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Writing Mini Lesson 12:20-12:30

Writing Mini Lesson 12:20-12:30. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals

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Writing Mini Lesson 12:20-12:30

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  1. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 1: Inspiring Children to Write for Readers Materials: chart-sized booklet of a Small Moment story – the first 2 pages readable and the 3rd page indecipherable Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  2. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 1: Inspiring Children to Write for Readers When conferencing… Celebrate students’ awareness that their writing might not be readable, and any steps students are taking to show they are writing for readers. Help students to hear and record a sound, then the next sound. Sharing Tell students about a writer who did something to make their writing more readable, such as after writing a little bit, going back and rereading their writing to make sure others will be able to read it. Report that that student must have been thinking of me at home at night trying to read their stories without them there to help with reading me the words. Reenact this for students on chart paper to demo rereading each word as you write to make sure it’s readable. Ask students to give a thumbs up if they wrote in ways that will help me read their writing when I bring it home tonight.

  3. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 2: Examining Readable and Unreadable Writing Materials: students should bring writing folders to carpet, example of student’s work that was decipherable, Same story written on chart paper, Chart: “Easy-to-Read Writing…” Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  4. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 2: Examining Readable and Unreadable Writing Materials: students should bring writing folders to carpet, example of student’s work that was decipherable, Same story written on chart paper, Chart: “Easy-to-Read Writing…” Mid Workshop Teaching Point: Point out student who noticed a word was missing an important sound/was unreadable and fixed it after trying to read their writing – point out that this was SUCH a smart and important thing to do! When conferencing… Get students to reread their writing each time they record a word, and make sure students have left spaces in their writing Sharing Have students bring their writing to the carpet. Point out how one student reread their writing, realized a part of it didn’t match what they wanted to say, and fixed it. Tell students that we need to be honest about whether or not our writing is readable so that we can make it better. Ask students to look at the writing they did today and decide whether or not it is readable. If it is not, ask students to find one little thing they could do to make their writing better, and put a star near that part. Then they can work on that part first thing tomorrow!

  5. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 3: Stretching and Writing Words Materials: Shared experience Small Moment drawn across 3 pages (no words), Students should bring chalkboards/chalk to carpet (or clipboards/paper) Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  6. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 3: Stretching and Writing Words Materials: Shared experience Small Moment drawn across 3 pages (no words), Students should bring chalkboards/chalk to carpet (or clipboards/paper) When conferencing… Help students record tricky words. Don’t take over the job of saying the word slowly or rereading what’s been written. Children should not turn every word into a line of staccato sounds when stretching out words and saying them slowly. “Famous writers use periods to tell readers where to stop.” Sharing Have students bring their writing to the carpet. Would you find a word you wrote today that was a hard word and see if you can reread it now? Put your finger underneath the word and read all the letters like this. (Demo with tricky word) Show the word to a friend and see if your friend can read it. If your friend has trouble, tell your friend to do like smart readers do and study the picture first, then try again to reread it.

  7. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 4: Writing with Sight Words Materials: Chart paper story from last session (pictures that are labeled), Chart: Word Writing Steps (p33) pre-made Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  8. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 4: Writing with Sight Words Materials: Chart paper story from last session (pictures that are labeled), Chart: Word Writing Steps (p33) pre-made Mid-Workshop Teaching Point: Stop students to have them help with one student’s tricky word – they should all try writing the word on the back of their papers When conferencing… Couch children to follow the steps of hearing and recording sounds, but don’t do it for them. Encourage students to reread with their finger, then say and record more sounds. If a child seems stuck, demonstrate for them and then say “Now you try it.” Sharing Display Chart “Word Writing Steps” and use steps to have students practice writing tricky words. Say: From now on, use these strategies when you come to words you don’t know.

  9. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 5: Spacing Words Materials: Chart-sized story from previous session with the sentence from last session and start of a new sentence, Chalkboards/chalk (or clipboards/paper), Words from a familiar book copied with no spaces (covering actual words in the book), and the actual book Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  10. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: Stop children and have them reread what they have written, checking to make sure they’ve left spaces When conferencing… If necessary, make lines for each word children want to write a page to ensure they will leave a space. Sharing Share work of student who rewrote part of their story to leave spaces. Ask students what they notice about the changes he/she made? Ask students to check writing from that day to make sure spaces were left between words.

  11. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 6: Checking Content – Focused Small Moment Stories Materials: One child’s unfocused story, who rewrote it as a Small Moment story Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  12. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 6: Checking Content – Focused Small Moment Stories Materials: One child’s unfocused story, who rewrote it as a Small Moment story When conferencing… Continue to work with students to stretch out words and leave spaces in their writing. Find 4 or 5 good examples of Small Moment stories to read in the share. Sharing Read example of 4 or 5 focused Small Moment stories. I want you to notice how in every story, the writer tried hard to tell something very interesting about just one moment. None of these stories tell a little about lots of different moments. This is the kind of story you should all be writing in the next few weeks.

  13. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 7: Learning More Sight Words Materials: Students should bring writing folders and chalkboards/chalk (or clipboards/paper) to the carpet Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  14. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 7: Learning More Sight Words Materials: Students should bring writing folders and chalkboards/chalk (or clipboards/paper) to the carpet When conferencing… Help students to use the word wall without copying right from it. If they are trying to write a word that has a chunk found in another word, show them how they can use one word to give them word power to write another word. Sharing Have students look through their folders and reread what they’ve written. Sort it into a pile of hard-to-read and easier-to-read pieces. Reread easier-to-read pieces and fix anything that needs fixing.

  15. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 9: Writing More, and More Clearly Materials: Pre-stapled booklets with each child’s name and the date Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  16. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 9: Writing More, and More Clearly Materials: Pre-stapled booklets with each child’s name and the date When conferencing… Look for students’ productivity – who gets started right away and who doesn’t, who is spending too much time on drawing rather than sketching. Move students to their own private writers desks if necessary.   Sharing Have students bring their writing to the carpet and sit in a circle. We’re going to make a pile of finished stories that I can take home tonight to read. If you have a finished story, can you please put it in the middle of the circle now? People who have stories that are not finished, please leave them in this bin. Finally, everyone who feels like they have made their writing easier to read, please raise your hand. Great! If you feel like you wrote as much as you could today, raise your hand. Excellent! Tomorrow we will keep paying attention to these two things.

  17. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 10: Writing for Partners Materials: New booklet for each child with name/date, Have students sit in RW rug spots, Story that I wrote with lots of mistakes Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  18. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 10: Writing for Partners Materials: New booklet for each child with name/date, Have students sit in RW rug spots, Story that I wrote with lots of mistakes Mid-Workshop Teaching Point: Have students meet back at carpet with their partners. Decide who will read their story first. Tell students that from now on that person is Partner 1. Say: Partner 1, put your writing between you and Partner 2. Hold it like you would hold a book. First, the writer needs to talk about the picture. Then the two of you need to point under the words and read the writing together. IF you have trouble, maybe the writer can add letters to the words to make the writing easier to read. Then try the page, and the writer will talk about the picture and then you will both point under the words to read the writing. Remember Partner 2, your job is to help the writing and take care of the writers’ feelings. Sharing Highlight positive aspects of partnerships – what you saw that you want everyone to do

  19. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 11: Revising with Partners Materials: Unfinished story that I wrote with mistakes Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  20. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 11: Revising with Partners Materials: Unfinished story that I wrote with mistakes *After students have been writing for awhile, call them back to the carpet for a second minilesson Connection During yesterday’s share, you did a great job working with your partner on your stories. Today I want to show you one way that partners can help each other make their writing easier to read. Teaching When writers try really hard to get their whole story onto their papers, sometimes we’re in such a hurry that we forget to write all of the words we need. The good news is that your writing partner can help you with this. Start with Partner 2’s story today. (Have Partner 2 raise their hand) Put it between you just like a book in RW. (Ask one child to demo being your writing partner. Have the writer tell you what their story is about using the pictures.) Right now ___ is the writer and I am the reader. I’ll try to read this story. ___ will listen carefully to make sure that I say what she wanted to say. If I say something she doesn’t want in her story or if I can’t read it, she’ll fix it. Now I’ll read and we’ll both point. (Show students how both partners can point at the words together. Demo reading the student’s story and fixing anything that doesn’t make sense/adding missing words.)

  21. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 12: Peer-Editing: Adding More Sounds Materials: Simple sentence to fix written on chart paper (with one word obviously missing letters) Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  22. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 12: Peer-Editing: Adding More Sounds Materials: Simple sentence to fix written on chart paper (with one word obviously missing letters) Sharing Writers I’ve shown you lots of ways that you can make your writing more readable for readers. But you know what? I don’t need to be your only teacher. In this room, we have lots of writing teachers! Eric Carle can teach us writing, and Kevin Henkes, and Cynthia Rylant… Today, would you and your partner find a book that you’ve read before that you love and look at what the author did to make his or her writing easy to read. Put your writing beside the book and talk about what you author did that you could try. See if each of you can find your own tip on how to make your writing better for readers.

  23. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 13: Peer Editing: Spelling Materials: Have students bring writing folders/personal word walls to carpet Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  24. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 13: Peer Editing: Spelling Materials: Have students bring writing folders/personal word walls to carpet When conferencing… Watch students’ processes and look for students who only reread the last sentence they wrote, rather than the whole story. Sharing Writers its time to stop writing. Would each of you take a few minutes to edit your writing? Have students reread writing and circle words that don’t look write, then check them on the word wall to fix them. Give students a few min to do this. Writers, exchange your writing with your partner. Read each other’s writing and check that word wall words are spelled correctly. If they haven’t, circle the word your partner missed. Then pass the story back the writer and give them a second chance with those words.

  25. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 14: Peer Editing: Punctuation Materials: Three sets of sentences on chart paper that do not have periods (Write one of them a second time with periods) Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  26. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 14: Peer Editing: Punctuation Materials: Three sets of sentences on chart paper that do not have periods (Write one of them a second time with periods) When conferencing… Conference with stronger writers today – this minilesson on punctuation is probably more appropriate for advanced writers. Sharing Recopy one student’s story who decided to add punctuation. Have that student demo with his partner how they worked to decide where periods should go. Discuss how this makes the writing so much easier to read!

  27. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 15: Selecting Easy-to-Read Writing Materials: Have students bring writing folders to the carpet, chart paper, Construction paper to mount stories Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  28. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 3, Mini-Lesson 15: Selecting Easy-to-Read Writing Materials: Have students bring writing folders to the carpet, chart paper, Construction paper to mount stories When conferencing… Mount students’ writing on construction paper – hardest-to-read on the top and easiest-to-read on the bottom Sharing Display some students’ hardest-to-read and easiest-to-read pieces on the construction paper and have students talk to their partners about how these students have grown as writers.

  29. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 3, Mini-Lesson 16: Sharing and Reflecting: An Author’s Celebration Materials: Students’ stories mounted on construction paper, Snack/juice, special pens Welcome guests to our celebration! All of you children have really grown as writers over the past few weeks. When we began this unit, most of you were writing stories that were hard to read and also hard for others to read. Now you are writing stories in ways that let other people read and enjoy your stories. Let me tell you how this celebration will work. (Explain that half of the students will first act as the authors and the other half will be the readers. The authors will sit at their desks with their stories, and the readers will visit each author, who will show and tell how they made their writing easier to read. After about 10 min, the kids will switch places. The adults will act as readers the whole time.) Writers I want to tell you one last thing before you go off to celebrate your writing. As you are sharing your writing, you might find something else you could do to make your writing even easier to read. That is good! That means all of you are true writers – you know that your work is never totally finished. If the writer decides that they want to make a change, I have special-celebration, last-minute-changes pens. Remember that today is a celebration. Let’s make sure that we congratulate each other and enjoy our stories! (After about 20 minutes, stop the celebration and remind students that the things they learned in this unit will always be important) Writers I just want to say that all of the things you learned in this unit will continue to be important in our next unit. Writing in ways that are easy for other people to read will always be important because it will make it more likely that other people can understand and appreciate all of the stories you have to tell.

  30. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop

  31. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  32. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop

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