAunt Isabel Tells a Good One. Kate DukeDear Mr. Blueberry Simon James A Book Takes Root: The Making of a Picture Book Michael KehoeA True Story Helen Lester Frederick Leo LionniBest Wishes. Cynthia RylantFrom Pictures to Words: A Book About Making A Book. Janet StevensSimon Finds a Treasure Gilles Tibo Cherries and Cherry Pits (See dedication for a minilessons focus) Vera Williams



You Have to Write Janet Wong A Letter From Phoenix Farm Jane YolenThe Character In The Book Kaethe Zemach

Authors Write ListsAmelia Bedelia and the Christmas List by P. ParishThe Boys Book of Lists by D. LangstonBunny Cakes by Rosemary WellsMarti and the Mango by D. MortonNate the Great and the Lost List by M. SharmatOliver's Must Do List by Susan Taylor BrownPeter Claus and the Naughty List by Lawrence DavidVery Silly Lists by Tony BradmanWallace's Lists by Barbara Bottner

Authors Write Letters Text SetDear Daddy… by Philippe DupasquierDear Mr. Blueberry by S. JakesDear Mrs. LaRue: Letters from Obedience School by M. TeagueClick, Clack, Moo Cows That Type by D. CroninThe Jolly Postman: or Other People's Letters by J. AhlbergA Letter to Amy by E. Jack KeatsNo Mail for Mitchell by C. SiracusaWhere Does A Letter Go? by Carla Greene

Authors Write about Themselves



Eric CarleRoald DahlTomie dePaolaPatricia Polacco Cynthia Rylant

Authors Write About Family Memories:Big Mama’s by Donald Crews Birthday Presents by Cynthia Rylant Carl’s Scrapbook by Alexandra DayChicken Feet in My Soup by Tomie dePaolaListen Buddy by Helen LesterNana Upstairs, Nana Downstairs by Tomie dePaolaOwl Moon by Jane Yolen Pancakes For Breakfast by Tomie dePaolaThe Relatives Came by Cynthia RylantTom by Tomie dePaolaUp North at the Cabin A Weekend with Wendell by Kevin Henkes

Authors Write About Friendship Memories: Frog and Toad by Arnold LobelGeorge and Martha by James MarshallOwen and Mzee: The True Story of a Remarkable Friendship by Isabella Hatkoff, Craig Hatkoff and Paula Kahumbu

Authors Write About School Memories:The Art Lesson by Tomie dePaolaFirst Day Jitters by Julie DannenbergHooway for Wodney Wat by Helen LesterLast Day Blues by Julie DannenbergLily’s Purple Plastic Purse by Kevin Henkes



Chrysanthemum by Kevin HenkesMorris Goes to School by B. WisemanNo School Today! by Franz BrandenbergOliver Button is a Sissy by Tomie dePaolaThe Puppy Who Went to School by Lillian HobanScore One for the Sloths by Helen LesterWolf by Bloom

Authors Write About Small Moments: Library Mouse by Daniel KirkI’m in Charge of Celebrations by Byrd BaylorI Want to Be by Thylias MossSomething Beautiful by Sharon WyehtWhat Do Authors Do? By Eileen ChristelowThe Paper Boy by Dave PilkeyWhistling by Elizabeth Partridge“A Play” from Childtimes by Eloise GreenfieldThe Leaving Morning by Angela JohnsonAmazing Grace by Mary HoffmanThe Other Side by Jacqueline WoodsonA Chair for My Mother by Vera B. WilliamsThe Relatives Came by Cynthia RylantDo Like Kyla by Angela JohnsonThe Longest Wait by Marie BradbySweet, Sweet Memory by Jacqueline WoodsonJalepeno Bagels by Natasha WingThe Dandelion Seed by Joseph AnthonySalt Hands by Jane Chelsea AragonJin Woo by Eve BuntingFireflies by Julie BrinckloeIt Takes a Village by Jane Cowen-Fletcher



Mama Zooms J by ane Cowen-FletcherBigmama’s by Donald CrewsShortcut by Donald Crews



Session Teaching Point Midworkshop Share Materials/Mentor Texts

1 Establishing the values of your community“We are stronger as a team than we are individually”

Choose synergy activity for students to individually participate and then collaborate to make the point that the sum of the parts is greater than the whole

Reflection - What was easy/difficult when doing the activity on your own?

Reflection - How did the activity change when you did it as a group?

Synergy activity for small groups such as paper bag with items for each small group to tell a story

2 Setting Classroom Norms or Classroom agreements as writersCreate classroom norms for “how you do business” in your classroom as writers

Train students in what a writer looks like to create norms

Give students a set amount of time to write/draw to evaluate themselves against the norms

Introduce purpose of Midworkshop teaching and expected behaviorTrain students in midworkshop behavior

Highlight student behavior that is meeting the norms

Introduce purpose of Share (train on transitions later)Students set a SMART goal to work on based on what they noticed during writing time

PaperSMART Goal sheets

Session Teaching Point Midworkshop Share Materials/Mentor



Texts3 Part 1 - Introduce mini-lesson

“Today and every day, we’ll start the writing workshop with a minilesson. In a minilesson, I will always teach you-I will show you- something that writers do often, something you can do as well. During the first part of the minilesson, your job is to listen and to learn. You don’t talk much during that part. Then after I teach you something, you can all try it on the rug. After that, I’ll send you off to work on your writing, and I’ll remind you that when you write, you might try what you learned today or on earlier days” (KB1, p.11)

Practice transition to carpet and create anchor chart for expected meeting area behavior

Part II – Why do authors write?

Display lots of different book types and discuss author’s purpose

Teach students that authors write to record theirfamily memories (or select a different purpose)

Read mentor text. Be specific about the event the author wrote about.

Have students think about a family event and tell the person sitting next to them before they head off towrite

Practice/Reflect Midworkshop teaching behavior

Highlight particular students and the events they are writing about

Practice/Reflect Share session behavior

Introduce Writing folders

Mentor text such as Pancakes For Breakfastby Tomie dePaolaorThe Relatives Cameby Cynthia Rylant




4 Select a mentor text to highlight a different purpose for why authors write such as something they love to do

What do you do if you need more paper?Teach students about scrolls or adding paper

Introduce material boxes and date stamps

Mentor textMaterial boxes

5 Part I – Introducing writing partnersHave students come to the meeting area sitting next to their partner; designate P1 and P2

Train students in effective partnerships

Teaching point – partners can help by asking questions about your text

Can use text such as The Meanest Thing to Say by Bill Cosby or Learns to Listen by Howard Binkow

Partners meet; P1 reads story and P2 asks questions.

Revision flaps/post-itsShare types of questions you are hearing and then send students to revise using revision flaps or post-its based on partners questions

Tell P2 they can be their own advisor and ask questions of their own writing to revise or they can start a new piece

Authors have special places they writeIntroduce writing spots

Assigned partnersMaterial boxes

6 Inquiry – what makes an effective listener?Students watch video and record/discuss qualities of effective listeners

Partners meet; P2 reads story and P1 asks questions.

Students share difference in listening after minilesson

Share of how writing improved based on partners questions

Mr. Rogers videohttps://www.youtube.com/watch?v=CP_cLHIYGiI


7 Living a Writerly Life – will need more than an hourIntroduce writing journals (can use a diary or science

Highlight students who are purposefully

Introduce coming to the carpet for Share

Journals



notebook as a mentor text) as another reason writers write or a text such as Listening Walk by Paul Showersto show that sometimes writers observe nature ortheir lives to get ideas for their writing

Teach students authors write to record observations about the world and journals are one way to keep your writing in one place

Students decorate journals to personalize. Model thinking about what is important to you and how you can represent that artistically (are we just going to glue ribbon on because it is there?)

Students move into writing when they are finished (may need to be paper if journals need to dry)

choosing decorations to reflect their personalities, interests

Train students on expected behaviors

Student who wrote a writerly life entry shares

Diary, science notebook, or writerly life mentor text

Art supplies for decorating journal

8 Writers write about places they love (or another reason to write) using mentor text

Model with own writing

Students tell partners about a place they love before heading off to write

Sounds of a productive writing workshop

Introduce signal such as word on the board, toonoisyapp.com

Introduce Writing pens

Mentor text such as:Beach by Elisha CooperFarm by Elisha Cooper


9 Writers rehearse before they writeWriters come up with topics, picture those topics, and then get ready to put what you know on the page

Authors use all that they know to make their writing readable

Reflect on SMART goal from S2; choose need goal if met

Information book mentor text



Model rehearsing a topic you know a lot about

Students rehearse their topic before they go to write

(conventions – sounding out words, spelling, punctuation)

10 When we are done, we have just begunModel rereading every item – think what else can I add?Create anchor chart: Reread Add to our pictures Add to our words Get another sheet of paper to create another part

Authors revise pieces they wrote in the pastStudents can go back in their folders to revise an old piece

Symphony share of how students “have just begun”

11 Writers write about how they are feelingUse mentor text such as Leonardo by Mo Willems

Model with your own writing

Students can either write with you to help you revise to focus on how you are feeling or think of their own topics with partners

Authors use precise words to show how they are feeling

Authors make their writing readable as they work (conventions)


12 Writers Carry on Independently“When writers have problems and don’t know what to do, they say, “I can solve this myself” Then writers come up with solutions to those problems and carry on, writing, writing,

Authors use tools when they need assistanceIntroduce word walls,

Authors make their writing readable as they work (conventions)



writing. That way writers don’t waste precious time” (KB1 S3 p. 19)

Model a couple of problems and solutions

Students choose one of the ways the authors write to create a new entry or revisit something they have already written

thesauruses, dictionaries, charts, parking lot for questions, mentor text bins, library

13 Writers Think About How a Piece will GoTeach students to touch and tell, 5 finger strategy, or use the pages to plan their story before they write

Model strategy with your writing

Partners rehearse before going off to write

Partner Office HoursTrain students about how to use a quiet place to read their work and have their partner ask questions

Authors make sure their writing is about one topicShow photographs and have students say whether they are on the same topic

Apply to piece of writing


14 Feedback Can Help Us Be the Best Writers We Can Be

Introduce constructive feedback with an activity such

Highlight kind, specific, helpful feedback

Students share improvement based on partner feedback

Article and handouts about line drawings (teacher resource)Line drawing activity



as drawing linesModel: say something positive to create a climate of

support and collaboration notice something that can be improved be specific speak about the work, not the author/creator

Have students draw and give themselves kind, specific, helpful feedback

Partners Help Us By Being Kind, Specific, HelpfulStudents then work together to give each other kind, specific, helpful feedback

for students

15 Introduce ConferencesConnect kind, specific, helpful feedback to your role as the teacher in conferences

Teach what conferences look like and what students’ jobs are

Highlight productive writers while you are conferring

Revisit SMART goal from S9

Conference recording forms

System for students to know about conferences


16 Asking and Answering Questions to Add MoreAuthors ask themselves: Does this make sense? Are there parts that don’t fit? Do I have questions?

Model revising your work by answering the questions

Writers use spelling strategies when they write so they can keep going

Partners can ask each other these questionsRemind students about kind, specific,



Have students tell partner one question they can ask in their writing

helpful feedback

17 Authors Write about Small MomentsUse Small Moments mentor text such as Shortcut by Donald Crews

Introduce watermelon vs. seed story

Create anchor chart about characteristics of small moments

Students rehearse with partner before going to write

Writers make a movie in their head to picture all of the details and then they write fast and furiouslyHave students pause to visualize story in their head to gather more details

Reflection – where do you need more detail?Students bring stories to the carpet and use stickie flags to note 2 places that need more detail

Small moment mentor textAnchor chart: One focus True story Beg/mid/end Action words Story telling voice


18 Authors Zoom in to provide more detail

Model rehearsing a small moment that needs more detail. Make a movie in your head to model where you have left out details

Authors use a storytelling voiceA Story tellers voice is in the present, telling the story bit by bit.

Authors use action words in small momentsStudents look for places they can use more precise action

Writing from S17



Students use their stickie noted places from yesterday’s to revise with a partner

Students stop and look for places in their story that isn’t in the present and revise

words

19 People use checklists to help them make their work the best it can beUse lines activity to model use of a checklist

Practice specific, kind, helpful feedback with partners with checklist

Students highlight their process of revision based on the checklist criteria

Line checklist

20 Authors use writing checklists to make their work the best it can beConnect yesterday’s checklist activity to a writing checklist (keep the checklist simple)

Model how you check each criteria against your writing. Keep in mind mastery vs. checklist mentality

Writers make sure all of their writing shows everything they know about writingStudents go back to their folders to use the checklist to assess their writing

Authors choose a story they want to share with the world and publish itStudents look through their folders to pick one story to publish


21 Authors Make Their Writing Ready for PublicationDecide on criteria for publishing and model this with students. This doesn’t have to be a beautiful, copied over version – just something that shows everything they have learned about writing so far

Highlight ways students are getting their writing ready for publishing

Practice speaking/listening skills in preparation for Celebration

22 Celebration



Put students in small groups to share. You can invite other adults or another class to join small groups

Other suggestions for grade 1:

Writers stretch out words to write them Writers use pictures and words to teach people Writers write words by saying the word slowwwwwwly and then write down the first sound they hear Writers read our writing to our friends Writers add labels to pictures Turning pieces into scrolls and books (KB1 s7 p. 48) Are our books about one topic or more? Stretching our words to write even more sounds (KB1 s10 p. 73) Writing even hard to write ideas (KB1 S6)


Documents

Honeoye Falls Lima Central School District Suggested ...johnsonj.blog.monroe.edu/.../08/Launching-the-Writing-W… · Web viewHoneoye Falls Lima Central School District Suggested