Session

~ummaries:

Units of Study

Writing for Readers: Teaching Skills and Strategies (K-2) A series of lessons that help children focus on and refine their command of the conventions of language. Children learn to make their writing readable. They learn, for example, how to include more of the letters that are in words, how and where to leaves spaces, how punctuation works and how to write key words "in a snap."

Unit Targets Students will be able to: • leave spaces between words so their writing is easy to read. • explain what makes their writing readable or hard to read. • stretch hard words, write all the sounds they hear and then reread and hear more sounds. • write some words in a snap and stretch out words. • put spaces between their words. • write focused, small moment stories. • write words in a snap or use the word wall for a reminder. • use their personal word wall to help them spell words they almost know. • finish one whole story today. • take care of their partner's feelings while making sure their story is easy to read. • reread their own writing and fix small mistakes. • help their partner find and fix missing words • use all they've learned to make their writing more readable. • help their partner add more sounds to make words easier to read. • use the word wall to notice and fix the spelling in their writing. • use periods to show readers where to stop. • choose an easy-to-read piece of writing to publish. • celebrate

PREFACE: A committee of instructional coaches and teachers with deep understanding of and experience with Units of Study, have created one page summaries of each writing session with clear targets. They want to emphasize, however, that they are not a substitute for reading the lessons; they are a guide to help teachers when planning and teaching. And they are working documents-feel free to revise them and make them your own. In addition, the following support materials have been created for you: • • • •

A grade to grade scope and sequence. State Standards student tracking sheets for each grade level. An alignment of State Standards to Units of Study Anchor papers for each grade: this is what a proficient writing sample is.

Providing writing instruction for students is a collaborative effort of K-12 teachers. It is important that each teacher uses our core writing program. A core curriculum allows students to build on what they learned the year before. Consistency in language, formats, and models allows students to focus on deeper understanding of concepts and skills. What a student did last year connects to what he is doing this year. The second or third time a student experiences a unit of study, keener insights lead to a more thorough transfer of skills to their writing. Teachers also know what concepts were taught. Writing samples can be passed on from grade to grade.

Units of Study and English Language Learners: Before the Mini-Lesson Teach brief pre-mini-Iessons (5-7 min.) for English-Learners prior to the whole-class minilesson to introduce new vocabulary, sentence frames, language structures, organization or other infonnation. To make this manageable, keep in mind: • Pre-mini-Iessons are not needed before every mini-lesson (use them as needed to teach key vocabulary, specific writing/editing skills, introduction to new writing genres, etc.) • On days that you do teach a pre-mini-Iesson, have the rest of the class rereading their writing with their partner during this time. This benefits the rest of the class by reminding students of the prior day's writing as well as providing students with a focus for continuing their writing during the current day's workshop.

Mini-Lesson • Use examples of experiences you KNOW students have had (e.g. use the example of your class field trip on the bus rather than an airplane ride to Disneyland). • When modeling writing for students during your mini-lesson, add sketches whenever possible to aid comprehension. e.g. sketch/label new vocabulary, sketch your "small moment" story, use pictures andlor realia • If you are using a graphic organizer, model its use step-by-step. • Use a lot of wait time as EL students will need to process the spoken and written English of the mini-lesson prior to making personal connections for their writing. • In addition to verbal and written directions, it is critical for English-Learners that you provide a clear model of the directions. Keep in mind the multiple modalities of all learners, and use best practices to provide directions in the modality and frequency that meets each student's learning-style.

After the Mini-Lesson • Provide students with sentence frames to start their writing, and post the sentence frames in a place where students can see them from their desks. Model for students how the sentence frames can be used to write about the content displayed on charts throughout the room. • Check-in daily with English-Learners as they h~ad out to Writing Workshop to make sure that they have a focus for writing and that they understand the day's directions. • Give students a choice of topics, but provide support for students in making their choice so that they are picking topics that fit with the language they know. • Engage students with real world purposes. e.g. writing a letter to a family member, writing a story to read to a younger sibling, retelling stories they have heard or read, etc.

Writing Workshop

• Allow students to brainstorm/plan in their first language, rather than in English, as this may be the best way to get their ideas flowing. This could look like: o Peer conferencing with a buddy who speaks same native language o Brainstorming lists of topics in native language; use picture files and books in native language to help generate ideas o Completing a graphic organizer in native language • When the curriculum suggests assigning writing partners, pair English-Learners with someone they will feel comfortable sharing/speaking with, and also with someone who will provide a good model of spoken English; in this situation the best partner for an English-Learner is not necessarily another student of the same native language. • Personal Word Walls (Lucy Calkins Writing/or Readers: Teaching Skills and Strategies, K-2 Unit 3, pg. 57) can be effective tools for English-Learners when they are created for individuals rather than used with table groups. Individual students can add sketches or prompts to their word walls to aid their comprehension. • Set student-specific writing goals or develop a student-specific editing checklist. Select one to two editing goals to focus on at a time. • Allow beginning English-Learners to write in their native language, to represent ideas pictorially and with labels, and to dictate their writing to the teacher or other adult. Eventually they might be willing to share the dictation orally (during the After the Workshop Share), and then perhaps even write the simple story themselves. • Keep expectations high, but modify assignments and expected outcomes to accommodate for students' language proficiency levels. If the only way a student can complete an assignment is with significant 1: 1 support, then the assignment is neither appropriate nor meaningful. • Make use of other adults to provide multiple opportunities for feedback and student writing conferences, but ensure adults have been trained in conferring with writers. • Help advanced EL students to refine their writing, spot errors, and expand their vocabulary.

After the Workshop Share

• Celebrate students' writing, as well as the individual writing proficiency levels of each student. It is okay to publish and celebrate writing that is not perfect and/or writing-in-progress. • Allow sharing options: • Share in native language • Share in a small group or with a partner • Share with younger students • Choosing not to share or choosing to have the teacher share for them

Unit: Writing for Readers Lesson #

1

Lesson Title: Inspiring Children to Write for Readers

Target: Students will be able to leave spaces between words so their writing is easy to read.

Connection

Remind students that we just published tiny moment stories. Explain that now we will be working hard to make our tiny moment stories even better.

rreaching Point

Writers leave spaces between words so their writing is easy o read.

I{Mention 5 times ~uring the lesson)

~odel reading a story for children and coming to a page ~ith

no spaces (be dramatic) as you explain that you want ~o read it but it's too difficult to read. Show them the story twith two readable pages and a final page with "squished" ~iting (no spaces).

Active Engagement

aave partners talk about what made the last page difficult o read.

link

When you're writing today, remember that others want to ead your writing. Put spaces between words so its readable.

Mid Point Lesson Options: Writing more sounds in words Come together and look at pages with partners- do we have spaces?

Materials Needed: Story on chart paper - first 2 pages readable, last one without spaces - "squished" 3-4 page booklets for students to write on.

Unit: Writing for Readers Lesson #

~

Lesson Title: Examining Readable and Unreadable Writing

Target: Students will be able to explain what makes their writing readable or hard to read.

~esterday

Connection

we began writing so others can read our writing. Today we will try to read our own writing and sort it by 'easy to read" or "hard to read".

rreaching Point

Writers are able to explain what makes writing easy to read.

Mention 5 times during the lesson)

Model how writers read their own stories and sort the stories into "easy to read" and "hard to read" piles. As you model, point to the pictures and words and demonstrate strategies readers use when they really want to read something. (Act like you're a student.)

~ctive ~ngagement

Have students sort their writing into two piles - easy to read and hard to read. Then have partners get together and talk about why one pile is "easy to read" and one is "hard to ead." Come back together and generate list of what makes writing easier to read. ~en

you're writing today, remember to go back and try to !read your writing.

!Mid Point Lesson find someone who is "doing the most important thing" and ~oticed that some aspect of his or her writing is hard to read and is fixing it so it is easy to read.

Materials Needed: Children's folders with 4-6 pieces of writing, some hard to read and some easy to read. (Pull out the rest of their writing if there are many pages.)

Unit: Writing for Readers Lesson #

1

Lesson Title: Stretching and Writing Words

Target: Students will be able to stretch hard words, write all the sounds they hear and then reread and hear more sounds. ~onnection

Teaching Point

iRemind students they have been writing easy-to-read small moment stories. Sometimes stories are hard to read Ibecause writers only write a few sounds. Today I'll teach !you to write the sounds you hear and then reread to check for other sounds you can add. There is lots of going forward and then backward and then forward again. Writers are able to listen for sounds in words, reread and add more sounds.

Mention 5 times during the lesson)

Teacher has story already drawn in a booklet. Model elling the story and turning the pages. Students have dry erase boards and pens. Model labeling a picture. Stretch out the word, stopping at each sound and writing what ~ou hear. Students write the sounds on boards as teacher ~rites on the booklet. Reread and then listen for more sounds and write those too. Students write additional sounds on dry erase boards. k\ctive Engagement 'Let's try labeling by writing the word _ __ First you need to say slowly and listen to the sounds you hear at the start of the word. Write those down and then reread with your finger and listen for more sounds.Write those down too. Do this now."

Link

rwhen you're writing today and every day, do the same ~hings with hard words. Say the word slowly, write the sounds you hear, reread and write more sounds.

[Mid Point Lesson

None listed.

Materials Needed: • A class small moment story told in pictures on a chart paper booklet. • A set of dry erase boards and pens for each student or pair.

Unit: Writing for Readers Lesson #

1

Lesson Title: Writing With Sight Words

Target: Students will be able to write some words in a snap and stretch out words. ~emind students of the story they helped label yesterday. K:onnection !point out words they helped spell. "Let's keep working on he same story and I'll teach you another strategy writers IUse to spell words. Sometimes I'll stretch words and sometimes I'll use another strategy." Sometimes writers just know how to write words in a "snap". Teaching Point Mention 5 times during Model how to continue writing a story started yesterday by studying sketches and remembering what you were going to say. he lesson) Then ask children to watch how you write the words. Model writing words you know automatically and talk about the strategy. Write the first few words of the story quickly and tell students you were able to do this because you know how to write hese words "in a snap". Demonstrate writing the next word by streching and writing the sounds. Sound out the first sound !yourself. (Then move to active engagement.) Active Engagement

[Link

Mid Point Lesson

!Ask students to help with the next sounds. Listen for the sound. !Ask students what letter( s) make that sound. Show children you eread often as you write. !Have students join you in rereading what's been written so far ~nd have them help you continue writing the story by suggesting he next word. Admire how they either write the word in a snap in their hand or on the carpet) or stretch it out and write each sound, rereading as they go. When you're writing today and every day, you'll write some words in a snap and some words you'll stretch out. You'll be switching back and forth Recruit the class to help with one tricky word. Notice a student stretching a hard word Ask students to help by writing the word on the back of their stories. Admire the [strategies students are using.

Materials Needed: - The class small moment story from session 3 .- Chart listing word writing steps from page 33.

Unit: Writing for Readers Lesson # ~ Lesson Title: Spacing Words Target: Students will be able to put spaces between their words.

Connection

Teaching Point Mention 5 times during he lesson)

!Remind students that they've been writing the sounds ILhey hear in words. Today they are going to learn to put spaces between words. Show a familiar line from a big Ibook written on chart paper without spaces and contrast his with the actual book. After you write the last sound in a word you leave a space. Model how you stretch and write each sound in a word. When there are no more sounds, you leave a space. "Spaces are like the rest that you give yourself and your pencil before you tackle the next word

Active Engagement

lTell children we are going to finish yesterday's story using ~hite boards. We will make sure we leave spaces between words. Read what we have so far, decide what we need to write next. Students sound out and write the rest of sentence on their boards. Remind them when you don't hear any more sounds, you leave a space. Students cap pens and come back o the chart paper story. They help you write the rest of the sentence recording sounds and spaces. Tell students you'll 4.nish the writing later. (Invite a small group of students who need extra practice to stay and help you)

lLink

Remind students to leave spaces between their words. Refer back to the big book page written on chart paper twithout spaces and the actual big book page that includes spaces.

Mid Point Lesson

Stop students and ask them to check their story for spaces between words. If they forgot to put spaces, have !them put slashes between words to show where spaces should be. Remind them to leave spaces when they write heir next sentence.

Materials Needed: • A page from a familiar big book and the same page copied on chart paper without spaces. • Set of wipe-off boards and markers and eraser for each child. • A sentence from last session and start of next sentence.

Unit: Writing for Readers Lesson # Q Lesson Title: Checking Content: Focused Small Moment Stories Target: Students will be able to write focused, small moment stories. Connection

lRemind students we've been making our writing easier ~o read, which is important. But we also need to ~emember to write about one moment and zoom in on the ~etails.

rreaching Point

~riters can reread and choose one part of a story to tum ~nto

I/Mention 5 times during he lesson)

IActive Engagement

Link

lMid Point Lesson

a small moment story.

losing one student's piece of writing, (you've already met with this student and taught himlher to take one page or idea and tum it into a small moment story by telling details) explain how the author started writing about many parts of the day instead of writing about one tiny moment. Expain how the author chose one page and told many details about that one small moment to tum it into a whole book. Have students look through their own writing folders and find one story that goes on and on and on. Now reread ~hat story, find one page or idea that they want to tum into a whole book. Ask all students to look at the story It-hey chose and with their partner read the story and find a lWay to take one page or idea and make a whole story out of it. Suggest to students that instead of beginning a new story oday, they could go through their folders and find more ~tories th(~.t go on and on and turn on page or idea into a whole new story. Write about one little thing that happ_ened by zooming in on the most interesting thing. None listed.

Materials Needed: • One child's unfocused story with permission from the writer to take the story apart to help create a small moment story

Unit: Writing for Readers Lesson #

1

Lesson Title: Learning More Sight Words

Target: Students will be able to write words in a snap or use the word wall for a reminder. ~onnection

Teaching Point

Celebrate the work students have been doing on Small !Moment writing. (You can read stories more easily, ILhey're listening for sounds in words and writing more of hem; full of details). Remind students they know some words in a snap. Sometimes writers just know how to write words in a "snap". This makes writing easier and faster.

Mention 5 times during the esson) Have students write "me" on their white boards. Notice hey didn't have to sound it out. Repeat with "mom". Teach a sight word that will come in handy ("will" or another word that fits.) Teach routine of studying the word, taking a mental picture of it, cover, write and check. Active Engagement

lIell students that now that they know "will", you'll add it o the word wall. Say that knowing "will" should help ~ith other words. Ask how knowing "will" will help in spelling the word "still". Students partner share.

(Link

If you want to write the word "will" and you forget how, look up at the word wall and practice the routine (study, visualize, cover, write and check) and then write the word. Show students an example of someone who wrote a high frequency word that can be chunked. (For example, the word "become" ...the first chunk "be" and then the second "come".) Remind students to check the word wall if hey're not sure.

Mid Point Lesson

Materials Needed: • Word Wall (if you use one in your room) • Writing paper • Writing folders • Dry erase boards, pens and erasers

Unit: Writing for Readers Lesson # ~

Lesson Title: Using Personal Word Walls

Target: Students will be able to use their personal word wall to help them spell words they almost know. Connection

Teaching Point

lRemind students that knowing one word can help them spell many others. Give examples using sentences for "still", "hill", "spill". Tell students they will learn more about using word walls. Today they will get their own personal word wall which will give them·"word power". IWriters can use a word wall to help them spell words hey almost know.

:(Mention 5 times during the esson) Teach students that word walls are organized under the starting letter of each word. Have students listen for the first sound in "me" and then find it in the "m" section. Practice with "down". Review the process for learning a word in a snap (study, visualize, cover, write, check).

Active Engagement

Irell students to practice using their word walls. Have ~hem open their writing folders, reread what they already IWrote, decide what to write next and then think about each word as they need to write it. If they know the word in a snap, just write it. If they almost know it, check the ~ord wall, take a picture of it in your mind, look away and then write it.

(Link

~sk students if stringing word wall words together would

lMid Point Lesson

be a good way to write. Remind them that they think of Lheir story first and use the word wall to help them say what they want to say in their story. Stop students. Have them reread their writing from today and look for word wall words. Check words on their personal word wall. Remind students that they can do his every time they write a word wall word.

Materials Needed: • Copies of the classroom word wall so each child can have their own. • Plastic sleeves to hold each child's personal word wall. • Writing folders brought to the rug.

Unit: Writing for Readers Lesson #

2

Lesson Title: Writing More, and More Clearly

Target: Students will be able to finish one whole story today. 1C0nnection

Ire aching Point

Irell students you took their writing folders home expecting a full night of reading, but then were done quickly. Say that that made you realize they need to write clearly, but need to write more, too. It'S important to push yourselves to write as much as you can each day.

Mention 5 times during the esson) Irell students that writing workshop will be a little different for the rest of the week. Each day they will get a fresh booklet and will try to write a whole story each day while at the same time trying to make it easy for others to read what they've written.

IActive Engagement

Give each student their new booklet and ask them to !picture a story in their minds. Tell them that in order to save writing time, they will tell their story to themselves as they touch each page of the booklet and leave the carpet ready to start writing immediately. After they've done this, have students close the booklet and look at /you.

rLink

Irell students they will do this each day this week. They'll I~hink of their story in their minds, tell it across pages. Irhey will go to their writing spots ready to write a whole story each day. Tell students you will set a timer and will let them know how much time is left. They should be able to complete one page eve!y 10 minutes. Check in with students after 10 minutes. Remind them hey should have one readable page finished.

Mid Point Lesson

Materials Needed: • Three or four page booklets with the date and each child's name.

Unit: Writing for Readers Lesson # 10 Lesson Title: Writing for Partners Target: Students will be able to take care of their partner's feelings while making sure their story is easy to read. iConnection

lTeaching Point

lHave students sit next to reading partners. Remind students they've been working to write a lot and make ~heir writing easy to read. Their reading partners will Ihelp them do this even better. You will teach them to be Igood writing partners today. ~ good writing partner helps to make our writing easier ILO read and takes care of our feelings.

I/Mention 5 times during the ess~n)

~ctive Engagement

lIell students that being a writing partner is a big esponsibility. Partners can help make our writing better Ibut it can be a little scary to have someone read our Iwriting. We work hard, so our feelings can be easily hurt. We need to do our job carefully. Ask all students to be your writing partner today. Have them help you with 1Y0ur "hard to read" writing. Encourage students to be careful with your feelings. Give them words to practice. "I really want to read your story, but it would be easier to tread if there were spaces." /Ask students to pretend they can't read their partner's IWriting. Practice using the phrases you taught them. ("I really want to read your story. It would be easier to ead if...")

Link

Tell students that today and always, when they share heir writing with a partner they should help make the Iwriting easier to read AND take care of their feelings.

Mid Point Lesson

lHave writers come back to the carpet and sit next to their lPartners. Model what a good partnership looks like (how ILO take turns, decide who will go first, read together, give advice, and take care of our partner's feelings) Then have students try this with their partners.

Materials Needed: • Each child's writing from the last session and a new booklet with that child's name and the date on each child's writing space. • Teacher's story written on a chart paper booklet.

Unit: Writing for Readers Lesson # Ila Lesson Title: Revising With Partners (This lesson has two minilessons. A brief lesson before writing time and a longer second mini-lesson before sharing.) Target: Students will be able to reread their own writing and fix small mistakes. ~onnection

1Y0u have your writing from yesterday. Before you continue you will want to reread. Good writers reread ILheir writing twice to be sure others will be able to read our writing. Writers reread carefully, fixing small mistakes as they rreaching Point ead their writing. Mention 5 times during the Model reading your own writing the first time, fixing esson) omissions and small spelling mistakes. Reread a second ime to "get a running start" on what you want to say next.

~ctive Engagement

!Have students tum and talk to their partners. Tell the two ~ays they will reread their writing before they begin adding to their story today.

Link

rrhumbs up after you've shared with your partner and are eady to go to your writing spot. Remember to reread your story twice then write so others will be able to read your writing. Not in this lesson because there is a second minilesson before sharing time. (see next page for next lesson, etc.)

Mid Point Lesson

Materials Needed: • Each child's writing from the last session. • Teacher's story written on a chart paper booklet.

Unit: Writing for Readers Lesson # 11 b Lesson Title: Revising With Partners (This lesson has two minilessons. A brief lesson before writing time and a longer second mini-lesson before sharing. This is mini-lesson 2.) Target: Students will be able to help their partner find and fix missing words. Connection

ITo day we have been working on making our writing easier to read. Now you will help your partner notice ~hen they have left a word out of their writing.

!reaching Point

When writers write quickly sometimes they forget to write down all the words they need. Partners can help (Mention 5 times during the find and fix missing words. esson) Model with one child. Both partners track writing with fingers. When the reader says something the writer didn't mean or when you can't read the writing, stop and twork together to fix what's wrong.

IActive Engagement

iWhile students are still on the carpet. Have partners read ~ust the first page of one partner's writing. First the twriter talks about the picture. Then both partners read the twords, stopping to fix missing words or writing that is hard to read.

Link

After partners have read one page of writing they can go out to finish reading both partner's writing. Remind students they can do this every day when they work with heir partners. Not in this lesson ... this is after writing time.

Mid Point Lesson

Materials Needed: • Each child's writing from the last session. • Teacher's story written on a chart paper booklet.

Unit: Writing for Readers Lesson # 12 a Lesson Title: Peer-Editing: Adding More Sounds This is another session with two mini-lessons. One brief mini-lesson before writing time and one more in depth before sharing. This is mini-lesson 1. Target: Students will be able to use all they've learned to make their writing more readable. K:onnection

Remind students to use everything we've been learning o make their writing readable.

!reaching Point

I\Vriters need to remember what we can do to help us twrite great stories our friends can read.

I,Mention 5 times during the esson)

Active Engagement

Have partners share 5 things they know that help us write great stories. Listen in as they share with partners. (Ideas to be shared: reread stories first, use word wall, say hard words slowly and write all the sounds you hear, write with details, etc.)

[Link

That's a lot to remember as you are writing. Remember o use these strategies as you're writing today.

Mid Point Lesson

We'll have another minilesson before sharing time today. 1N0t in this lesson ... there is another minlesson before sharing today.

Materials Needed: • Each child's writing from the last session. • Teacher's story written on a chart paper booklet.

Unit: Writing for Readers Lesson # 12 b Lesson Title: Peer-Editing: Adding More Sounds This is another session with two mini-lessons. This is the second, more in depth mini-lesson before sharing. This is mini-lesson 2. Target: Students will be able to help their partner add more sounds to make words easier to read. ~onnection

Remind students yesterday they found words missing from their writing. Today they may find they need to write more sounds for words.

ITeaching Point

Writers need to reread and listen for more sounds in words partners can't read.

I/Mention 5 times during the !Model rereading writing with a partner. "My partner reads my esson) twriting until they come to a word they can't read. They hand he paper back to me and and we both work together to hear ~l the sounds. I cross out the first spelling and write it again !with more sounds. If my partner sees I am not writing a sound, they say the word again to see if I can write the missing sounds. My partner won't just tell me the word. My partner reads the word the way I spelled it so I can hear if I wrote all the sounds we heard." Ask the children to be your partner on a word you need to fix. ~ctive Engagement (An example would be the word circus, spelled "cs". ) Partners help stretch the word out so you can write it by adding more sounds. Have students notice that the second spelling is easier to read because you wrote more sounds. Link

~ou will work with partners today just like you worked ~ithme.

Mid Point Lesson

~ot in this lesson ... this is a second minilesson for this

seSSIOn.

Materials Needed: • Sample sentence to fix containing a two syllable word with only one letter written for each syllable. (example: circus "cs") • Each child's writing to share with a partner.

Unit: Writing for Readers Lesson Title: Peer-Editing: Spelling Lesson #

.u..

Target: Students will be able to use the word wall to notice and fix the spelling in their writing. ~onnection

lWe've been helping our partners listen to words and add missing sounds. Today we will be editors and make sure lWe have spelled word wall words correctly.

rreaching Point

K\'riters need to be word-wall word detectives to find and fix ~ispelled words.

Mention 5 times during the Model how to read our classroOm/personal word wall to esson) emind ourselves of words we should know "in a snap." Then model for students how to reread your writing and be a word wall detective. As you read you will circle some word wall words that don't look right. Then go back and model fixing the words by checking it on the word wall. Remind them to study the words, visualize, write, and recheck with the word wall. Ask students to be your writing partner. They are going to be ~ctive Engagement word wall detectives and help you find and fix word wall words that aren't spelled right. Read my writing and see if! ~ispelled any word wall words. Students then share what hey notice and you correct the spelling of mispelled word Iwall words.

~very

time you write, you will be your own word wall detective. For our sharing time today, partner's will read each others writing and check word wall words.

Mid Point Lesson

There is not one listed. Here is an option: Notice a student who is being a word wall detective and circling/changing mispelled word wall words. Stop the class and point this out. Also have students check-in to see if they have changed any word wall words yet. Remind students of their target.

Materials Needed: • Writing folders and personal word walls. • Teacher writing with misspelled word wall words on chart paper.

Unit: Writing for Readers Lesson # 14 Lesson Title: Peer-Editing: Punctuation (and Capitals) Target: Students will be able to use periods to show readers where to stop. Connection

Teaching Point Mention 5 times during he lesson)

~ctive Engagement

Link

Mid Point Lesson

lWe've been using our word wall words to write faster and more. Our stories also need periods to make them easier to read. Have students look at a piece of writing without periods and listen to you read it. Ask them what they notice. Then show them a veri on of the same story with periods. Tell them hat today you will teach them about using periods in heir writing. Writers add periods to their writing to tell readers to stop and hink. Show children another piece of writing with random capital ~etters and no periods. Model for students that the story can [be read several ways because there aren't any periods. "It ~ould be read like this ... or like this... I'm going to reread it Ithe way I want it to go to teach my readers how to read it ~orrectly. A period is a dot that tells my reader to stop and hink before they go to the next thought." (Don't add the ~unctuation yet, this will be your active engagement.) V\sk students to be your partner. Have them help you figure out where you need to put periods to break up your ideas. !Read your story the way you want it to sound then have students talk to their partners about where you should add the periods. Then students suggest where to add periods. Reread story with periods included and ask students if it now says what you wanted it to say. Say you want to show them one more thing. After you put a period you always make the next letter a capital letter. From now on, think about how your ideas should be broken apart. Use a period and capital letter to let your readers know where one idea ends and another begins. There is not one listed. An option would be to have a student share his/her writing with periods that have been added.

Materials Needed: • Teacher writing - One 5 to 6 sentence story written without punctuation and other copy with punctuation. One 2 sentence story without periods and random capitalization.

Unit: Writing for Readers Lesson # .li.. Lesson Title: Selecting Easy-To-Read Writing Target: Students will be able to choose an easy-to-read piece of writing to publish. Connection

!We've been adding periods to make our writing easy~o-read. Today we will get writing ready for our end of the unit celebration.

Teaching Point

IWriters can notice what makes writing easy-to-read.

Mention 5 times during ILhe lesson)

troday we will sort our writing into two piles: Hard-to-Read ~d Easy-to-Read. You will also think about why you're tputting stories into the easy-to-read pile so we can discuss what makes writing easy-to-read.

Active Engagement

Have students sort their writing into two piles. When they're done sorting they will share reasons for putting stories into the easy-to-read pile. Write ideas on chart paper. Now students pick their hardest to read story and their easy-to-read story (the one they will prepare for publication). Then they will work with partners to be sure heir favorite story is as easy-to-read as possible.

~avorite

tLink

rMid Point Lesson

lRemind writers we can always make writing easier to read. Refer to the student generated ideas on the chart from earlier in the session. The writing time ~oday will be spent making our favorite story easier ~o read and ready for our celebration. Irhere is not one listed. Students need the entire session o ready their stories for celebration.

Materials Needed: • Children's writing folders. • Chart paper to create a student generated list of easy-to-read-writing traits • Construction paper to mount student stories for the celebration (after the session)

Unit: Writing for Readers Lesson Title: Sharing and Reflection: An Author's Celebration Lesson # 16 Target: Students will be able to celebrate their writing. Connection

Teaching Point Mention 5 times during Ithe lesson)

You will decide how to have students reflect on their learning and writing. Teachers can also decide how fancy or simple they would like the celebration to be. lBecause of this, teachers should read session 16 and create their own celebration. :)

Active Engagement

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Mid Point Lesson

Materials Needed: • Children's writing mounted on construction paper ready for celebration. • Celebration treats and decorations, if you choose. • Audience members invited, if you choose.