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GMSD Grade Level: K ELA Unit 3, Quarter 2 SL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. I can talk and listen to others in partnerships and groups. SL6 Speak audibly and express thoughts, feelings, and ideas clearly. I can share my thinking so that other people hear and understand me. RF4 Read emergent reader texts with purpose and understanding. I can read and talk about kindergarten books. RF1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated spaces in print. d. Recognize and name all upper and lower case letters of the alphabet. I can recognize and name lowercase letters. RF 3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant June 2015

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GMSDGrade Level: K

ELA Unit 3, Quarter 2

SL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.I can talk and listen to others in partnerships and groups.

SL6 Speak audibly and express thoughts, feelings, and ideas clearly.

I can share my thinking so that other people hear and understand me.

RF4 Read emergent reader texts with purpose and understanding.I can read and talk about kindergarten books.

RF1 Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by specific sequences of letters.c. Understand that words are separated spaces in print.d. Recognize and name all upper and lower case letters of the alphabet.

I can recognize and name lowercase letters.

RF 3: Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels

c. Read common high-frequency words by sight

I can produce letter sounds.

June 2015

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RL 10 Actively engage in group reading activities with purpose and understanding. I can listen to a fiction book and share my thinking about the story with others.

RL 3: With prompting and support, identify characters, setting, and major events in a story.I can retell fiction stories and include the characters and setting.

Knowledge

Students will know…

Listening behaviors Reading behaviors and strategies

Skills

Students will be able to…

Listen to a story Notice patterns Make predictions Distinguish between letters, words, spaces Make predictions about story events Identify sounds Use decoding strategies when attempting an unknown word Begin to read kindergarten sight words Identify main characters Begin to retell fiction stories and include main characters

Big Idea

Students will understand that….

Readers use comprehension strategies and decoding strategies as they read

June 2015

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Whole Group LessonsConsider continuing having baskets of books with emergent storybooks, familiar nursery rhymes, concept books, leveled or decodable readers and if possible, smaller versions of shared reading texts. Increase the amount of independent “just right” leveled books for students to read from during independent reading time and/ or during an independent reading center. Consider aiming for 10-15 minutes of independent reading for the 2nd quarter.

Monday Tuesday Wednesday Thursday Friday

Week 1Identifying letter-sounds

Whole group teaching point:Readers need letter sounds

Possible activity:-review ABC chart with sounds-“race” to find the letter that makes __ sound; “race” to find the letter __ and say its sound

Resources needed: ABC chart

Whole group teaching point:Readers use the first letter to help decode

Possible Activity:-shared reading-think aloud re: possible words that an unknown word could be by using the 1st letter;use picture clues and what makes sense to determine which guess is correct-shared practice

Resources needed: -big book or

Whole group teaching point:Readers use the first letter to help decode (ctd.)

Possible Activity:-shared reading-think aloud re: possible words that an unknown word could be by using the 1st letter;use picture clues and what makes sense to determine which guess is correct-shared practice

Resources needed: -big book or other enlarged text

Whole group teaching point:Readers use sounds to help decode CVC words

Possible Activity:-post list of CVC words on board-model isolating each sound and then blending together to read word-shared practice of same skill

Resources needed:-whiteboard or Promethean board

Whole group teaching point:Readers slowly check the sounds

Possible Activity:-model using first letter to guess word-model slowly running finger under word, saying the sounds slowly to check if sounds match guess-shared practice

Resources needed:-big book or other enlarged text

June 2015

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other enlarged text

Week 2Making Predictions

Whole group teaching point: Readers make predictions based on the front cover and title of a book

Possible Activity:-think-aloud re: predictions based on front cover illustration and title-read story and check /revise predictions

Resources needed:-any fiction read-aloud text

Whole group teaching point:Readers take a picture walk before reading a book.

Possible Activity:-shared practice of yesterday’s skill (predictions from title & cover)-model also going on “picture walk” to gain sense of story structure and model adding more predictions

Resources needed:-any fiction read-aloud text

Whole group teaching point: Readers activate prior knowledge before reading a book.

Possible Activity:-guide students in recalling what they know about a certain character from a series (David, Arthur, Clifford, Biscuit, etc.)-What kind of things happen to ____ in the stories we’ve read?-Use this info to guide students to make predictions for new (David, Arthur, etc.) book

Resources needed:-fiction book from a series

Whole group teaching point:Readers notice patterns in books

Possible Activity:-read-aloud a simple patterned book-encourage students to ID the pattern

Resources needed:-simple, patterned book

Whole group teaching point: Readers use patterns in books to help themselves read

Possible Activity:-read-aloud a simple patterned book-encourage students to ID the pattern-model using the pattern to predict what will be on next page-shared practice with a different simple, patterned bookResources needed:-2 simple, patterned books

Week 3Identifying main characters

Whole group teaching point:Readers know the characters

Whole group teaching point: Readers tune into the main characters

Whole group teaching point: Readers name the main characters when they retell a

Whole group teaching point:Readers name the main characters when

Whole group teaching point: Readers use what they know about the main

June 2015

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Possible Activity:-review basic story elements terminology; define characters-shared practice identifying main characters in a familiar text

Resources needed:-familiar fiction book

Possible Activity:-discuss familiar story, and how there are many characters but only several main or “important” characters-in a different book, model determining which characters are the main ones; do not name minor characters

Resources needed: -2 familiar fiction books, possibly fairy tales

story

Possible Activity:-shared practice retelling a familiar story, naming only the main characters in the retelling

-Resources needed: familiar fiction book, possibly a fairy tale

they retell a story (ctd.)

Possible Activity:-shared practice retelling a familiar story, naming only the main characters in the retelling

-Resources needed: familiar fiction book, possibly a fairy tale

characters to predict what they will do next

Possible Activity:-identify main character from a familiar series-discuss this character’s traits-use prior knowledge of character’s traits to predict character’s actions-read story-identify any other major characters

Resources needed:-fiction book from a series

Week 4Retelling with main characters

Whole group teaching point: Readers retell fiction stories for better understanding

Possible Activity:-review purpose and importance of retelling

Whole group teaching point: Readers retell fiction stories

Possible Activity:-read new story-retell story after reading, including main characters and

Whole group teaching point:Readers use ‘time words’ when they retell

Possible Activity:-define ‘time words’ (transition words) and purpose

Whole group teaching point: Readers reread if they get stuck on retelling

Possible Activity:-model reading a short, simple text and trying to retell but

Whole group teaching point: Readers listen to each other retell stories

Possible Activity:-model retelling a story with a reading partner-job of reading

June 2015

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-model retelling, including main characters and sequentially telling order of events

Resources needed:-any fiction read-aloud

sequentially telling order of events

Resources needed:-any fiction read-aloud

-shared retelling of a familiar book, prompting students as needed to use transition words

Resources needed:-familiar fiction book

‘forgetting’ important events and character(s)-model going back to reread a portion or all of the text to find information-retell with characters and main events

Resources needed:-short, simple fiction text

partner is to check for accuracy and /or ask questions-shared practice retelling a familiar story with partner on the carpet (without the book for simplicity)

Resources needed:-familiar fiction book (for modeling)

Week 5Cross-checking

Whole group teaching point:Readers ask themselves, “Does it look right?”

Possible Activity:-model guessing what a word is by using picture clues and what makes sense; then model checking to see if the word “looks right” (matches beginning/ending

Whole group teaching point: Readers ask themselves, “Does it look right?” (ctd.)

Possible Activity:-model guessing what a word is by using picture clues and what makes sense; then model checking to see if the word “looks right” (matches

Whole group teaching point: Readers ask themselves, “Does it sound right and make sense?”

Possible Activity:-model guessing what a word is by using first letter of word; then model checking to see if the word “sounds right” and “makes sense”-shared practice

Whole group teaching point: Readers ask themselves, “Does it sound right and make sense?” (ctd.)

Possible Activity:-model guessing what a word is by using first letter of word; then model checking to see if the word “sounds right” and “makes sense”

Whole group teaching point:Readers make their eyes and their finger match the words

Possible Activity:-model reading aloud and pointing to words as you read-on one of the pages, read and point but add an extra word to text that would make sense

June 2015

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sounds, etc.)-shared practice

Resources needed:-big book or other enlarged text

beginning/ending sounds, etc.)-shared practice

Resources needed:-big book or other enlarged text

Resources needed:-big book or other enlarged text

-shared practice

Resources needed:-big book or other enlarged text

(running out of words on the page); ask students what they noticed-model correcting error to make words match print on page

Resources needed:-big book or other enlarged text

June 2015

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Word Study TN State Standard Possible Activities Resources / Materials Needed

Week 1: RF.K.1d: Recognize and name all upper and lowercase letters of the alphabet.

RF.K.3ab: Know and apply grade-level phonics and word analysis skills in decoding words

a) demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b) associate the long and short sounds with the common spellings (graphemes) for the five major vowels

-letter search in poem or book and name sounds-sand paper or sand to use sounds to read and write CVC words-whiteboards to practice letter formation and simple words (CVC words, sight words)-teacher or partner calls out sound and student writes corresponding letter (on whiteboard or in sand, etc.); partners switch-playdough ropes to make and read CVC words-magnetic letters: CVC words-handwriting sheets with modeling and guidance

**Also include time for sight word instruction and review each week. This week’s suggested words: “he” & review words from 1st quarter

-variety of poems or books

-sand paper or sand & paper plates

-whiteboards and markers

-playdough

-magnetic letters

-handwriting sheets

Week 2: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but, for)

Write first and last name correctly (report card).

-students practice reading sight words from their own lists/flashcards

-practice studying, writing, and reading sight words on whiteboards

-build and read sight words with magnetic letters

-student lists of sight words (on sheet of paper or flashcards)

-whiteboards and markers

-magnetic letters

-slips of paper (approximately 3 per student for each scavenger hunt)

June 2015

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-sight word scavenger hunt (write selected words on slips of paper and students hide; find and can keep if able to read; ask for help if needed)

-write and read sight words in sand or on sand paper

-practice writing first and last name correctly on handwriting lines

**Include time for sight word instruction and review each week. This week’s suggested words: “by” & review words from 1st quarter

-sandpaper or sand and paper plates

-handwriting paper

Week 3: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but, for)

-See Week 2

**Include time for sight word instruction and review each week. This week’s suggested words: “has” & review words from 1st quarter

-See Week 2

Week 4: RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.

-clap and count syllables in students’ names (as a whole group)

-teacher segments syllables in students’ names; students practice blending

-use picture cards for students to pull, clap, and count syllables

-teacher selects words from familiar poem or book; class claps and counts syllables

-students’ names posted (on Word Wall or on chart)

-picture cards

-variety of familiar poems or books

-chart paper or Promethean board

June 2015

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-students generate words for class to count; chart 2, 3, and 4 syllable words

-use social studies or science content words for class to clap and count syllables

**Also include time for sight word instruction and review each week. This week’s suggested words: “his” & review words from 1st quarter

Week 5: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but, for)

-students practice reading sight words from their own lists/flashcards

-practice studying, writing, and reading sight words on whiteboards

-build and read sight words with magnetic letters

-sight word scavenger hunt (write selected words on slips of paper and students hide; find and can keep if able to read; ask for help if needed)

-write and read sight words in sand or on sand paper

**Include time for sight word instruction and review each week. This week’s suggested words: “said” & review words from 1st quarter

-student lists of sight words (on sheet of paper or flashcards)

-whiteboards and markers

-magnetic letters

-slips of paper (approximately 3 per student for each scavenger hunt)

-sandpaper or sand and paper plates

June 2015

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Read-alouds (Questioning and /or Close Reading Tasks) Consider revisiting some texts, as “anchor texts,” for repeated close readings. Repeated readings promote deeper analysis and greater listening and language comprehension.

TN State Standard Possible Question Stems and / or Close Reading Tasks

Possible Texts

Week 1: RL.K.1: With prompting and support, ask and answer questions about key details in a text.

RL.K.10: Actively engage in group reading activities with purpose and understanding.

-How would you explain the reason that…?-Predict the outcome if…-What would happen if…?-How many ways can you…?-What is your opinion of…?

-Leonardo the Terrible Monster

-A Chair for My Mother

-The Relatives Came

-Koala Lou

June 2015

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-If You Give a ____ a _____ series (Laura Numeroff)

Week 2: RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL.K.10: Actively engage in group reading activities with purpose and understanding.

-Describe how the illustration on this page shows what’s happening in the story.-Do you think ____ is a good thing or a bad thing? Why?-What choice would you have made when ____?-What is the most important ____?

-Ira Sleeps Over

-Ira Says Goodbye

-Ruby the Copycat

-How Do Dinosaurs….series

Week 3: RL.K.4: Ask and answer questions about unknown words in a text.

RL.K.10: Actively engage in group reading activities with purpose and understanding.

-What does the word ____ mean? What clues in the sentence can we use to figure out the meaning?-(Define what an unknown word means. Then have students demonstrate their understanding of the new vocabulary with an action or an expression).-How is ___ similar to ____? Different?-Why did ____ happen?-How is the character feeling? What is your proof?

-My Great Aunt Arizona

-Owl Moon

-A Bad Case of Stripes

-Leo the Late Bloomer

Week 4: RL.K.2: With prompting and support, retell familiar stories, including key details.

RL.K.3: With prompting and support, identify characters,

-Retell the story.-(Ask literal comprehension questions re: the events of the story).-How is ___ similar to ____? Different?-Why did ____ happen?-How is the character feeling? What is your proof?

-familiar books from 1st quarter

-familiar fairy tales/ folk tales

-Alexander and the Terrible, Horrible, No Good, Very Bad Day

June 2015

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setting, and major events in a story.

-Caps for Sale

-Stone Soup

-The Mitten

Week 5: RL.K.2: With prompting and support, retell familiar stories, including key details.

RL.K.3: With prompting and support, identify characters, setting, and major events in a story.

-Retell the story.-(Ask literal comprehension questions re: the events of the story).-What is the lesson of the story? What is your proof from the story?-What can you infer about _____? What is your proof from the book?

-familiar books from 1st quarter

-familiar fairy tales/ folk tales

-Have You Filled a Bucket Today?

-I Like Me (by Nancy Carlson)

-Officer Buckle and Gloria

-Julius, Baby of the World

Shared Reading (reading an enlarged text together)TN State Standard Possible Activities Resources / Materials Needed

Week 1: RL.K.5: Recognize common types of texts (e.g., storybooks, poems)

RL.K.6: With prompting and

-read texts from a variety of genres throughout the week

During/after reading…-______ is the author of this book. Does s/he write the words or draw

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

June 2015

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support, name the author and illustrator of a story and define the role of each in telling the story.

RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)

the pictures?-______ is the illustrator of this book. Does s/he write the words or draw the pictures?-How does the illustration on page ___ help you understand what is happening in the story?-Why are the illustrations so important to the book? How would the book be different without any illustrations?-**Include a variety of texts from different genres and work with students to identify the correct genre and identify characteristics of each genre (fiction stories, non-fiction, poems, fairy tales, etc.)

Week 2: RF.K.3c: Read common high-frequency words by sight (he, by, has, his, said, she, was, all, but for)

-read enlarged text (poem, fiction book, non-fiction book, morning message, etc)

During/after reading…

-find and read selected sight words from text

-teacher cover selected sight words from familiar book/poem; students determine what word is missing and check

-teacher and/or students wear and read selected students (on nametag or necklace)

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

-Post-it note or highlighter tape to mask words

-nametags or necklaces with several sight words written on them

-whiteboards and dry erase markers

June 2015

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-whiteboard practice writing sight words

Week 3: RF.K.2a: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

a) recognize and produce rhyming words

-read big book or enlarged poem

During/after reading…

-ID rhyming words

-generate list of more rhyming words

-variety of big books and/or enlarged poems

Week 4: Week 4: RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.

-read enlarged text (poem, fiction book, non-fiction book, morning message, etc)

During/after reading…

-teacher selects words from text; class claps and counts syllables

-teacher selects word to segment orally; students orally blend word together

- chart 2, 3, and 4 syllable words from text

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

-chart paper or Promethean board

Week 5: L.K.1c: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

c) form regular plural nouns orally by adding /s/ or /es/

-read a big book or other enlarged text

During/ after reading…

-teacher selects several nouns from text; model and practice forming

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

June 2015

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(e.g., dog, dogs; wish, wishes)

L.K.5b: With guidance and support from adults, explore word relationships and nuances in word meanings

b) demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

plurals of nouns; include both /s/ and /es/ words-shared practice

-select several verbs and/or adjectives from text; define “opposite” and model identifying antonyms of several of the verbs or adjectives-shared practice finding opposites of words

Writing TN State Standards Addressed:

W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order which they occurred, and provide a reaction to what happened.

W.K. 5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

June 2015

W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

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

L.K.1a: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

a) print many upper- and lowercase letters

L.K.2a-d: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

a) capitalize the first word in a sentence and the pronoun I

b) recognize and name end punctuation

c) write a letter or letters for most consonant and short-vowel sounds (phonemes)

d) spell simple words phonetically, drawing on knowledge of sound-letter relationships

RF.K.3ab: Know and apply grade-level phonics and word analysis skills in decoding words

a) demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b) associate the long and short sounds with the common spellings (graphemes) for the five major vowels

Prior to starting this narrative writing unit, clean out student writing folders from previous writing unit. Consider providing several options of paper for students to choose from in the upcoming unit, possibly providing options with more writing lines, to encourage more writing. Include illustration boxes on paper choices to allow children to accompany their writing with illustrations. Teachers may want to have single sheets of

June 2015

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paper available, as well as pre-stapled booklets. After each whole-group writing lesson below, provide independent and / or peer writing time for students to write.

Quarter 2 is paced based on Lucy Calkins’ Units of Study in Opinion/Argument, Information, and Narrative Writing A Common Core Workshop Curriculum, Grade K

Week Number

Possible Writing Lessons

Week 1: ***Prior to beginning the first lessons of the unit, consider what your students’ strengths and areas for growth were on the narrative writing post-test that you gave at the end of Unit 2. Tailor lessons to meet these needs.***

(Day 1): “We are going to be learning more about writing true stories in this unit of study. We will especially focus on making our true stories easy for readers to read. For today, though, I want to research all that you know about writing true stories. Let’s review the ways that writers get started writing true stories by talking about strategies writers have for thinking of ideas of true stories.” (Review strategies for thinking of personal narratives: thinking of something that happened to you not too long ago, what you did over the weekend, what you did before school, a time you had a strong feeling…happy, excited, scared, etc).***Use today and tomorrow as review days, to work towards greater independence for students and also to allow time for students to work on stories that they will review on Day 3 of this week.***

(Day 2): “Today I want to remind you that our writing muscles have grown so much, we are writing more and more! When we finish one book, we remember that, ‘when we think we’re done, we’ve only just begun!’” (Review revising anchor chart from Unit 1, focusing on: adding to pictures, adding to words, starting a new piece, and any other revising strategies from your classroom).

(Day 3): “I’ve been taking your stories home to read at night, and I have a secret to tell you. Sometimes, when I’m really dying to know what your stories say…I can’t read the words you’ve written. Today, let’s figure out what makes writing really easy to read and what makes writing

June 2015

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really tricky to read, so that we can use strategies to write easy to read stories.” (Have students go through their writing folders in front of them, for several minutes, while still on the carpet for the lesson. They will review stories from Days 1 and 2, as well as from the past week. Have them sort stories into an “easy to read” and a “hard to read” pile. Tell them to think about, or possibly discuss with a partner, what makes stories easy or hard to read, and then have a discussion about this. Make a chart: “Easy to read writing” (neat handwriting, all of the sounds in the word are written down, spaces between words, etc) and “Tricky to read writing” (no spaces between words, not many sounds in words, etc.). Encourage students to pick one thing from the “easy to read” chart to really focus on today, and make sure that they do.

(Day 4): “We’re working right now on making our writing easy to read, so that readers can read our stories. Remember that even when you are trying really hard to listen and write all of the sounds in a word, you still need to remember all of the other things you’ve already learned about writing great true stories. Let’s reread one of our old charts, to use as a tool to help us remember how to do this.” (Review “How to write a true story” anchor chart)

(Day 5): “Sometimes writers are working so hard to listen for the sounds in one single word, that they forget what the other words in the sentence they were writing were supposed to be! A strategy writers can use to help with this problem is to reread what they’ve written so far, and to look at their pictures for details and clues to help them figure out what part of the story they are writing about.” (Model)

Week 2: (Day 1): “Writers plan their sentences in their heads, then say the words, and write each word one at a time.” (Teacher models doing this, explicitly naming writing conventions while writing….put a space for a new word, capital at beginning, ending mark at end, etc. Teacher names strategies for spelling words while writing also, like using word wall for unknown sight words, writing known sight words quickly, and stretching and recording sounds of other words. End lesson with shared practice).

(Day 2): “Writers reread their writing lots during and after they’ve written a story, for lots of reasons.” (Discuss and model rereading for various purposes, such as to know what to write next, to make sure story makes sense, and to catch any mistakes/edit).

(Day 3): “Writers use rubrics and/or checklists to help make their stories the best they can be!” June 2015

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(Share and model using a simple rubric, or possibly even one of the classroom anchor charts as a checklist. Include modeling what to do when an aspect/component from the rubric is missing in the story, showing how to revise and/or edit to include it.

(Day 4): “Writers can listen closely to the middles of words, to listen for the vowels. Hearing and writing the vowel sound in the middle of your words can make your writing much easier to read. I’ll show you how a vowel chart can help you listen for the vowel sounds.” (Model writing a sentence or two of a narrative, illustrating slowly stretching the sounds and paying special attention to the middle vowel sound. Model using a vowel chart as an aid in determining which letter to write for the vowel sound heard).

(Day 5): “Some words, writers just know in a snap! These ‘snap’ sight words, writers write quickly, so they can focus using their writing muscles on the other words in their stories.” (Model writing a sentence or two of a narrative, being sure to write the sight words quickly and possibly checking the Word Wall for any ‘unsure’ sight words).

Week 3: (Day 1): “Writers are brave enough to try to stretch out the sounds of all of the words they need to tell their stories, even if the words are really tricky and have lots of sounds to listen for.” (Model writing a sentence or two of a narrative, modeling stretching out and recording sounds of 1-2 multisyllabic words. End lesson with shared practice, possibly with the class practicing a word the teacher needs in the story. Students could practice on whiteboards on carpet, or shared practice on Promethean board).

(Day 2): “Writers can use time words to make sure they have a beginning, middle, and end to their story.” (Bring several texts to the carpet that use transition words like first, next, then, last, finally. Highlight these transition words and explain that they are ‘time words’ to help the reader understand the order of events better. Shared practice: write a narrative together on the Promethean board about a shared experience like a fire drill, recess, event from class, etc. Use transition words in story, and possibly make and post a chart of transition words for future reference).

(Day 3): “Just like we have reading buddies, writers also have buddies to help them make their writing the best it can be. The authors who published books that are in our classroom library

June 2015

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even had writing buddies to help them make their writing better before it was published!” (Model what you would like peer writing partners to do. Possibly have partners help each other to check that all sounds were recorded in words, check that Word Wall words are spelled correctly, check for capitalization and ending marks, etc.).

(Day 4): “We are lucky to have (# of students in class) writing teachers in the room! So remember, if I can’t come over to help you because I’m working with another writer, you can ask a writing teacher at your table. One of the kids!” (Brainstorm all of the ways that writers can help one another and remind students to check with one another when teacher is working with another student).

(Day 5): **Have students bring their writing folders and a pencil to the carpet for the lesson. Have a stack of Post-it notes ready (to distribute 2 to each child during the lesson).** “One thing that can help learners when they are working so hard like you is to take a moment to celebrate what they’ve been doing really well, and also to notice what something is that they could get even better at.” (Model putting a smiley face on 1 Post-it and another symbol, possibly an arrow, on another Post-it. Show students how you can go through 1 or 2 of your stories, looking for something that you have done a good job of, and also thinking about what needs to be improved. Have students try this on the carpet after you’ve modeled, and then have them work on their area for growth today during independent writing).

Week 4: (Day 1): “Writers use periods to tell readers when to stop and take a breath.” (Model and shared practice)

(Day 2): “Writers revise their stories by picturing what happened in their mind, then drawing a quick sketch of those details, and finally adding the details into the words and sentences of their story.” (Model)

(Day 3): “Yesterday we remembered that writers revise their stories to make them even more detailed, and that a strategy that writers can use is to picture what happened in their minds. They can picture what happened, then add a quick sketch to the illustration, and finally add the details in the words of their story. Let’s practice doing that with a story that we’ll write together today.” (Display a ‘bare bones’ version of a shared experience that teacher has written about,

June 2015

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with very few details. Then brainstorm as a class about missing details, and work together to add details to the illustrations and sentences).

(Day 4): “Writers use carets to add in missing words or sentences!” (Model)

(Day 5): “One way to get better at a skill is to study how an expert does it. Writers do this too. Let’s study a few authors’ ‘leads’ of their stories, to see what we notice of how to write a strong beginning of a story that really grabs the reader’s attention.” (Bring several texts to the carpet to study and discuss strategies used…beginning with the weather, a strong feeling, details, etc.).

Week 5: (Day 1): “Writing buddies can help each other make their stories even better by listening to make sure everything makes sense in the story, and by asking questions to find out more.” (Share a story with the class that the teacher has written with 1-2 sentences that do not fit in story. Have a student come up to be teacher’s writing buddy, and student politely explains to the teacher what is not making sense. Involve rest of class by asking them what questions they are still wondering about teacher’s story; teacher models adding these missing details into story).

(Day 2): “Writers choose a story that they want to share with the world! Then they use all they know about writing to ‘fix up and fancy up,’ or revise and edit, their story.” (Teacher models selecting a favorite story from folder, revising, and editing several things).

(Day 3): “Writers can end their stories with a feeling!” (Teacher models revising special publication story, by reflecting on what feeling was had and adding that as last sentence of story).

(Day 4): “Writers finish making their stories beautiful before sharing them with the world!” (Allow time for students to make final revisions to stories, add title page, etc.)

(Day 5): Allow students to share their personal narrative books that they’ve “fixed up and fancied up” with an audience or put their stories in the classroom libraries, hallway, etc.

June 2015

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Week 6: (Day 1): Narrative Writing Post-test -Possible prompt: “I’m really excited to see all that you have learned about story writing, so today, please use pictures and words to write a story about something that has happened to you. Make this be a story about just one time in your life, and make sure that you have not already written about it before. Remember to include a beginning, show what happened in order, and include an ending. When you are done, give me your stories so that I can see all that you’ve learned about storytelling.”

(Day 2): ***Consider using this last week of the quarter as a review week, thinking about what your students need most and re-teaching these skills. The personal narrative post-test will provide guidance on skills needed. Other possibilities for the week could include:

-revisiting writing ‘teaching books’ (informational writing)

-allowing ‘choice writing’

-doing an author study as a class to search for author’s craft techniques

-introducing students to opinion writing, possibly by reading books together and writing opinions about the books or characters’ actions, etc.

-allowing students to publish a story on the computer, with the aid of a parent volunteer or educational aide

June 2015

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Guided Reading Groups (for teacher’s planning purposes)Guided Reading Group Name Teaching Points Resources / Materials Needed

June 2015

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June 2015