5 to 10 Minutes * Workshop Unit (Anchor Lesson) Mode: Trait: | | Launching the Writers’ Workshop Ideas ee | Objective | In this lesson we will introduce the students to the part of the day we call writers’ workshop. We sion for what students will do and what students will learn throughout the year. _ Mat Library Mouse by Dani om previous students Cont ion: Put the lesson in cont it will be taught today ‘©. State the goal for today. © “Writers, today is an exciting day. Today 1 want to tell you about a part of our day in kindergarten we call Writers’ Workshop. Before I tell you about Iriters' Workshop 1 want to read you a book called Library Mouse by Daniel Kirk.” will seta vi ‘eaching: Preseni a new tool, strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration. © Read the book Library Mouse aloud to the students. (If you feel the book is too long for th students you can read the abbreviated version attached), | Active Engagement: Briefly practice the strategy or concept presented © Ask the students what Sam the Mouse did in this story. (He wrote books) Ask the students if Sam enjoyed writing books. (Yes) Remind students that Sam said writers write books about what they know about | © Tell the students that we too are going to learn to write books just like Sam, © Show students the pages (in toward the back of the book) where the children are looking in the tissue box and tell them that we are all authors. Authors are people who write books. © Make sure students know that they may not feel like an author now but together in. | kindergarten we will all become great authors and you will be there to help them every step of the way ° Optional: ° Ss how these students came up with their ideas, For example, decided 10 write a story about his baseball game.” 1ow students some of the books/stories former students have written and talk about Jake loves baseball so he Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today. © Restate the main point of the lesson. © “Writers, writing workshop is so much fun! 1 cannot wait until tomorrow when I will tell you more about what we will do this year in writers’ workshop.” There is no independent writing or sharing time with this lesson. Lincoln Public Schools, 2009Abbreviated Version of Library Mouse by Daniel Kirk ‘The book does not have page numbers in it. The spaces between the sections of text indicate when to turn the page. Sam was a library mouse. He lived in a hole in the wall of the school library. ‘Sam loved to watch the teachers and students in the library each day. Every night Sam would read all sorts of wonderful books in the library. He loved to read. Sam learned so many things from books. He used his imagination to wonder about things he learned, One night he decided he would write a book of his own, ‘Sam folded some paper and got a pencil, He knew that to write a book you just “write about what you know” so Sam wrote about being a mouse. He looked in a mirror so he could draw himself. Sam worked very hard. He called his first book Squeak! A Mouse's Life. He put his book on the library shelf. ‘The next day some students found his book and read it. They showed it to the librarian. She showed it to some other librarians. Everyone loved the book! Sam decided to write another book, he called it The Lonely Cheese. He put the book on the library shelf The next morning a little boy found his book and showed it to the librarian. She wondered who the author of the book named Sam was. She read the book to the children. Sam wrote another book called The Mystery of Mouse Mansion and put it on the shelf. ‘The next day a teenager found the book and showed it to the librarian. She said, “We have got to find out who Sam the author is.” The librarian wrote a note to Sam, (Read the note in the book). Sam felt excited about the children liking his books but he was very shy and mice don’t like to meet people. He did not understand why the people thought writing a book was hard, if they would just try it they would find out itis lots of fun. Sam had an idea and got to work In the morning, the librarian and the children found a box with a banner that said, “Meet the Author!” ith an arrow pointing down on it. When the children looked down they saw themselves in a mirror and realized that Sam was telling them that they could be authors too. Every day after that the children and the librarian (old stories about what they know and wrote books about their stories. They realized it was so much fun! Every night Sam continued to write many different kinds of books for the children 2 LLincaln Public Schools, 2009Minilesson G0.Q1.2 State Standard LA 0.27 Topic: Oral Storytelling Mode: Launching The Writers’ Workshop _ - Objective: In this lesson students will be introduced to the concept of telling stories orally. Oral | storytelling is an appropriate way for students to plan their writing and will be used throughout the | year. Materials: Conneetion: Pur the lesson in context of students ongoing work. Explicitly name what will be taught today © Remind students of what you have worked on recently to become better writers. © State the goal for today © “Boys and girls, remember Sam the library Mouse from the book we read yesterday? He told us that writers write about what they know. One way that ‘writers plan their stories is to tell them to someone. ‘Today I want to tell you a story about something I know and I want some of you to have the opportunity to tell us a story about something you know.” Teac Present a new tool, strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration. ‘This lesson is adapted from Talking, Drawing, Writing, Lessons For Our Youngest Writers | (2007), by Martha Horn & Mary Ellen Giacobbe, pages 7-26. 5 to 10 Minutes © Tell the students a story about something that happened to you, make sure it is something they can relate to and understand. For example, something funny your pet did, a problem | you had such as spilling or dropping something. ‘Active Engagement: Briefly practice the strategy or concept presented. ‘© Ask if any student has a story they want to tell about something that happened to them. © Have that child come up and sit in a chair and tell his/her story. You may need to help | | them by asking questions to get more details out and fill in the gaps of the story. | © Who was with you? © Where were you? © What did your monvidad say when that happened? | © Continue letting students tell stories about things that have happened to them. Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today, | © Restate the main point of the lesson. | © “Boys and girls, today we heard some great stories from some of our friends. In the coming days you will all have more chances to tell stories about things that have happened to you. This is what writers do to plan their stories.” Lincoln Public Schools, 2009There is no independent writing or sharing with this lesson as this lesson will take the entire writing time. Take the next few days to model telling stories from your life to your students and have them practice telling stories to the group as well as you did in the “Active Engagement” section today. 4 Lincoln Public Schools, 2009linilesson_G0.Q2.2. Stare Si Topic: Counting the Words I Want to Write on My Fingers Mode: Stories From Our Lives __ Objective: In this minilesson we will teach students a strategy that helps them remember the words they want to write. This strategy is counting the words before writing them. Materials: A picture for a story you want to write, no words yet ‘Connection: Pur the lesson in contexi of students’ ongoing work Explicitly name what will be taught today | © State the goal for today. ©o “Writers, we have been telling our stories with words. Today I want to share with you a strategy that will help you remember the words you want to write to tell your story. This strategy is counting the words.” | Heaching: Present a new tool, strategy or concept through demonstration, explicit examples, || guided practice, inquiry or exploration. | © Show students the picture for your story and tell them the words you want fo write to go along with the picture. Tell students that writers sometimes count the number of words they want to write and repeat the words a few times so they remember what they want to say. Orally repeating the text a few times is a very important step for some children in order for them to remember their story or keep the words in their story consistent. © Model with the sentence you want to write. (© Say the words out loud, put up a finger for each word (Some students do better if you touch the fingers to the other hand’s palm instead of holding the fingers up) and ‘say how many words you just said. © Repeat what you just did | © Show students how you know where the spaces will go because the spaces are between the fingers | © Begin writing your story one word at a time. After adding a word, go back and reread while you put one finger up each time you touch a word © Tell students that when you are done writing your story, the number of words you knew you were going to write should match the number of words you did write The words and the text must match. 5 to 10 Minutes | | Retive Engagement: Briefly practice the strategy or concept presented. © Add another sentence to your story. Have the students repeat it with you several times and count how many words you need to write on their fingers, just as you will want them to do when they write independently. | © Have them put up a finger for each word you write when you reread. Lincoln Public Schools, 2010Restate the teaching point using key phrases or ideas and encourage student to apply this Lin new learning today. —_ © Restate the main point of the lesson. “Writers, today and every day when you write, remember one thing good writers do to help them remember their story is they plan their story on their hand and count how many words they plan on writing. Good writers also repeat the words several times. When they are done, they reread and count to make sure the text and the number of words match.” Independent Writing ‘Students: Independent student writing on | Teacher: Conferences with individual snudents self-selected topics. | using the conferring framework or working with small strategy groups As you conference with students, encourage them to use this strategy, especially if they are the type of student that tends to forget their story (or change their story) mid- stream 3 This is also useful for students who forget to leave = spaces for their words. S 5 For some students this may slow them down and = _ - ___| they do not need it. For others, it is helpful Sharing = , | Sharing? Writing share cioses the workshop. Ii can be an ecko of the minilesson. g | z = © You will want to and need to continue to model counting the words you want to write as part of the routine you use when you write for many days even though counting the words is not the focus of the minilesson. By incorporating it into your routine, students will incorporate it into their routine. 4 Lincoln Public Schools, 2010,5 to 10 Minutes jesson_G0.Q2.1 5 - ‘Topic: Writing Conferences : Mode: Stories From Our Lives _ _ _ ‘Objective: In this minilesson we will teach students the routines and procedures for writing conferences with the teacher. ‘Materials: Your system for keeping notes on your writi ‘Connection: Pui the lesson in context of students" ongoing work Explicitly name what will be taught today. © State the goal for today ‘o “Writers, have you noticed that everyday during writing time I move around the room and talk to several students about their writing? We call those little meetings between the student I am talking to and myself writing conferences. Today | want to teach you what you and | will do during our writing conferences.” Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, | guided practice, inquiry or exploration. Tell students that when you come to them during writing time, the first thing you want them to do is to stop writing and read their story to you. Tell them after that you will tell them some things you notice they are doing really well and you might ask them some questions about their story and their writing, © Tell students that you might also talk to them about something that good writers do and together the two of you can try doing it Tell students that their job when you are not conferencing with them is to do their best and keep going. Emphasize that it is not okay to interrupt a conference, © Tell students that you will be sure to conference with all of them many, many times throughout the year. © Show students what you will be taking notes on. Tell them that you will just be writing down things that you notice they are doing in their writing so you can remember them easily. | © Aska student to help you model a conference for everyone else | Active Engagement: Briefly practice the strategy or concept presented. Have the students review with you what they should do when you come to them and what you will talk about and da together | ‘Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today. ‘9 Restate the main point of the lesson. | o “Writers, today and every day during writing time, | will come around and conference with several of you. When I come | want you to stop writing and read your story to me. ‘Then we can talk about your writing and the good things that writers do.” Linon Public Schools, 2010[Independent Writing - _ Students: Independent student writing on self-selected topics. | Teacher: Conferences with individual students using the conferring framework or working with | small strategy groups | Today you want to start doing more formal conferences. Be sure to reinforce the behaviors you expect during conferences and praise students for remembering not to interrupt. Remember the parts to a conference: Have the student read the story | | | z T-tell something you notice \z A-ask questions to decide what to teach the é child that will improve him/her as a writer. 3 4. G-give advice and help the child get a good = _ _ _ start Sharing _ _ - —__| _, | Sharing: Writing share closes the workshop. It can be an echo ‘of the minilesson. | = Lincoln Public Schools, 20105 to 10 Minutes | Objective: In this minilesson we will remind students that writers often write stories from their lives and they can do this too. We will also teach students that writers have a reason for deciding, to write a book. Materials: Books listed in the “Teaching” section that are real stories from authors lives or stories | where the author had a purpose for wanting to write the book _ Connection: Pur the lesson in context of students’ ongoing work Explicitly name what will be taught today. © State the goal for today. © “Writers, we have spent the last few weeks writing pattern books. Today we are going to start writing stories from our lives again. Because it has been a long time since we thought about the stories from our lives. Today J want to show you some of stories authors have written from their lives. This will help us remember stories from our lives again. I also want to tell you why authors decide to write books.” Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, ‘guided practice, inquiry or exploration. © Show the children some books that are stories about the authors’ lives. You do not have to read the entire book, just do a brief book talk to tell the main idea. Some books you might talk about are: © Shortcut & Big Mama’s by Donald Crews o fy Rotten Redheaded Older Brother & Thank You Mr. Falker by Patricia Polacco © The Relatives Came & When I Was Young In the Mountains by Cynthia Rylant 0 The Art Lesson & Nana Upstairs and Nana Downstairs by Tommie DePaola > Remind students that they too can write stories about their lives just like these famous authors. © Tell students that authors usually have a reason they want to write the books they write Possible reasons might be: ‘© Write about someone in their family or someone they love © To make people laugh © To remember something that happened to them © To tell how they are feeling To tell about something they did To write about something they really like or somet To help other people with something To write about a place they like a lot © To tell about something they know a lot about © Show them some of the following books and tell why the author wanted to write the book © My Big Brother by Valorie Fisher -Something or someone they love | © Night at the Fair by Donald Crews ~ Something they did they want to remember © “Let's Get a Pup!” Said Kate ~ Something that happened to them © Dig, Dig, Digging by Margaret Mayo — Something they know a lot about Roller Coaster by Marla Frazee ~ Something they like to do 1 Lincoln Public Schools, 2009© Leonardo the Terrible Monster by Mo Willems — How they are feeling Don’t Let the Pigeon Drive the Bus by Mo Willems — To make other people laugh Walk On! A Guide for All Babies by Marla Frazee - To help other people with something © Beach by Elisha Cooper ~ A place they like a lot (Booklist from Already Ready (2008) by Katie Wood Ray & Matt Glover) | Active Engagement: Briefly practice the strategy or concept presented. Have the students share some ideas from their lives that would make good stories or some reasons they might like to write a book. ‘estate the teaching point using key phrases or ideas and encourage student to apply this new learning today. © Restate the main point of the lesson. © “Writers, today and every day when you write, think about things that happen to you every day, think of the things you like, things you do, and things you know a lot about. These things would make good stories for you to write. Often the real stories from your lives are the best stories.” ***Here you have a choice. This lesson is designed to remind them of stories from their lives. Now we will expand on that into 3 page books with a beginning, middle, and end. Today you can just stop the writers’ workshop early with no independent writing time or you can let them write a 1-page story from their life like they did in quarter 1. Independent Writing Conferences with individual students Students: Independent student writing on self-selected topics. using the conferring framework or working with g small strategy groups. z 3 S 5 eal | Sharing _ Sharing: 3 | Have students who wrote a story from their life share, 2 Lincoln Public Schools, 2009Minilesson_G0.Q3.2 State Standard LA021 _ _ Topic: Orally Tell Stories With a Beginning, Middle, and End (Anchor Lesson) Mode: Trait Stories From Our Lives /Booklets___| Organization _ _ Objective: In this minilesson we will teach students that good stories have a beginning, middle, and end. We will also practice planning our stories by telling them aloud and touching the pages as we tell the three parts, taught today, (© State the goal for today. © “Writers, yesterday I told you we were going to focus on writing stories from our lives again. We also talked about how authors usually have a reason why they want to tell a story. Today I want to talk to you about the organization of a good story. Good stories have a beginning, middle, and end.” ‘Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, ‘guided practice, inquiry or exploration. © Show students The O-Train icon, © Tell students that just like the O-Train has 3 parts (cars), good stories have 3 parts, © The engine (green car) is the beginning of the story or what happens first. We can remember that it is first because it is green and green means go. © The middle (yellow) is the middle, or what happens next. ‘The caboose is the end (red car) we can remember this because red means stop and when we are done writing, we stop. Remind students that just like when writers write pattern books, they like to put interesting endings on their stories when they write stories from their lives too, The interesting ending lets the reader know the story has ended and their questions have been answered. The interesting ending is the caboose. © Tell students some stories and have them decide if it is a story with good organization and 3 iddle, and end) or if it is not a good story with 3 parts. Some examples 5 to 10 Minutes ° © [played catch with my dog. I played catch with my dog in the backyard. He jumped high in the air to catch the Frisbee. He did not want to give it back to me. © My family went for a bike ride. My family went for a bike ride. We rode to the ice cream shop. I had chocolate ice cream © Iplanted anew bush in my yard. Thought a bush to plant in my yard. I dug a big hole to put the bush in. I gave ita Jot of water when I was done. Tell students that because they have become such good writers, you think they are ready to make a change in the paper they are using. Tell them you know they have so much to say in their stories that you think they are ready to write their own books about stories from their lives. ° 5 Lincoln Public Schools, 2009Tell them, “7m going to show you what these books look like and I'm going to teach you how to plan your stories before you even write them. Hold up a 3 page blank booklet. “These are the empty books that are just waiting for your stories. In kindergarten, we will write books that have 3 pages in them. This is kind of like the beginning of your story, the middle of your story and the ending of your story. Let me tell you a story from my life.” (proceed to do so). “Now, watch how I touch each page one at a time to show how my story is going to go.” (Pethaps you will have practiced this beforehand so you know exactly what you want to say. Read (Practice) this twice) “Did you see how I did that I touched each page, I practiced saying my words. This is exactly what good writers do before they write. Writers make a plan for their story.” As ‘Active Engagement: Briefly practice the strategy or concept presented. © “I’m going to give you a chance to do this now. I’m going to pass out a blank book for you. As soon as you get it, practice saying your story by touching the pages while you speak. Do it as many times as you can before I ask you to stop. I'll walk around and listen to you as you do your great work.” © Circulate the room and listen to the students tell their beginning, middle, and end of their story as they touch the pages. Many students will need help with this. Let them try on their own for a few minutes. ‘© Now bring the group back together and invite some students to share their stories out loud with the fest of the group as they touch their pages. Support them as needed to get a beginning, middle, and end to their story. © Reinforce the concept of beginning, middle, and end by saying something like, “Did you hear that? At the beginning Joe said... in the middle he said .... and at the end he said...He has a good story with all three parts. ] Links Restate the (eaching point using key phrases or ideas and encourage student to apply this new learning today. o Restate the main point of the lesson. “Writers, remember today and everyday when you write stories from your lives, you too want to have a beginning, middle and end to your stories. Remember also that good writers plan their stories, they think about the three parts and touch the pages to tell what they will say on each before they begin to write!” There will not be time for independent writing or sharing today. Spend the next few days having the students practice telling stories with a beginning, middle, and end while they touch the pages. It is beneficial for students to have some experience with telling and planning beginning, middle, and end stories before moving on. Lincoln Public Schools, 2009Minilesson G0.Q4.1 State Standard LA0.2.7_ Topic: Thinking Of Something We Know A Lot Ab Mode: Stories From Our Lives _ _ | Objective: In this minilesson we will teach students that writers sometimes think about something they know well and that helps them think ofa real story form their life. | Materials: Blank booklet, blank planning page, marker, camera icon for ideas ~ [ Connection: Pur the lesson in context of students’ ongoing work. Explicitly name what will be taught today. © State the goal for today. © Show students the camera icon for ideas and say, “Writers, we have been writing real stories from our life all year in kindergarten. I have noticed that once in a while one of us has a hard time thinking of a story from our life. Today I want to teach you a strategy for what you can do if this ever happens to you, What you can do is think of something you know a lot about or like to do. This will help you think of something that has happened to you when you were doing that thing, a story from your life.” ‘Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration. | o “Writers, watch how I close my eyes and I think about something I know a lot about.” (Make sure to put your finger on your forehead to show how it looks to think). “Well, I know a lot about baseball and I love baseball. | could write about that. | love farms because I grew up on a farm and I go there often to visit my mom and dad. I love to plant flowers so I could do that. ‘This is hard because I know about a lot of things and I want to write about them all. I know-1’ll pick one idea to get started and when I’m finished with that idea, T°Il pick another idea on a different day. For today, I'll pick planting flowers.” © Tell your students out loud what you know about your topic. For example, “/ love to plant flowers. After Ihave buy seeds, I get out all of the tools Ineed. I get out my big shovel, my hand shovel, my watering can and my gloves, just in case Ineed them. Then, I go find a spot outside where it would look good to plant some flowers. { dig just a little bit into the ground and I sprinkle the seeds into dirt, Then, I put a little bit of dirt on top of the seeds. 1 always water my seeds just a bit because they need water to grow. Afier I’m all done, I put my tools away. I get very excited as I think about how big my flowers are going to grow.” © Tell students that after you think about some thing you know a lot about or something you like to do (like planting flowers), you think about when you have done this thing in the past. That is when you will remember a real story from your life about what you know a lot about. | Model putting your finger to you head and thinking about your topic. Then come up with a real story about that topic, for example: | One night, a little before it got dark outside, 1 went into my kitchen to get a glass of water. As tilted my head back (o drink, I noticed something through the window moving in the garden where I had just planted flowers. Iput my glass down and found myself looking at a bunny nibbling on my brand new flowers! "Hey, get out of there!” Iyelled. I pounded on the window. The bunny didn’t move. So, 1 quickly put on some shoes, I didn't bother to tie them, and I'ran out the back door, | clapping my hands loudly. The bunny scooted out of the garden and ran out of the back yard. Once I got closer to the flowers, I saw that all of the flower heads had | been bitten off. Iwas so mad I wished I would never see a bunny in our backyard | [| again” 1 Lincoln Public Schools, 2009 5 to 10 MinutesDid you see what I did? First, reminded you of something I know about (planting flowers) and then I remembered a real story from my life about a time when I had finished planting flowers. Sometimes, when writers think of something they know a lot about, they remember a real story of something that happened to them.” © Next, take ont a planning page and blank booklet, touch the pages of the booklet and tell) what part you will put on each page. Then add sketches for the beginning, middle and end | to your planning page. Remind the students this will help you remember your story as you write it. | | Active Engagement: Briefly practice the strategy or concept presented. ‘Writers, now I’m going to give you a chance to try out what I did. Just like we always do, T want you to close your eyes and think about an idea to write about. This time, I want you to think about something you know a lot about. This might be hard for you since you all know about lots of things. For today, do the best you can and think about one idea. Then, think about all the things you know about your idea. When you're ready, give me a thumbs up on your chest.” © Circulate around and support those who might be having difficulty with this. © Have a few students share what they know a lot about or like to do. © Then have students think about when they have done what they know a lot about and see if they can remember a real story from their life. o_ Have a few students share their real story from their life about what they know a lot about, Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today. © Restate the main point of the lesson. ‘© Writers, today and every day when you write, remember that sometimes you can think of a story from your life by thinking of something you know a lot about or something you like to do.” _ _ Independent Writing _ Students: Independent student writing on | Teacher: Conferences with individual students self-selected topics. using the conferring framework or working with small strategy groups. | Conferring for this kind of writing will look no different then the conferring you have already been doing. You will still ask questions and support 3 viriters for the good work they are doing. Ifa \s student is stuck on finding a new idea to write i about, help them think of something he/she knows 3 a lot about or likes to do and then think of a story = from their life. Sharing - ] Sharing: Writing share closes the workshop. It can be an echo of the minilesson. | You may want to highlight a few of the writing ideas that students have (“Kathy wrote about © | taking care of her guinea pig, Max wrote about building pirate ships. Isabella wrote about 2 | making jewelry.”). Don't forget to restate today’s teaching point. “Writers, roday we learned tha | & sometimes writers think about something they know well and then think of a story from their life | te | about that topic.” Lincoln Public Schools, 20095 to 10 Minutes ° on G0.Q4.2 State Standard LA0.2.1 Topie: Getting Stories From Our Lives By Thinking of Places We Like To Be Mode: Trai Stories From Our Lives Ideas ‘Objective: In this minilesson we will teach students that another way they can think of a story from their lives is to think about a place they like to be. Materials: “My Steps by Sally Derby, the camera icon for ideas _ Comnection: Put the lesson in context of students" ongoing work. Explicitly name what will be | taught today. ©. State the goal for today. © “Writers, yesterday we talked about how sometimes we think of things we know a lot about and that helps us think of a real story from our life about that thing. Today I want to share with you another way to remember a story from your life, by thinking about a place you like to be or go to.” _— _| ‘Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration. © Flip through the book My Steps by Sally Derby with the students (read this book prior to today’s minilesson so it is a familiar book to the students). 0 Remind students that the little gir!’s favorite place is her front stoop. Talk about all the things the little girl does in her favorite place, her front stoop. | © Tell the students all of these things could each be a different story. All of these things are stories from her life. Show students the camera icon for ideas. Remind students that their ideas for their stories can come from anywhere, places they have been, things they like, things they know a lot about, things that happen to them, and things they do. Tell students the little girl in the | story could think about her favorite place, the front stoop and then think of many stories from her life she could write about. © Model telling of a place you like to be and tell all the things you do there. Each could be a separate story from your life, For example: © [like to be on my driveway because when I'm there I: Sit in my lawn chair and talk with my neighbors | 4 Watch my children ride their bikes and play with the neighbors # Shoot baskets # Eat popsicles or drink a soda 4 Wash my car so it is clean + Draw pictures with sidewalk chalk © Model thinking of @ real story from your life that happened in this place you like to be (finger on your head). Give some specific examples of things that happened there “One time. “Active Engagement: Briefly practice the strategy or concept presented. | © Have students think of their favorite place to be - maybe their bedroom or their basement, swing set, or driveway. Have them orally tell a partner all the things they do when they are | there. 3 Lincoln Public Schools, 2009‘Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today. co Restate the main point of the lesson © “Writers, today and every day when you write, if you are having a difficult time thinking of a story from your life, think about a place you like to be and all the | things you do when you are there. This will give you lots of ideas you can write | about. [Independent Writing _ ~ [7] Students: Independent student writing on § with individual students self-selected topics. using the conferring framework or working with smail strategy groups. As you confer with students and they read their g writing to you, pay attention to whether or not the 3 student notices errors on his/her own (such as = missing words or spaces). If they do, be sure to S praise this action as it is a step towards editing and g revision on their own. Sharing _ 1 Sharing: Writing share closes the workshop. It can be an echo of the minilesso1 Today you may want to go around the circle and have all the students tell their idea for their story & | This will help to get students to think about stories from their lives again. It may also spur ideas | for future stories. = & Lincoln Public Schools, 2008