APPENDIX

WRITING

Anchor Chart for Day 1: Why Writers Write

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WRITING

Anchor Chart for Day 1: What Writers Write About

What Writers Write About

Something I know about Something that is Important to me Something I want to know more about An important time in my life Something that happened to my family Something that made me happy or sad Something I know how to do Something a book reminded me of A story of friendship A story of my family Something fun I have done Favorite places

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READINGDay 1: Reading Interest Survey (Sample)

Reading Interest Survey

Name:________________________________________

1. Do you like to read?

2. How much time do you spend on reading?

3. What are some books you have read lately?

4. Do you have a library card? How often do you use it?

5. Do you ever get books from the school library?

6. About how many books do you own?

7. What are some books you would like to own?

8. Put a check mark next to the kinds of reading you like best and topics you might like to read about.

__history ___romance ___plays ____sports

__science fiction ___adventure ___detective stories ____war

__poetry ___cars ___novels ____biography

__science ___humor ___folktales ____mysteries

__art ___animal books ___plays ____How-to-do-it books

9. Do you like to read the newspaper?

10. If yes, place a check mark next to the part of the newspaper listed below you like to read.

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___advertisements ___entertainment ___columnists

___headlines ___comic strips ___political cartoons

___current events ___sports ___editorials

___other_________

11. What are your favorite television programs?

12. How much time do you spend watching television?

13. What is your favorite magazine?

14. Do you have a hobby? If so, what is it?

15. What are the two best movies you have ever seen?

16. Who are your favorite entertainers and/or movie stars?

17. Do you enjoy when someone reads aloud to you?

18. What does the word "reading" mean to you?

19. Say anything else you would like to say about reading.

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READINGDay 2: Genre SortGenre Sort Activities

Genre What It IsMystery A suspenseful story about a puzzling event that

is not solved until the end of the story.Fantasy A story that is not possible and may include

talking animals or magical powersBiography The story of a real person's life that is written

by another person.Informational Texts that provide facts about a topic.

Realistic Fiction A story that uses fictional characters, but could happen.

Historical Fiction A fictional story that takes place in a specific time period: often the setting is real, but the characters are made up.

Science Fiction A type of fiction that uses science and technology (robots, time travel, machines, often set in some futuristic time).

Poetry Verse written to create a response of though and feeling from the reader; it often uses rhythm and rhyme

Non Fiction* Writing that is true.

Adventure Stories that include action involving, danger, risk, and excitement.

Folklore Stories handed down through speech from generation to generation: Fable, Myths, Legends, and Fairy Tales.

*Middle School definition: Nonfiction includes written works based on real events and includes facts. Literary nonfiction includes nonfiction writing that reads like fiction such as memoirs. Informative nonfiction explains or informs the reader about a concept or situation such as articles and interviews.

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READINGAnchor Chart for Day 3: How Readers Choose Books

How Readers Choose Books

Authors we know and like Interesting titles A “just right book” (not too easy/not to challenging) An awarding-winning book A recommendation from friend, teacher or critic Love of a genre Try the reading the beginning Heard it read aloud Re-read a book you have already read Look at the cover or inside book jacket or back of book

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READINGAnchor Chart for Day 3: 5 Finger RuleGet Your Own Copy Here

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READING

Day 3: Reading Log (Sample)

My Reading Log

Name:_______________________ Adult Signature:___________

Date Home/School

Title Author Level StartPage

EndPage

MinutesRead

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READING

Day 3: Stamina Chart (Sample)

__________'s Read to Self-Stamina

Record the number of pages you read at school each day. Write the date and shade the bar up to the number of pages you have read.

PAG

ES R

EAD

605856545250484642403836343230282624222018161412108642DATE

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READING

Day 3: What Do You Do When You Are Through

What Do You Do When You Are Through?

Read your independent book

Study your spelling and vocabulary words

Complete reading responses

Use the word wall words (story, poem, etymology of words)

Complete a station activity

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WRITING

Anchor Chart for Day 3: What Goes in a Writer’s Notebook

Generate this list with your students, but here are some suggestions:

What Goes in a Writer’s Notebook?

Interesting Language Quotes Lists (What to Write About) Memories Characters Freewriting/Quickwrites/Flashdrafts Family Stories Poetry Craft Noticings from other writers

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WRITING

Anchor Chart for Day 3: Other Writer’s Notebook Ideas

Other Writer’s Notebook Ideas

Write about something you don’t love/like

Write from a word

Write from a quote

Write from something in the room

Draw a picture…Write around it.

Lift a line from your writing and start writing.

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WRITING

Anchor Chart for Day 4: Setting Up The Writer’s Notebook

Setting up the Notebooks

The Table of Contents page begins on the first page of the notebook. How to create the Table of Contents in the Reader’s and Writer’s Notebooks. Students

should be reminded that sometimes entries cover more than one page. When this happens, they must be certain to write the page numbers that each entry takes up.

https://s-media-cache-ak0.pinimg.com/236x/92/f0/ef/92f0efb0d370ffcf7fab85848afd945a.jpg

After completing the headings for the Table of Contents page (Date, Table of Contents and Page #) students should skip (turn) approximately 4 pages.

Students should start numbering Page 1 on the sixth page. Page number 1 should begin in the top right corner of the sixth page. Page number 2 would be written in the top left-hand corner of the back of the sixth page. Page number 3 would be written in the top right-hand corner of the seventh page and so on.

The student’s first entry begins on the page where the students have written Page 1 not on the first page after the Table of Contents page. Those extra pages are needed for the students to write their daily entries.

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READING

Anchor Chart for Day 4:

You can make something like this:

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READING

Anchor Chart for Day 4: What Good Readers Do

Strategy What It IsMaking Connections Text-to-Text and Text-To-World

Visualizing Create mental pictures as you read.

Predicting Use text clues to make logical guess.

Inferring Use prior knowledge and text clues to make logical inferences.

Questioning Ask I wonder questions and construct questions using information from the text.

Monitoring Comprehension Identify words you don't know, ideas you don't understand, and strategies you are using.

Summarizing and Synthesizing Identify the big idea during and after you read. Reflect on a personal meaning of a lesson learned from the reading.

Determining Importance Knowing the purpose for reading and identifying the most important themes and ideas of a text.

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WRITING

Day 4: Heart Map

Heart Mapping: Writing From the HeartDirections1. Show students the Heart Map Template or create your own. Start from the center of the heart, placing the most important person, place, or thing in the center of your heart. Then, work your way out using specific words in each section. Be sure to talk about each section as you’re placing it on your map (e.g., “I always saw my grandparents in December. Therefore, I’m going to write ‘December with Grandma and Grandpa’ in my heart since I have so many memories of spending time with them at that time of the year.”).

2. Take time to answer students’ questions before passing out a blank heart map to each student. Encourage students to color in sections of their heart (e.g., they might want to color code it: purple for people, green for places, blue for things, yellow for ideas) once they’ve filled in all of the sections.

3. If you are able to photograph each map, you can print out several copies of the heart maps for the students to keep in all of the places where they write. You might choose to hang up their original heart maps in the classroom to help on those days when students cannot come up with something to write about on their own. Students should tape their heart maps into their Writer’s Notebooks for inspiration.

4. During writing times throughout the year, have students use different sections of their heart maps to craft a story, poem, memoir or essay. Encourage them to pick a handful of ideas, people, or places from their map, and incorporate them into their writing or have them start with one person, place, or memory, and build off of it.

from Awakening the Heart: Exploring Poetry in Elementary and Middle School byGeorgia Heard (Heinemann)

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Heart Mapping: Writing from the HeartHere are some questions to help the students get started heart mapping: (you might want to make a chart with questions like these to post to help guide your students’ thinking)

Grades 3-4 What has really affected your heart? Who are the people that are important to you? What are some of the experiences that you will never forget? What are some of your happy or sad memories? What are your secrets? (use a picture or word to show it but do not reveal it) What small things are important to you?

Grades 5-7 What memories have you stored in your heart (They don’t have to be BIG or exciting

memories. For example, the smell of molasses cookies baking in the oven at my grandmother’s house is an important memory to me because it was something she would always do.)

What people have been important to you – and why? What are some experiences or events that you will never forget? What happy or sad memories do you have? What secrets do you keep in your heart? What things or objects are important to you -- for example, a tree in your backyard or a

stuffed animal, etc.? What’s at the center of your heart – you might want to place the most important people,

memories, and experiences in the center? Ask yourself if you want to keep some things inside your heart and less important things

on the outside of your heart. Do you want to draw more than one heart – good and bad; happy and sad; secret and

open – and include different things inside each heart? Do different colors represent different emotions, events, and relationships?

**Try not to just write one word (pets, nature, etc.) but instead use very specific words. Later, when you write from your heart map it will help remind you of exactly what you want to say.

from Awakening the Heart: Exploring Poetry in Elementary and Middle School byGeorgia Heard (Heinemann)

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Heart Mapping: Writing from the Heart (Example)

from Awakening the Heart: Exploring Poetry in Elementary and Middle School byGeorgia Heard (Heinemann)

Writing from the Heart

What’s special in your life?

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Fill this heart with people, places and memories that are most important to you. Be creative with shapes and sizes and color code using the key below.

Things I do in my free time People I care about

Places I’ve lived in/visited Favorite memories

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Students can also create their heart maps directly in their notebooks.

View heart map samples here

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WRITING

Day 5: Collecting Ideas

Time Line

Have students think about memorable moments in their lives and create a time line in their writer’s notebook. Have students draw a line vertically or horizontally. Students should write the date of each memory, label the memory, and draw a picture.

Life Map

Have students reflect on their lives and think of 6 defining moments that changed their lives in some way. Have students draw six boxes in their writer’s notebook. In each box, the students should sketch the memory and write a quick caption for the memory.

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READING

Anchor Chart for Day 6: What Goes in My Reader’s Notebook

Note to Teacher: A Reader’s Notebook is a tool in which students capture information about and document their reading.

What Goes in My Reader’s Notebook

• List of books I would like to read

• Reading strategies (What Good Readers Do)

• Responses to texts

• Stop & Jots

• Literary Terms and Elements

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READING

Anchor Chart for Day 6: How to Set up The Reader’s Notebook

Setting up the Notebooks

The Table of Contents page begins on the first page of the notebook. How to create the Table of Contents in the Reader’s and Writer’s Notebooks. Students

should be reminded that sometimes entries cover more than one page. When this happens, they must be certain to write the page numbers that each entry takes up.

https://s-media-cache-ak0.pinimg.com/236x/92/f0/ef/92f0efb0d370ffcf7fab85848afd945a.jpg

After completing the headings for the Table of Contents page (Date, Table of Contents and Page #) students should skip (turn) approximately 4 pages.

Students should start numbering Page 1 on the sixth page. Page number 1 should begin in the top right corner of the sixth page. Page number 2 would be written in the top left-hand corner of the back of the sixth page. Page number 3 would be written in the top right-hand corner of the seventh page and so on.

The student’s first entry begins on the page where the students have written Page 1 not on the first page after the Table of Contents page. Those extra pages are needed for the students to write their daily entries.

WRITING

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Anchor chart for Day 7: Author’s Chair

AUTHOR’S CHAIR/SHARE CHAIR

To Prepare: *Set clear norms for classroom behavior and expectations before you start. Ex: During Author’s Chair all pens/pencils are down, heads are up off desks, etc.

*Select students to read (ask student ahead of time, popsicle stick, etc) – you may choose someone who has demonstrated a skill from the day’s writing lesson well.

*Keep track of who has been in the author’s chair – you may want to make this visible to the students as well.

*Teach students how to read their work loudly, slowly, and clearly. You may want to let readers practice before reading to the class.

*Model how to be in the author’s chair for students *Encourage students to read their own work

*Optional – having a fake microphone is fun and can work well

You can find ideas and images for author’s chairs HERE

Credit:

http://teachingmyfriends.blogspot.com/2013/08/authors-chair-share-chair.html

WRITING

Anchor Chart Day 8: Immersion Lesson: Leads

*Use the leads from Unit 1 of Units of Study Mentor Text. You may also choose from the chart below.

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The Wednesday Surprise by Eve Bunting“I like surprises. But the one Grandma and I are planning for Dad’s birthday is the best surprise of all.”

Internal Thought

My Father’s Hands by Joanne Ryder“My father’s hands are big and strong, scooping up earth and lifting a sack of seeds. Thin cracks run down my father’s fingers. Dirt fills every line and edges each nail black.”

The Description Lead

Dad and Me in the Morning by Patricia Lakin“My alarm clock flashed. I shut it off and quickly sat up!”

The Right-Into-The-Action Lead

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WRITING

Anchor Chart for Day 9: Writing with Sensory Details

*Preview the mentor text identifying the sensory details that are evident. Students can work in groups to highlight the author’s use of sensory details and chart it for future reference.

Writing With Sensory Details

Sense Example Purpose

Vocabulary for Sensory Details

Sound Taste Sight Touch Smell

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