Writer s Workshop Guide Pre-Kindergarten & Kindergarten Unit 3
Week 4 Week 3 Week 2 Week 1 Writer s Workshop PK/K-Unit 3- All anchor charts, templates, writer s pages, and rubrics located in the back (see appendix) Session 1: Wake up your stories Writing about your experiences 1 2 3 4 5 Session 2: Where do writing ideas come from anchor chart: What can I write about Session 3: Personal Writing Ideas Students share their heart maps Review Day (Re-teach as needed) Review Day (Re-teach as needed) Session 4: Labeling is writing How do you label pictures/stories Session 5: Using resources Introduce ABC-sound chart Session 6: Stretching Words: 1 Use a slinky to stretch words Review Day (Re-teach as needed) Review Day (Re-teach as needed) Session 7: Stretching words: 2 Incorporate stretching into your writing Session 8: Pattern Writing: 1 Let s create a pattern in our writing Session 9: Pattern Writing: 2 Let s work on sight words Review Day (Re-teach as needed) Review Day (Re-teach as needed) Session 10: Help! I m Stuck! Teach students how to solve writing problems Session 11: Zooming in On details Use a magnifying glass to focus in on details Session 12: Keep on Zooming! Continue our focus on details Review Day (Re-teach as needed) Celebration Time! Students can share a writing sample with partners or whole class
Writer s Workshop Unit 3-Day 1 Mini-Lesson Show your excitement as you talk to your students about writer s workshop. Tell your student s that this will become a very special part of their day. Today boys and girls, we are going to start something very special in our Writer s workshop time.. I love this special time with you, and how we come together and learn about writing. You are all writers, another word for writer is author. Writers write stories, make lists, draw illustrations, create books. Books are all around us. Every one of these books was written by an author, and this year you will be authors too. Teach your students the sleeping stories song: (tune: are you sleeping brother John) I have stories, I have pictures, asleep in my head, shiny and new. I will wake them up, I will write them down. Share them too, share them too Now, I will show you how I start writing. First, I need to think about what I am going to write about, so I am going to wake up one of the stories in my head. (close your eyes and be over dramatic as you wake a memory to share) Okay!, I woke up a story that happened to me last weekend. I am going to make a mind movie of this memory. Now, I will make a picture of my bike ride. I m drawing my picture of me riding my bike in the rain and how mud splashed all over me! So, first I thought about something I did-riding my bike, next I made a mind movie, a picture in my mind about a time that I rode my bike, then, I made a picture of my story. Note: For the students who are ready, label your picture and/or add words Writers, now it is your turn to write down a story that is sleeping in your head. Close your eyes and think about a story you want to wake up. (give them time to think) Now, open your eyes and turn to your partner and pair & share what you are going to write about. Writers, we will go to our seats and write for just a few minutes today and I will let you know when our time is over. Set the timer for -----look at your documented time and adjust accordingly. Writers need a quiet place to work, please encourage your table partners to work quietly. Now, writers, what stories did you wake up today? Pair & Share or Turn and Talk anchor chart (AC-17) with your partner. Students will share their writing in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). partners. The student holding the peanut butter card will share first and the student holding the jelly card will share second (other options capital letters, lowercase letters, or bacon and eggs cards for partners (AC-12 or AC-10,11, OR 13). If you have finished your writing, you will put it on the red I m done side of your folder. If you need more time and you want to keep writing, put it on the green side. Mentor Text: The Dot by Peter H Reynolds Resources: The Dot Peter H Reynolds, Sleeping Stories Song anchor chart (AC-4), Turn and Talk anchor chart (AC-17), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), chart Paper
Writer s Workshop Unit 3-Day 2 Tell your students that you are going to read a story about an artist that could not think of anything to paint. Read The Peter H Reynolds aloud to your students. Writers, just like the little girl in our story, who could not think of anything to paint, you may have times when your paper is blank and you do not know what to write about. Strong writers get ideas in many different ways. Today, I would like to share with you some things that help me get ideas for writing. (Show your students the: Writing Topics anchor chart & your heart map) Today, boys and girls you will be taking this blank heart map home to fill out with your parents. You will keep them in your writing folders along with your other writing tools. Last night I was thinking about what I would write about today. As I was thinking, I looked around my home. I saw many things that made me think of stories I would like to tell. Let me share some of them under: things I see. (write a list of things your students might see in their house.) I brought in a few of these items to share with you. My eyes popped open when I saw. It made me think of. I knew I wanted to share with you today. Model writing about your chosen topic. The following is a possible example: This is a picture of my dog Ellie. It makes me think of a time she got up on the table and ate a whole plate of pancakes. I m going to make a mind movie so that I can remember what happened first, second, and last. Close your eyes and model to your students how you recall a memory. Quickly draw and talk to your students about your story Writers, I would like for you to pair & share with your partner about what you just saw me do. How did I get my idea for writing today? ( Have a few partners share. ) Now, writers I would like you to think about what you would like to write about today. You might look around the classroom,just as I looked around my house, to get your idea. When you have your idea, I would like you to pair & share with your partner what story you want to share. Have students go to their tables and start writing. Remind students that you are setting your timer. Don t forget writers, when you think your done you ve just begun: keep writing! Set the timer for -----look at your documented time and adjust accordingly. Writers need a quiet place to work, please encourage your table partners to work quietly. Students will share their writing in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). partners. The student holding the peanut butter card will share first and the student holding the jelly card will share second (other options capital letters, lowercase letters, or bacon and eggs cards for partners (AC-12 or AC-10,11, OR 13). If you have finished your writing, you will put it on the red I m done side of your folder. If you need more time and you want to keep writing, put it on the green side. Mentor Text: The Dot by Peter H Reynolds Resources: The Dot by Peter H Reynolds, Writing Topics anchor chart (AC-18), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), chart paper, student writing paper, pencils/crayons
Writer s Workshop Unit 3-Day 3 Writers, yesterday we talked about how author s come up with ideas to write about. Let s review our class anchor chart: Writing Topics. Review some ideas that would fit under this chart. I also shared with you my heart map of my special things. I am so excited for you to share your heart maps with me and the class. Have a special time for students to share their heart maps with the class. If some students do not have them yet, give them the opportunity to work on theirs during writing time. Writers need a quiet place to work, please encourage your table partners to work quietly. students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Writers, I would like for you to choose something from your hear map to write about today. Remember to make a mind movie about your topic so that you can remember all the details for your story. Send students back to tables. Set the timer for -----look at your documented time and adjust accordingly. Mentor Text: The Dot by Peter H Reynolds Resources: The Dot by Peter H Reynolds, Writing topics anchor chart (AC-18), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21),chart paper, student writing paper, pencils/crayons
Writer s Workshop Unit 3-Day 4 Writers, today we are going to talk about labels. When we look around our classroom, you may notice that our cubbies have labels, our supply buckets have labels, and even our class library has labels. Labels are a way to help organize our classroom and understand where things need to go. Labels in writing help our readers to understand our pictures/illustrations. Labels are words that are next to parts of a picture that tell what that part is for the reader. Let s look at some examples. Share with your students books that you may have in your library that show things that are labeled. Writers, let s look at the picture/illustration I drew with you yesterday about (example: my dog Ellie) What was happening in my story? What did I draw? (point to parts of the picture as students name them.) Now, I want to write words to label the pictures so that my readers will understand the parts of my story. (Model labeling two or three items in your picture.) What else could I label to help my readers understand my story better? (Label your student s suggestions) Writers, I want you to Pair & Share your story from yesterday and discuss what items need a label. Have students share their pictures/story from yesterday and pick the important parts of their picture that needs to be labeled. Now, you are ready to go to your tables and add labels to your picture/story. Remember, to listen for the sounds you hear in the words you are labeling. Your items may be labeled with just one letter or several letters. Allow your students to use post-its as they label today with their partners. Set the timer for ----- look at your documented time and adjust accordingly. Writers, today we are practicing our quiet voices during table writing because you are assisting each other with your labels Teach your students the vibration technique to make sure that they have whisper voices. Teacher model placing hand on throat and talk regularly then talk in a whisper. Point out the difference in both. The regular talk vibrates and the whisper does not. students writing to share their story labels in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Mentor Text: The Dot by Peter H Reynolds Resources: The Dot, Teaching with Pictures anchor chart (AC-20), Share Passes (AC-2) wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T- 21), chart paper, student writing paper, pencils/crayons, post-its
Writer s Workshop Unit 3-Day 5 Mini-Lesson Preview, predict, and read Library Mouse by Daniel Kirk Writers, today we read a story about a little mouse who became an author; and just like you he wrote about things he knew about. Today boys and girls we are going to introduce a new tool for your writing folders. This tool is an ABC sound chart and you can use it when you start adding letters and words to your stories. (Pass out individual ABC charts for the students to keep in their writing folders) Writers, I want you to watch me as I write and notice how I use the ABC sound chart today. (model a think aloud about your writing then begin to write on large chart paper) I want to write about when I went fishing on a boat this summer. Model making a mind movie and a quick sketch. Then begin to write the words. Pause at the word fishing F FFishing. I can use this chart to help me. I will read through the pictures until I find the one that starts like FFFF Fishing starts like fish. I am going to look at this letter so I know how to FFFF write it. Model looking at the f and pointing to it. Label your picture with an f. Continue this same. Process with lake, boat, and worm. Re-read your writing for the class. Writers, what did you notice I did when I was writing today? How did I use the ABC sound chart? Note: Guide students through the steps you took. Confirm or clear up their understanding of how to use this resource to help them write. Writers, you will be able to use these charts to help you write, just like I did. You can keep these charts in your writing folders, so that you will always have them handy. Note: You may choose to keep these in a different place. Some teachers choose to have them in folders, on desks, or in a tub in the writing center. Allow time for students to continue writing using their tools for labeling. Set the timer for -----look at your documented time and adjust accordingly Writers, remember to always put your tools back in your folder when you are finished writing. Good writers take care of their materials. Strong writers use resources to help them get their ideas on paper. They don t want to waste time because they might loose good thinking. When you know what resources to use and how to use them, you become a stronger writer. Ask students if anyone used the ABC sound chart today. Acknowledge student who used this new resource. students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Mentor Text: Library Mouse by Daniel Kirk Resources: Library Mouse by Daniel Kirk, ABC anchor chart (AC-22) Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T- 21), student writing paper, pencils/crayons
Writer s Workshop Unit 3-Day 6 Re-read / re-visit Library Mouse by Daniel Kirk with your students. Point out that library mouse started with his picture, but also added letters/words to his story. Writers, we have done so much great writing so far this year. I have noticed that some of you may be ready to add more words to your story, but you are worried about using the correct letters. Today, I am going to add another tool for you to use during workshop. (Pull out a life size slinky for you to use when modeling stretching) Today, I want to teach you a strategy called stretching. You use stretching when you get stuck on a word and cannot hear the sounds/letters. Quickly think of what you want to write about and draw a picture. Today, I drew a picture of when I went to the lake. I want you to watch me as I write and notice what I do when I come to a word I don t know how to spell. Remember, I will do the thinking out loud while you watch quietly. I want to write I made a castle at the lake. I know how to write I, so I will write the word I on my paper. I am not sure how to write the word made. Model slinky stretching the word: made and continue modeling the sentence. You will write M a d on your paper. Stretching only the letters you hear. Do not be concerned about correct spelling. Note: If your students are not ready for sentences use your slinky to model stretching labels. Pass out plates, wipe-off markers and small Slinkys. Tell your students that you are going to do interactive writing together. Writers, I have one more sentence that I need your help with stretching and writing. I want to write: It was big. Note: interactive writing is when you share the pen with the students and guide them with letter formation, spacing, and print conventions. Model writing this sentence on chart paper with a student, while the rest of the class writes on paper plates. Writer s, remember to always encourage your partners to put their supplies away when writing time is over. Discuss the procedures and storage for their new tool, slinkys. Writers, today we learned what to do if we are not sure how to spell a particular word. Today you will share how to stretch a new word. Take turns stretching words and writing them with your partner (teacher may need to give the words to stretch). Pass out Share Passes (AC-2) and select 2-3 students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment (or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Mentor Text: Library Mouse by Daniel Kirk Resources: Library Mouse by Daniel Kirk, Stretching Sounds anchor chart (AC-7), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), slinkys, paper plates, Expo markers
Writer s Workshop Unit 3-Day 7 Re-read/review Library Mouse by Daniel Kirk Writers, today we are going to pretend that we are the boys and girls in the story. Do you remember what library mouse used to help the children see themselves as authors? That s right he used a mirror. (Bring in a mirror and allow your students to see themselves as authors. Model looking into the mirror and saying to yourself, I am an author, I have memories and stories to tell; and I can put them down on paper. I AM An Author! ) Today Writers, I am going to practice adding letters and words to my story. Can anyone remember the tool we received yesterday to help when we get stuck on a word? That s right, we will use our slinky tools to help stretch words slowly so that we can hear the sounds the letters are making in that word. I want to practice using my slinky tool today. Model waking up a memory, and making the mind movie. Talk the mind movie out loud with your students and make an illustration. Writers, I drew a picture of the time I took my daughters to the park to feed the ducks. I want to write: It was a fun day at the park. Note: model writing this sentence using the slinky to stretch the words fun & park. Remember spelling is not important at this time. We want our students to hear the sounds and write the letter they hear. Ask your students to close their eyes and wake up a memory; then pair & share with their partner about their memory. Writers, when you are writing today, remember that you can use your slinky to stretch hard words that you do not know how to spell. I can come and help you too if you need me. Also, you can use your ABC/sound chart to find the correct letters. Remember, good writers use tools to create their stories. Have students go to their tables and begin drawing their pictures and writing about them. Set the timer for -----look at your documented time and adjust accordingly Writers, remember that when you think your done, you ve just begun: Keep writing! Keep writing! Ask a few students who you might have noticed using their Slinkys and praise them. students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Mentor Text: Library Mouse by Daniel Kirk Resources: Library Mouse by Daniel Kirk, slinkys, Stretching Sounds anchor chart (AC-7), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), student writing paper, mirror, pencils/crayons
Writer s Workshop Unit 3-Day 8 Tell your students that you will be reading a special story that repeats certain words throughout the book. Challenge them to listen and remember those words. Read Brown Bear, Brown Bear, by Bill Martin Jr. Writers, who heard the repeated words in this story? That s right, I see a looking at me. When authors repeat words in a story, it makes it fun for the reader to join in. Today we are going to be looking at some special words. These words can be found on our class word wall. Note: For kindergarten this will be a review of sight words. Take time to model how to find words on the word wall. Write. I see on chart paper. Ask them how they could make a book using these words repeatedly. Writers, we learned from our what to write about chart that good authors write about things they see. One thing I love to do is go to a birthday party. It is fun to think about all the things I see when I am at a party. I am going to write my-i see-story about a birthday party. Model waking up a memory of a birthday party and talking through the mind movie out loud. Then, continue with the picture and the: I see sentence. Add to the story by writing more I see birthday sentences. Now writers, I want you to help me make a different I see story. Have your students close their eyes and make a mind movie of the playground. Call on a few students to recall what they saw and come to the chart paper to write their I see sentence. You may need to model slinky stretching during this interactive writing. Pass out I see paper and tell the students they will write about something they see in their classroom, at their house, or outside. Send the students back to their tables. Set the timer for ----- look at your documented time and adjust accordingly Remember to use your slinkys to stretch any words that you need help hearing sounds. Writers, today we learned about stories that use patterns by repeating words. I challenged you to use sight words to start your own repeat pattern book. students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Mentor Text: Brown Bear, Brown Bear by Bill Martin Jr. Resources: Brown Bear, Brown Bear by Bill Martin Jr., classroom word wall, I see paper (T-11), chart paper, ), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T- 21), student writing paper, pencils/crayons
Writer s Workshop Unit 3-Day 9 Tell your students that you will be reading another very special story that repeats certain words throughout the book. Challenge them again to listen and remember those words. Read Mr. Brown Can Moo by Dr. Suess. Writers, who heard the repeated words in this story? That s right, I can, can you. Stories like this are so much fun to listen to and read. Today we are going to be looking at more special words. Note: For kindergarten this will be a review of sight words. Write. I can. on chart paper. Ask them how they could make a book using these words repeatedly. Writers, Let s look at our Writing Topics anchor chart. Yesterday, we used an item from Things I see. good authors also write about things they do. One thing I can do is play softball. I am going to write my-i can-story about softball. (Model waking up a memory about playing softball. Talk through your mind movie out loud. Then, continue with the picture and the: -I can-sentence. Add to the story by writing more I can sentences. Examples: I can swing the bat, I can catch the ball Remember to use your slinkys to stretch any words that you need help hearing sounds. Writers, today we talked about another story that used a pattern by repeating words. I challenged you to use sight words to start your own repeat pattern book. students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). partners (C-12). Note: Some teachers use an author s chair for the students to sit in and share their writing. Now writers, I want you to go to your seat and create your own I can stories. Pass out I can paper and tell the students they will write about something they can do. Note: This sight word review writing can be continued with: I like, I go, etc. Continue as needed Set the timer for -----look at your documented time and adjust accordingly. Mentor Text: Mr. Brown Can Moo, by Dr. Seuss Resources: Mr. Brown Can Moo by Dr. Seuss., Writing Topics anchor chart (AC-18), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), I can paper (T-12), Stamina Template (T-21), student writing paper, pencils/ crayons
Writer s Workshop Unit 3-Day 10 Writers, today is an important day in writer s workshop because we are going to learn what to do if you need help and I am not available to talk with you. Sometimes during writing, I will be meeting with a small group of students or working with an individual student. I cannot stop that important work and you need to be able to solve problems, use your writing tools, and keep writing. Let s talk about what you can do so that your important work can continue. I want to share with you a new chart that we will use all year long. It gives you ideas for how to keep working when you need help. Introduce: I m Stuck anchor chart to your students. Let s pretend that I am stuck. I will look at this poster to see what choice would work best to keep me writing. Have your picture already drawn and model writing a sentence, getting stuck on story idea, spelling, word choice, or sight word recognition. Have your students help you to solve your sticky situation by referring to the chart. Practice using more pre-made pictures with sentence starts. Guide students to think about their choices, Reviewing the I m Stuck anchor chart. Have students Pair & share what they would do to help themselves. When you think your done you ve just begun: keep writing, keep writing! When you think your done you ve just begun: keep writing, keep writing! Writers, today we talked about what to do in a stick situation when your teacher is not available. students writing to share in front of the class. Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment (or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Writers, today I want you to wake up a memory and write about it. If you get stuck and need help today, you are going to look at our I m Stuck chart and keep writing. Good authors know how to use their tools to keep writing. You can do it! Send your students back to their table for quiet writing and set the timer. Mentor Text: Mr. Brown Can Moo, by Dr. Seuss Resources: Mr. Brown Can Moo, by Dr. Seuss, I m Stuck anchor chart (AC-21), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), student writing paper, pencils/crayons
Writer s Workshop Unit 3-Day 11 Preview & read the book Zoom by Istvan Banyai. Discuss how the book zooms out from a smaller picture to a much larger view. Writers, we are going to be zooming in the opposite direction of today s book. Who can tell me a tool that scientists use to zoom in on something so that they can look more closely at it? (praise and acknowledge all possible answers and pull out your magnifying glass) At the beginning of the year we learned that we can write and talk about true stories from special moments in our lives. These are stories about things we do and know a lot about. One of the first memories I woke up with you was a bike ride I took in the rain. Let s use this story to practice zooming in. I want to tell you more about my bike so I am going to zoom in. My mom bought me that bike for my birthday. Be sure your new drawing includes the details you told. Talk out loud the whole time you are zooming in with your new picture. You may add speech bubble at this time, but do now teach them in detail. I mention that I might want to add balloons because it was my birthday. Express how details make a better mind movie. Note: You may need to brainstorm additional zooming in ideas Writers, keep working on your writing stamina by working the whole time. students writing to share in front of the class. Praise them for their great ideas and their ability to zooooom! Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Now writers, it s your turn to wake up a memory and zoom in on one detail. Give your students time to brainstorm through their memories. Call on students to share their ideas and direct them in the process of zooming in. Now, it s your turn to write. I want you to go to your tables and zoom in and tell more in your story. Set the timer for -----look at your documented time and adjust accordingly. You will probably need more time to zoom in and add details to your story. Mentor Text: Zoom by Istvan Banyai Resources: Magnifying Glass anchor chart (AC-8), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), student writing paper, pencils/crayons, Zoom by Istvan Banyai
Writer s Workshop Unit 3-Day 12 Writers, today I want to look at my heart map to pick a subject to write about. Pull out your heart map and review it with your class. I think I will choose my family; but I need to zoooooom in. I am going to zoom in on my daughter Madelyn. She is a wonderful swimmer and has won many swim meets. I am going to tell the story of how she won her first swim competition Model and think aloud as you tell this story in a detailed picture with words. Note: Think about your students as you pick a subject to zoom in on. Try to pick an idea that they might have similar experiences. Whether your class is drawing pictures, labeling stories or writing sentences, it is important that they understand how to zoom in on a large topic. Writers, keep working on your writing stamina by working the whole time. students writing to share in front of the class. Praise them for their great ideas and their ability to zooooom! Remind the students to respect the students sharing by listening and sitting quietly. Model to the how to notice things (point out details) in the picture and give a compliment or use the wish and star approach (AC-3). Note: Some teachers use an author s chair for the students to sit in and share their writing. Now writers, it s your turn to wake up a memory and zoom in on one detail. Give your students time to brainstorm through their memories and share with partners. Call on students to share their ideas with the whole class and direct them in the process of zooming in. Now, it s your turn to write. I want you to go to your tables and zoom in and tell more about your story. Today, I am going to add 5 minutes to our writing time to build our writing muscles. You will probably need more time to zoom in and add details to your story. Set the timer for -----look at your documented time and adjust accordingly. Mentor Text: Zoom by Istvan Banyai Resources: Magnifying Glass anchor chart (AC-8), Share Passes (AC-2), wish and star approach (AC-3), Peanut butter and Jelly cards (AC-12), Stamina Template (T-21), student writing paper, pencils/crayons, Zoom by Istvan Banyai
Writer s Workshop Unit 3 Review Days Review any lessons that need more time. Remember any previous lessons may be repeated any day. The following lessons will be pushed back a day. Go at your own pace.
Writer s Workshop Unit 3 Celebration Time Mini Lesson: Students will share a writing sample with the whole class. Explain to the students, today is the day we have been looking forward to, we get to celebrate our writing!. The children will sit it a circle. You will start by quickly reading your writing. You will say a few words about your writing. Next have each child share their writing and tell them to say a few words about their writing just like you did. Go around the circle until each child has shared. Tell the student to look at the person sitting next to them when they have finished sharing. Note: Invite parents and serve snacks too.