Jen Bengel

2014

One Month of Reading and

Writing Lessons with Tons of
Printable Resources
 Table of contents

Rationale…………………………………………………………………………………………………………………………………………………..page 1

Workshop Formats
& Mini-lesson Structure…………………………………………………………………………………………………………………….pages 2-5

Interactive Read-Alouds…………………………………………………………………………………………………………………pages 6-7

List of IRA’s to Read for

this unit………………………………………..…………………………………………………………………….…………………………….……………page 9

The Reading & Writing Mini-Lesson Statements……………………………………………………….………….pages 10-29

Mini-Lesson Details
With Charts and Share Activities……………………………………………………………………….……..………..…….page 30-93

My Record of Writing………………………………………………………………………….………………………………….…………….page 94

Reading Conference Observation Notes Form……………………………………………………………..………….page 95

Writing Conference Observation Notes Form……………………………………………………………………….….page 96

Reading Log Sheet…………………………………………………………………………………………………………………………………page 97

Tabs for Reader’s & Writer’s Notebooks…………………………………………………………………………………….page 98

Book Talk Form…………………………………………………………………………………………..……………………………………………page 98

Printable Mini-Lesson Statements

For Reading and Writing Notebooks…………………………………………………………….……………………page 99-102
Copyright © 2014 Jen Bengel
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not  for  public  display.
 Rationale:

This poetry and figurative language reading and writing unit is an awesome resource for
teaching a month of both workshops. You could also spread these lessons out over several weeks
by focusing on one reading/writing lesson a week. Often times teachers reserve their Fridays for
poetry and teach these lessons rather than their regular reader’s and writer’s workshops. These
lessons can easily be spaced out for teaching poetry and figurative language over the course of 20
weeks!

Included are 20 lessons for reading and 20 lessons for writing. A Common Core State Standard
for third grade is linked to each lesson! There are also descriptive details and an example of a class
chart for each and every lesson.

The main goals of this unit are to introduce students to numerous poetic forms and topics; think
about and write about our favorite poems; learn the types of figurative language and their
contribution to great writing; and create our own poems.

20 interactive read-aloud texts are listed and used in many of the reading and writing lessons.
Every text is either a collection of poetry or a realstic fiction with lots of figurative language.
Reading these books is great because they offer examples of many types of poetry and figurative
language from published authors. They are the foundation for all the learning in this unit.

Copyright:      Out of This World Literacy (Jen Bengel) 1

 Workshop Format

\and Mini Lesson Structure

*The minilesson
*Independent practice
*The Share
The Reading Workshop(45-60 min.)
The Mini-Lesson (10-15 min.)
•Sit at the carpet in a circle so everyone can see each other when they talk.
•Students bring their reader’s notebooks and copy the mini-lesson statement, which is
written on chart paper into the section marked ‘mini-lessons.’ (they could also glue a
copy of the statement into their notebooks)
•For the most part, mini-lessons follow the same structure
1. Read the mini-lesson statement and tell students WHY this strategy is the
focus for today. Students appreciate and respect teachers who share the
purpose behind what they are learning. The second part of most mini-lesson
statements begin with, ‘so that.’ This is the purpose part of the lesson.
Walk students through an example of what the mini-lesson is focusing on.
(direct instruction)
2. Practice an example as a large group. (shared learning)
3. Call on students to share, often adding ideas to your chart paper.
Ask students to try-out an example by turning and talking with a partner.
Come back together and share what each other said. (independent learning)
• By following this format, teachers scaffold the learning from direct instruction to
shared learning and finally independent learning.
•They also ensure that every student has an opportunity to be heard.
•Teachers are able to informally monitor who is not participating and plan to visit
them for a conference right away during independent time.
•End the lesson by Challenging students to try-out the reading strategy during
• their independent reading time.

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 Independent Practice (15-30 minutes)

•Students are reading books that they have chosen. They are often
responding to their reading on a thinkmark (a bookmark that you can write
on), a post-it, notecard, or in their reader’s notebook.
•The teacher is either conducting guided reading groups or individual
conferencing.
1. At the beginning of the year, it is common to spend the first 4-6 weeks
having individual conferences with students.
2. Teachers take notes on what students are reading, what they say about
what they are reading, and a variety of other reading related skills that
are noticed. These notes are critical because they help teachers
understand every student’s reading interests and abilities.
3. This information can be used to help students find new books in the
library, connect what their reading interests to other students in the room
(building that sense of community), informally evaulating oral reading
fluency, vocabulary skills, comprehension, and problem-solving
strategies.
4. Teachers can take notes using the ‘Reading Workshop Observation Form.’

The Share (last 5-10 minutes)

• All the students come back to the carpet and sit in a circle. (yes, even the big
fifth grade boysJ)
• They turn-and-talk to a partner about what they were reading and thinking
during independent time.
• They usually share what they wrote on thinkmarks or in their notebooks.
• This allows everyone an opportunity to share with at least one other
person. Giving all students a chance for their voices to be heard during the
school day is powerful.
• Teachers may have everyone share in the circle if it’s a quick share. Other
times, they may choose a few to share their thoughts with the large group.
• Often times the teacher will add new insights to the mini-lesson chart.

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 The Writing Workshop (45-60 min.)

The Mini-Lesson (10-15 min.)

•The same structure for the reading mini-lesson is followed for the writing
workshop.
•Students copy the mini-lesson statement into their writer’s notebooks in the
section labeled ‘mini-lessons.’
•Lessons are often refered to throughout the year as the class dives deeper
into writing. It is very cool to have a record of learning!

Independent Practice (15-30 minutes)

•As with the reader’s workshop, students are writing independnently while the
teacher is having individual writing conferences. As the year progresses,
guided writing groups are added to the teacher’s role during the independent
writing time.
•At the beginning of the year, teachers need to target conferences around
those reluctant writers. It may be necessary to visit with one or two students
every day, talking specifically about their writing strengths and building their
confidence as writers.
•Keeping track of these conferences on the ‘Writing Conference Form’ can be
very helpful in remembering what each student’s writing needs are.

The Share (last 5-10 min)

•Much like the reader’s workshop share, students return to the carpet with their
notebooks or other writing. They share with a partner. They might share their
favorite line, explain what they were working on today, or read sections of
their work. Often, a few students are called on to share with the group after
everyone has had a chance to share and listen with partners.

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This structure follows a format of I do, we do, you do. It also includes
time for students to state a plan of learning for their independent time.
Finally, there is a 5- 10 minute share at the end of the workshop that
gives students the opportunity to discuss, listen, and reflect on their
learning from the mini-lesson and independnent practice.

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 Interactive Read-Alouds:

It is critical to read to your students for many reasons.

• It builds a sense of community in your classroom.
•Everyone has the same background information because you and the students
have read the same books.
•You can talk about a book on the last day of school that you read on the first
day.
•Read-alouds can be used as mentor texts in reading and writing conferences.
•Not only does reading picture books (in all genres) build a strong sense of
community and common background, it is the heart of the reading and writing
workshops.
•Without reading to the class, teachers would not be able to use text as teaching
examples during mini-lessons. Sure, they could still make mini-lesson statements
and present them to the class. But they would have no way of modeling how a
good reader or writer applies the mini-lesson statement to his/her work if they
could not reference common text that all students are familiar with.
•Also, students would not be able to try-out the mini-lesson strategy if there
was no common text to reference.
•If you use or have ever used a basal, consider reading books to your class
your new basal.
•Teachers can teach the Common Core Standards using Interactive Read Aloud’s
in the workshop format in a way that is personalized for students, engaging,
highly intentional, and extremely specific to students’ needs and abilities.
•Examples from previously read IRA (interactive read-alouds) are used for
direct instruction, shared learning, and partner independent learning during the
reading and writing mini-lessons.

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•For example, if a mini-lesson statement was, “Readers think about what makes
the main character change in a memoir so that they can understand that
person’s point-of-view,” a teacher could talk about this statement in reference
to a memoir read together in class. Then, ask students to share their thinking as
a class with another memoir they had read. Finally, ask students to turn-and-
talk about a third character from a memoir that was read (notice learning is
scaffolded from teacher-led, group-led, student-led).
•So, for each mini-lesson, a teacher might reference three previously read IRA’s.
It is very common to reference one IRA in several different lessons throughout
the year.
•IRA’s are not meant to be read during the reading and writing workshop. If
they were read during this time and then a mini-lesson was taught, there would
be no time for students to try-out their new learning independently!
•IRA’s should be read during language time or any other time during the day
when the teacher has 10 minutes available.
•Since IRA’s are the heart and soul of the reading and writing mini-lessons, it is
extremely important to keep a class record of books that have been read in
class. I can’t stress the value of this enough.
•This list can be referenced all year long. A simple chart with lined paper can be
used. Write down the title, author, and genre of each book read. By the end of
the year the class will have a long list of books and a sense of accomplishment.
•Teachers can use these charts daily to talk about books and reference past
learning in comparison with new insights. They can look for patterns in genre,
authors, content, and theme.
•Chapter books can also be used for IRA’s. Teachers may read the same book
in sections for a week or two.
•This is great for intermediate students because they need to begin holding
information in longer text over periods of time. Books like, Stone Fox by John
Reynolds Gardiner and Love That Dog by Sharon Creech are excellent chapter
books that include longer story lines where students can practice their
comprehension stamina.

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 List of IRA’s To read the first

month of school:

The books for this poetry unit have been carefully chosen to show students a
variety of poetic forms. The topics are also varied in order to invoke multiple
feelings and emotions as students listen to you read. Some of the texts are a
collection of poetry. You may read 2 or 3 poems from one book at a time. Take
the time to look through the books with collections of poetry ahead of time.
Mark poems you plan to read with post-it notes. Try to look for a variety of
topics, forms, lengths, etc. Along with collections of poetry, there are also a few
texts that are told in a poetic story form (Under the Night Quilt and Twilight Comes
Twice).

You will also want to check out more poetry books from your school library.
The students will be spending the first few days of independent writing looking
through poetry books and copying down poems that are special to them. Make
sure to have at least one poetry book per child so they can look through them
easily.

Seeing the Blue Between, compiled by Paul B. Janeczko, is a book of inspiration

for young poets and has multiple authors. Each new author starts out with a 1-2
page letter to the readers, followed by some examples of his/her poetry. This
book works great to read one section at the beginning of each writer’s
workshop as an ‘author talk.’

There are also a few realistic fiction picture books referenced in this unit. It is
important to incorporate texts that invoke strong emotion. These books will be
used for a variety of reasons throughout the reading and writing workshops in
this genre study. Students will notice figurative language, write their own poetry
based on their reactions to the text, and so on.

Remember…in order to reference these books or specific poems in a mini-

lesson they need to be read before the lesson! It is so fun to read to the kids…
even the fifth and sixth graders enjoy listening to poetry!!

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 List of IRA’s To read the first

month of school:
The following texts are referenced as learning tools in the reading and some of
the writing mini-lessons in this poetry genre study.
Realistic Fiction Picture Books:

•Fly Away Home by Eve Bunting

•The Other Side by Jacqueline Woodson

Poetry Collections:
•Songs of Myself An Anthology of Poems and Art compiled by Georgia Hear
•Joyful Noise Poems of Two Voices by Paul Fleischman
•All the Small Poems and Fourteen More by Valerie Worth
•The Place My Words are Looking For selected by Paul B. Janeczka
•Honey, I Love and other love poems by Eloise Greenfield
•The Sun is So Quiet by Nikki Giovanni
•Where the Sidewalk Ends by Shel Siverstein
•Another Jar of Tiny Stars edited by Bernice E. Cullinan and Deborah Wooten
•Laughing Tomatoes and other spring poems by Francisco X. Alarcon
•The Dream Keeper and other poems by Langston Hughes
•Brown Honey in Broomwheat Tea by Joyce Carol Thomas
•Wham! It’s a Poetry Jam by Sara Holbrook

Poetic Stories:
•Under the Quilt of Night by Deborah Hopkinson
•Twilight Comes Twice by Ralph Fletcher
•Raining Cats and Dogs: A Collection of Irresistible Idioms and Illustrations to
Tickle the Funny Bones of Young People by Will Moses
•My Teacher Likes to Say by Denise Brennan-Nelson

Author Talks with Poetry:

•Seeing the Blue Between Advice and Inspiration for Young Poets compiled by
• Paul B. Janeczko
   
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 The Reading and Writing Mini-Lesson Statements with

Common Core State Standard {CCSS}) links:

**please note that many of these lessons could be stretched out over several days. It is completely
dependant on your professional opinion whether to extend them over more than one day (and of
course the biggest enemy of us teachers…TIME!)
http://www.corestandards.org/the-standards/english-language-arts-standards

***also note that the writing lessons take students through a process of copying great poetry,
writing about poetry, and creating, editing, revising, and publishing their own poetryJ

Day Reading lesson Writing lesson Ira books to Read

Before the Lesson &
examples of figurative
Language within the
IRA’s
1 Readers can identify poetry Writers read and copy Songs of Myself An
and explain why authors write poems into a poetry journal Anthology of Poems
in poetic form so that they can so that they can make and Art
appreciate the art form of personal connections and *have at least as many
poetry. collect interesting poems. poetry collection books
as you do students for
the writing workshop
today.
CCSS CCSS.ELA-Literacy.RL.2.5 Describe CCSS.ELA-Literacy.RL.2.10 By the
the overall structure of a story, end of the year, read and
including describing how the comprehend literature,
beginning introduces the story including stories and poetry, in
and the ending concludes the the grades 2–3 text complexity
action. band proficiently, with
scaffolding as needed at the
high end of the range.

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Day Reading lesson Writing lessonIra books to Read
Before the Lesson
& examples of
figurative
Language within
the IRA’s
2 Readers think about what a Writers pay attention to Joyful Noise
poem says so that they can line spacing and line Poems of Two
think more deeply about breaks when copying Voices
what the poem means to poems that are special *have at least as
them. to them so that they many poetry
can think about how the collection books as
spacing and line breaks you do students
affects the meaning of for the writing
the poems. workshop today.
CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.RF.
and answer such questions 2.4 Read with sufficient
as who, what, where, when, accuracy and fluency
why, andhow to demonstrate to support comprehensi
understanding of key details on.
in a text.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
& examples of
figurative
Language within
the IRA’s
3 Readers think about how to Writers analyze what All the Small Poems
read poetry aloud so that they notice about and Fourteen
they can enjoy the rhythm poems so that they can More
of the words and phrases think about what the *have at least as
within the poem. poem says to them. many poetry
collection books as
you do students
for the writing
workshop today.
CCSS CCSS.ELA-Literacy.RF.2.4 Read CCSS.ELA-Literacy.RL.
with sufficient accuracy and 2.6 Acknowledge
fluency differences in the points
to support comprehension. of view of characters,
including byspeaking in a
different voice for each
character
when reading dialogue
aloud.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
& examples of
figurative
Language within
the IRA’s
4 Readers look for themes Writers comment on The Place My
in poems so that they can other’s poems so that Words are Looking
identify and connect to the they can describe why For
author’s message. those poems are *have at least as
important to them. many poetry
collection books as
you do students for
the writing
workshop today.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.RL.
2.2 Recount stories, including 2.6 Acknowledge
fables and folktales from differences in the points of
diverse cultures, and view of characters,
determine their central including byspeaking in a
message, lesson, or moral. different voice for each
character
when reading dialogue
aloud.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
& examples of
figurative
Language within
the IRA’s
5 Readers notice the Writers understand the Honey, I Love and
beginning and ending of purpose of line breaks other love poems
poems so that they can and line spacing so that *have at least as
think about how the author they can try those many poetry
chose to deliver his/her strategies out in their collection books as
message. own poetry. you do students for
the writing
workshop today.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.RF.
2.5 Describe the overall 2.4 Read with sufficient
structure of a story, accuracy and fluency
including describing how the to support comprehensio
beginning introduces the n.
story and the ending
concludes the action.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
6 Readers create images in Writers communicate Twilight Comes Twice
their minds as they read feelings, sensory images,
carefully chosen words in events, and ideas through
a poem so that they can poetry so that their
feel emotions and respond readers can connect to
to their feelings. their writing.
CCSS CCSS.ELA-Literacy.RI. CCSS.ELA-Literacy.W.2.5 With
2.6 Identify the main guidance and support
purpose of a text, including from adults and peers,
what the author wants to focus on a topic and
answer, explain, or strengthen writing as
describe. needed by revising and
editing.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
7 Readers identify the use Writers get ideas for EXAMPLES OF
of similes in poems so that writing poetry by thinking SIMILES:
they can understand why about what interests them Fly Away Home
the author chose those so that they can fill their Simile: “as loud as
specific words or phrases. poems full of emotion. two moose
bellowing”
The Sun is So Quiet
“connie” p.31
The Place My
Words are Looking
For
“Pet Rock” p. 33-34
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.8 Recall information from
understanding of word experiences or gather
relationships and nuances information from
in word meanings. provided sources to
answer a question.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of figurative
Language within the
IRA’s
8 Readers identify the Writers express their The Other Side
use of metaphors in emotions and feelings Read during writer’s
poems so that they can about a narrative piece workshop today.
understand why the by writing a poem so EXAMPLES OF
author chose those that they can share METAPHORS:
specific words or their thoughts with Fly Away Home
phrases. others. The last page when the
boy compares himself to
the bird
Twilight Comes Twice
“Dawn is like a seed that
will grow into daylight”
“As you set your table
for breakfast, dawn sets
its own table”
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.8 Recall information
understanding of word from experiences or
relationships and gather information
nuances in word from provided sources
meanings. to answer a question.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative Language
within the IRA’s
9 Readers identify the use Writers identify many Under the Quilt of
of analogies in poems so different types of poems Night
that they can so that they can think “But we cross without
understand why the about which form they a sound, like the moon
author chose those would like to write their coming up over my
specific words or poems in. shoulder.”
phrases. “mosquitoes whine
and tease just like the
overseer’s children
did.”
“I try to be an owl
myself, but my eyes
hurt with watching.”
“my knock is shivery
and quick, like the
beating of my heart.”
“I keep still as a rock.”
“The dark pines glow
like gold.”
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.RL.
2.5 Demonstrate 2.5 Describe the overall
understanding of word structure of a story,
relationships and including describing how
nuances in word the beginning introduces
meanings. the story and the ending
concludes the action.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
& examples of
figurative
Language within
the IRA’s
10 Readers notice when Writers use specific words or Under the Quilt of
authors show rather phrases to convey their Night
than tell in their poetry strong feelings about a topic
so that they can picture so that they can express
things in their own those feelings to their
minds. readers.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.L.2.3 Use

2.4 Describe how words knowledge of language and its
and phrases (e.g., conventions when writing,
regular beats, speaking, reading, or listening.
alliteration, rhymes,
repeated lines) supply
rhythm and meaning in
a story, poem, or song.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative Language
within the IRA’s
11 Readers identify the Writers use words to Brown Honey in
use of alliterations in convey strong images so Broomwheat Tea
poems so that they can that their readers can EXAMPLES OF
understand why the visualize the important ALLITERATIONS:
author chose those themes from the poem. The Sun is So Quiet
specific words or “Stinky sticky slippery
phrases. sweaty and sweet.” “…
flutter and flirt”
“Never tickle a prickled
pickle ‘cause prickled
pickles don’t smile”
“flower for hours” “…
blending…bending”
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.L.2.3 Use
2.5 Demonstrate knowledge of language
understanding of word and its conventions when
relationships and writing, speaking, reading,
nuances in word or listening.
meanings.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of figurative
Language within the
IRA’s
12 Readers identify the Writers identify the Laughing Tomatoes
use of personification difference between EXAMPLES OF
in poems so that they poetic language and PERSONIFICATION:
can understand why ordinary language so Laughing Tomatoes
the author chose that they can intentionally “Roots”
those specific words choose the types of “The sun call me through
or phrases. images they want to the window”
create for their readers. “My Grandma’s Songs”
“The hills are starting to
crack a green smile
again”
“Is it raining or is the sky
crying?”
“Can you hear the
voices between these
lines?”
“Laughing Tomatoes”
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.L.
2.5 Demonstrate 2.5 Demonstrate
understanding of understanding of word
word relationships and relationships and nuances
nuances in word in word meanings.
meanings.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
13 Readers identify the use Writers understand the Where the Sidewalk
of onomatopoeia in poems importance of a Ends
so that they can satisfying ending in EXAMPLES OF
understand why the poems so that they can ONOMATOPOEIA:
author chose those create closure for their Where the Sidewalk
specific words or phrases. readers. Ends
“The Fourth” p. 15
“Sky Seasoning” p.31
“Bang Clang” p. 120
“With His Mouth Full
of Food” p. 128
“The Little Blue
Engine” p.158
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.5 With guidance and
understanding of word support from adults and
relationships and nuances peers, focus on a topic
in word meanings. and strengthen writing as
needed by revising and
editing.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
14 Readers identify the use Writers carefully select Another Jar of Tiny
of hyperpoles in poems so titles for their poems Stars
that they can understand that refect the mood and EXAMPLES OF
why the author chose theme so that their HYPERPOLES:
those specific words or readers will have a Another Jar of Tiny
phrases. foundation for the type Stars
of poem they are about “Everytime I Climb a
to read. Tree” p. 4
“My Puppy” p. 12
“Umbilical” p.39
“What Did You Learn
at the Zoo?” p. 43
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.5 With guidance and
understanding of word support from adults and
relationships and nuances peers, focus on a topic
in word meanings. and strengthen writing as
needed by revising and
editing.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
15 Readers identify the use Writers choose topics Raining Cats and
of idioms in poems so that that are significant to Dogs: A Collection of
Irresistible Idioms
they can understand why them so that they can
and Illustrations to
the author chose those write with emotion and
Tickle the Funny
specific words or phrases. invoke emotion in their Bones of Young
readers. People
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.8 Recall information
understanding of word from experiences or
relationships and nuances gather information from
in word meanings. provided sources to
answer a question.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
16 Readers identify the use Writers remove extra My Teacher Likes to
of cliches’ in poems so that words in their poems so Say
they can understand why that only the most
the auther chose those important words and
specific words or phrases. phrases are left.

CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.

2.5 Demonstrate 2.5 With guidance and
understanding of word support from adults and
relationships and nuances peers, focus on a topic
in word meanings. and strengthen writing as
needed by revising and
editing.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
& examples of
figurative
Language within
the IRA’s
17 Readers visualize events Writers sometimes The Dream Keeper
and emotions while borrow another author’s and Other Poems
reading poetry so that words or phrases and
they can appreciate and use them in their own
enjoy the poems they are poetry so that they can
reading. develop their own
thinking around other
author’s ideas.
CCSS CCSS.ELA-Literacy.RL.2.10 By CCSS.ELA-Literacy.W.
the end of the year, read 2.5 With guidance and
and comprehend literature, support from adults and
including stories and peers, focus on a topic
poetry, in the grades 2–3 and strengthen writing as
text complexity band needed by revising and
proficiently, with editing.
scaffolding as needed at
the high end of the range.

Copyright:      Out of This World Literacy (Jen Bengel) 26

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
18 Readers understand Writers sometimes write The Dream Keeper
figurative language so that a poem in response to and Other Poems
they can think more another poem that
deeply about what a draws a lot of emotion so
poem means to them. that they can tell their
own version of the same
topic.
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.8 Recall information
understanding of word from experiences or
relationships and nuances gather information from
in word meanings. provided sources to
answer a question.

Copyright:      Out of This World Literacy (Jen Bengel) 27

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
19 Readers reflect on their Writers edit their poems *have at least as
favorite poems by so that they are sure to many poetry
highlighting words or deliver their best work to collection books as
phrases that are special to readers. you do students for
them so that they can the writing
remember why those workshop today.
parts were so important.
CCSS CCSS.ELA-Literacy.L. CCSS.ELA-Literacy.W.
2.5 Demonstrate 2.5 With guidance and
understanding of word support from adults and
relationships and nuances peers, focus on a topic
in word meanings. and strengthen writing as
needed by revising and
editing.

Copyright:      Out of This World Literacy (Jen Bengel) 28

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson &
examples of
figurative
Language within the
IRA’s
20 Readers think carefully Writers publish poems in Wham! It’s a Poetry
about creating a cover several different ways Jam
and table of contents for so that readers can
their poetry journals so enjoy all of their hard
that they can create work.
images of the topics and
feelings that are most
special to them.

CCSS CCSS.ELA-Literacy.RL.2.10 By CCSS.ELA-Literacy.SL.2.4 Tell

the end of the year, read a story or recount an
and comprehend literature, experience with
including stories and appropriate facts and
poetry, in the grades 2–3 relevant, descriptive
text complexity band details, speaking audibly
proficiently, with in coherent sentences.
scaffolding as needed at
the high end of the range.

Copyright:      Out of This World Literacy (Jen Bengel) 29

Mini-Lesson Details with Charts and Share Activities

Reading Workshop ML Statement Day One:

Readers can identify poetry and explain why authors write in poetic form so that they can
appreciate the art form of poetry.

•Begin by explaining to the students that you are beginning a month-long reading and writing unit on
poetry.

•Ask the students to help you define what poetry is. Create a class definition and put it on your chart.

•Ask students what they know about poetry. Start a class list

•Read a few examples of different poetry to the class and ask them to listen to how poetry sounds.

•Add any new insights about what poetry is on the class chart.

•Lay out enough poetry books for each student to have at least one book.

•Tell students that they are going to spend their independent reading time today enjoying some poetry.

•You can either pass out a book to each child or have them choose their own.

•Ask them to think about new things they learn about how poetry works while they are reading today.
Tell them they will be sharing at the end of reader’s workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share today, ask students to talk with each other about one of their favorite poems they read
today. Ask them to also talk about any new thoughts they have about what poetry is based on reading
time today.

Copyright:      Out of This World Literacy (Jen Bengel) 30

 chart for mini-lesson

Readers can identify poetry and explain why authors write in poetic form so
that they can appreciate the art form of poetry.
Poetry is: come up with a class definition
What We Know About Poetry:
Begin this portion as a class during the mini lesson and add new insights as a
class during the share today

Copyright:      Out of This World Literacy (Jen Bengel) 31

Writing ML Statement Day One:
Writers read and copy poems into a poetry journal so that they can make personal
connections and collect interesting poems.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•As with every ML statement, write it on a chart paper (or smart board, etc).

•If students do not already have a notebook, pass out writer’s notebooks for students and have them
make tabbed sections titled:

•Gathering seeds

•ML (mini-lessons)

•Word Work (this is where students copy interesting sentences, grammar rules, and other
conventions as they are incorporated into the writing workshop)

•Tell students that you will be doing an author talk at the beginning of every writing lesson for this poetry
unit. Explain to them that writers get ideas and writing tips from other writers.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.
Each author begins his/her section with 1-2 pages of advice and 2-3 of his/her poems. This is a great way
to start the writer’s workshop each day as you get students thinking about poetry and how they can try
out the advice from other writers in their own work.

•If you have done the reading workshop day one, you will have already established a good definition of
what poetry is and what it looks like.

•Introduce students’ poetry journals by passing them out to the class. Ask them to turn to the third page
and put the date on the top. Keep the cover and first two pages blank for later in the unit.

•Make sure you have enough poetry books for every student in the class. Lay them out on the carpet and
tell them that today they get to read and enjoy poetry.

•Tell students that today during independent writing they are going to be copying poems into their poetry
journal. They can read poems and when they find a poem they really like or feel a strong connection to,
they need to copy it into their poetry journal.

•Instruct them to copy it exactly as it is written in the poetry book, making sure each words is on the
correct line and punctuation is correct as well.

•Students can copy more than one poem into their notebooks, depending on the amount of time they will
have to write independently.

Copyright:      Out of This World Literacy (Jen Bengel) 32

 •As students work, walk around and conference, taking notes with the writing
conference observation form. Ask why they are making the choices they are
with the poems they are copying. Talk about the types of emoitons they have
when they read those poems.

•Bring students back to the carpet for the last five minutes with their poetry
journals. Have them share with a partner some of the poems they copied.

•As students share with the group, take some notes. The more information you
gather about each child, the faster you will learn about each of them as
writers.

Chart for mini-lesson

Writers read and copy poems into a poetry journal so that they can make
personal connections and collect interesting poems.
What I Noticed About the Poems I Read Today:
Make a class list during the share today

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Reading Workshop ML Statement Day Two:
Readers think about what a poem says so that they can think more deeply about what the
poem means to them.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Complete the class chart below by using examples from the poetry you have read so far.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.
Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add their
thoughts to the chart.

Tell students that today when they are reading poetry you want them to notice when they come to a poem
that means something special to them.

Pass out post-it notes and ask students to write about the topic/theme of the poem and why it os special
to the. Make sure they know they will be asked to share their thinking and why they marked those spots.

As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

During the share, ask students to turn-and-talk with a partner. Then call on students to share what their
partner said.

Chart for mini-lesson

Readers think about what a poem says so that they can think more deeply
about what the poem means to them.
Poem Title Topic/Theme What it Means to Me

Copyright:      Out of This World Literacy (Jen Bengel) 34

Writing ML Statement Day Two:
Writers pay attention to line spacing and line breaks when copying poems that are special to
them so that they can think about how the spacing and line breaks affects the meaning of
the poems.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Complete the class chart below by using examples from the poetry you have read so far that show
interesting line breaks.

•Read a few of those poems again to the class, asking them to listen carefully to where the line breaks.

•You may want to make copies of the poems you are reading in this lesson for the class. Or, you could
show them digitally on a screen. That way students can see and listen to where the lines break.
Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Tell students they will be spending their independent writing time today reading some more poems from
the collections you have in class. Have them concentrate on copying a poem that is interesting to them into
their poetry journals, making very sure that they keep the line breaks where they are. Some students
might challenge themselves with a concrete poem they find. It will be interesting to see what they copy!

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•Ask them about the poems they chose to copy and what drew them to copy those poems.

•During the share, have students share their poems with the class by holding up their poetry journals.
Have them talk about the line breaks and how the poem.

   

Copyright:      Out of This World Literacy (Jen Bengel) 35

 Chart for mini-lesson

Writers pay attention to line spacing and line breaks when copying poems that are
special to them so that they can think about how the spacing and line breaks affects
the meaning of the poems.
Poem Titles Spacing to Notice How it Affects Meaning

Copyright:      Out of This World Literacy (Jen Bengel) 36

Reading Workshop ML Statement Day Three:

Readers think about how to read poetry aloud so that they can enjoy to rhythm of the words
and phrases within the poem.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Make a class list of the ways in which poetry sounds when we read it aloud.

•Spend 5 minutes reading examples of poetry from the IRA poetry collections today.

•Reread each poem, asking students to notice if it sounded different the second time.

•Add any new insights to the class chart.

•During independent reading today, have students partner read some poems. Ask them to think about
fluency, expression, and the rhythm of the poem. Tell them to read each poem at least 2 times and listen to
the difference each time they read. Tell them that they will be sharing any new insights about the way
poetry sounds during the share today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share today, have students share any new insights from reading poetry aloud with a partner
today.

Chart for mini-lesson

Readers think about how to read poetry aloud so that they can enjoy to rhythm
of the words and phrases within the poem.
How Does Poetry Sound When We Read it Aloud?
Make a class list of ideas

Copyright:      Out of This World Literacy (Jen Bengel) 37

Writing Workshop ML Statement Day Three:
Writers analyze what they notice about poems so that they can think about what the poem
says to them.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Complete the class chart below by using examples from the poetry you have read so far in class.

•Read a few of those poems again to the class, asking them to listen carefully to what the poem means to
them.

•Complete the first example as a model for the class with your own thinking of what the poem means to
you.

•Work through the second example by sharing your ideas and calling on some students to share as well.
Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add their
thoughts to the chart.

Tell students they will be spending their independent writing time today reading some more poems from
the collections you have in class. Have them concentrate on copying a poem in their poetry journal that
means something special to them.

As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference. Ask them about the poems they
chose to copy and what drew them to copy those poems.

During the share, have students share their poems with the class and what those poems mean to them.

Chart for mini-lesson

Writers analyze what they notice about poems so that they can think about what the
poem says to them.
Poem Title: What I Notice What the Means to Me

Copyright:      Out of This World Literacy (Jen Bengel) 38

Reading Workshop ML Statement Day Four:
Readers look for themes in poems so that they can identify and connect to the author’s
message.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Complete the class chart below by using examples from the poetry you have read so far in class.

•Read a few of those poems again to the class, asking them to listen carefully for the theme so they can
think about the author’s message.

•Complete the first example by modeling your own thinking from one of the poems and add your thinking
to the class chart.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Tell students to look for poems that have a strong theme while reading independently today. Have them
write themes down on a post-it, thinkmark, or in their reader’s notebooks. Challenge them to include their
best guess for the author’s message. Make sure they know they will be sharing at the end of the
workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share, have students turn-and-talk about the themes and author’s messages they found in
poetry today.
Chart for mini-lesson

    Readers look for themes in poems so that they can identify and connect to the author’s
message.
Poem Title: Theme: Author’s Message

Copyright:      Out of This World Literacy (Jen Bengel) 39

Writing Workshop ML Statement Day Four:

Writers comment on other’s poems so that they can describe why those poems are
important to them.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Tell the class that today they are going to add their thinking next to some of the poems they have copied
into their poetry journals.

•Model this for them by adding your own thinking to the class chart from a poem that stood out to you.

•Reread another poem to the class and invite them to share their ideas about the poem. Add them to the
class chart.

•Read a third poem to the class and ask them to turn-and-talk about their thoughts. Call on some students
to share their thinking and add it to the class chart.

•Challenge students to write about the poems they have copied today in their poetry journals. They may
want to make a list of the feelings/emotions they have, write a summary for the poem, describe their
interpretation, or write their own version of the poem. Students can choose the type of writing they would
like to do in response to some of their favorite poems.

•Ask students to be ready to share some of their thinking at the end of the workshop today.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to turn-and-talk with a partner about what they wrote in response to their
favorite poems. Call on a few to share with the entire class.

Copyright:      Out of This World Literacy (Jen Bengel) 40

 Chart for mini-lesson

Writers comment on other’s poems so that they can describe why those poems
are important to them.
Poem Title My Thoughts

Copyright:      Out of This World Literacy (Jen Bengel) 41

Reading Workshop ML Statement Day Five:
Readers notice the beginning and ending of poems so that they can think about how the
author chose to deliver his/her message.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students today about how the beginning and end of poems affect the author’s message.

•Choose three poems that have been read from IRA books as your examples.

•Reread each poem to the class.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Tell students that today they will be thinking about the beginning and ending of poems they are reading
independently. Have them put their thinking on a thinkmark, post-it, notecard, or in their reader’s
notebooks. Make sure they know they will be sharing at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share, have students turn-and-talk and share beginnings and endings of poems they read
today.

Copyright:      Out of This World Literacy (Jen Bengel) 42

 Chart for mini-lesson

Readers notice the beginning and ending of poems so that they can think about
how the author chose to deliver his/her message.
Poem Title Beginning Ending Message

Copyright:      Out of This World Literacy (Jen Bengel) 43

Writing Workshop ML Statement Day Five:

Writers understand the purpose of line breaks and line spacing so that they can try those
strategies out in their own poetry.

Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their notebooks.
•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Tell students that you have already looked carefully at line breaks and spacing a few days before. But
that today they are going to try them out in their own poetry!

•Make a class poem about a topic that interests your students. Ask for suggestions for interesting topic.

•Decide as a class on a topic and write it on the class chart.

•Next ask for descriptive words or phrases that describe that topic.

•Brainstorm ideas with your class.

•Once you have a satisfying beginning, write it on your class chart.

•Follow this interactive format of writing a class poem until you have a satisfying conclusion.

•As you write the poem on the class chart, ask students to notice line breaks. Have them help you make
decisions on where to begin a new line.

•During writing today, ask students to try their own poem on the next clean page in their poetry notebook.

•Ask them to think carefully about line breaks as they make their poem.

•If they need help with ideas, tell them to look back at all the poems they have copied in their poetry
journal from other poets.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, call on students to share their poems. Ask them about the choices they made for line
breaks and how they think the breaks will help the reader better understand their message.
   

Copyright:      Out of This World Literacy (Jen Bengel) 44

 Chart for mini-lesson

Writers understand the purpose of line breaks and line spacing so that they
can try those strategies out in their own poetry.

Create a class poem, thinking carefully about line breaks.

Copyright:      Out of This World Literacy (Jen Bengel) 45

Reading Workshop ML Statement Day Six:
Readers create images in their minds as they read carefully chosen words in a poem so that
they can feel emotions and respond to their feelings.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose three poems that have been read from IRA books that have strong examples of vivid word
choice as your examples.

•Reread each poem to the class.

•Complete the first example as a model for the class with your own thinking.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Tell students that today they are going to read poetry today and think about the images in their minds.

•Have students copy down any words or phrases that evoke emotion on a thinkmark, post-it, or in their
reader’s notebooks. Have them explain their emotions as well. Tell students they will be sharing some of
their thinking at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•For the share, gather back at the carpet and have students talk about their thinking.

Copyright:      Out of This World Literacy (Jen Bengel) 46

 Chart for mini-lesson

Readers create images in their minds as they read carefully chosen words in a
poem so that they can feel emotions and respond to their feelings.
Poem Words or Phrase Emotional Response

Copyright:      Out of This World Literacy (Jen Bengel) 47

Writing Workshop ML Statement Day Six:
Writers communicate feelings, sensory images, events, and ideas through poetry so that
their readers can connect to their writing.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Tell the class that today they are going to try and add feelings, sensory images, events, and ideas to their
poetry they worked on the day before.

•Model this for them by revising the class poem you made in class yesterday.

•Ask students to help with the revision. Make changes as students come up with ideas.

•This is a great lesson because you are not only modeling this writing strategy, but you are also showing
the revision process and what a poetic piece goes through to become published!

•Challenge students to reread their poems from yesterday and revise them, looking for places to add
feeling, sensory images, events, and ideas.

•If time, students can read poetry collections and copy poems that have strong imagry into their poetry
journals.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, call on some students to share their favorite parts of what they have written so far.

Chart for mini-lesson

Writers communicate feelings, sensory images, events, and ideas through

poetry so that their readers can connect to their writing.
Our Class Poem:
Reread the class poem from yesterday and add feelings, sensory images,
events, and ideas to the poem. It can look messyJ

Copyright:      Out of This World Literacy (Jen Bengel) 48

Reading Workshop ML Statement Day Seven:
Readers identify the use of similes in poems so that they can understand why the author
chose those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define similes for students.

•Show them examples of similes by using the following texts:

•Fly Away Home Simile: “as loud as two moose bellowing”
•The Sun is So Quiet “connie” p.31
•The Place My Words are Looking For“Pet Rock” p. 33-34

•Have a class discussion about how the similes in the previous examples added to the meaning of the poem
or story. Talk about how the similes helped readers visualize.

•Add some student examples of similes to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any similes they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share any similes they found in their reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 49

 Chart for mini-lesson

Readers identify the use of similes in poems so that they can understand why
the author chose those specific words or phrases.
Definition of a simile:
Comparing two unlike nouns using ‘like’ or ‘as’
Examples of similes:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 50

Writing Workshop ML Statement Day Seven:
Writers get ideas for writing poetry by thinking about what interests them so that they can
fill their poems full of emotion.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Today students will be making a heart map so that they can use it to get ideas for poetry topics that are
important to them.

•Model how to complete the heart map by filling some of your own heart in for the class.

•Think aloud about the people, places, and things that are very special to you as you work on your map.

•Tell students they will be working on their maps today. Give them markers, crayons, etc. to be creative.
Make sure they are able to read the words in each section of their heart maps.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•Have student glue their maps into their poetry journals.

•You could also have them draw a heart in their journal instead of using the printable heart provided.

•Have them share the items in their heart with classmates.

Copyright:      Out of This World Literacy (Jen Bengel) 51

 Chart for mini-lesson

Writers get ideas for writing poetry by thinking about what interests them
so that they can fill their poems full of emotion.
Fill in a portion of a heart map as an example for the class.

Copyright:      Out of This World Literacy (Jen Bengel) 52

My Heart Map:
Directions: Complete the heart map by adding all the people, places, and things that are
important to your heart. Separate each thing by drawing lines to create a puzzle inside
your heart. Have fun decorating!

Copyright:      Out of This World Literacy (Jen Bengel) 53

Reading Workshop ML Statement Day Eight:
Readers identify the use of metaphors in poems so that they can understand why the author
chose those specific words or phrases.
Comparing two nouns without using like or as

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define metaphors for students.

•Show them examples of metaphors by using the following texts:

•Fly Away HomeThe last page when the boy compares himself to the bird
•Twilight Comes Twice “Dawn is like a seed that will grow into daylight” “As you set your table for
breakfast, dawn sets its own table”

•Have a class discussion about how the metaphors in the previous examples added to the meaning of the
poem or story. Talk about how the similes helped readers visualize.

•Add some student examples of metaphors to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any metaphors they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.
   
   
   
   

Copyright:      Out of This World Literacy (Jen Bengel) 54

 Chart for mini-lesson

Readers identify the use of metaphors in poems so that they can understand
why the author chose those specific words or phrases.
Definition of a metaphor:
Comparing two nouns without using ‘like’ or ‘as’
Examples of metaphors:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 55

Writing Workshop ML Statement Day Eight:
Writers express their emotions and feelings about a narrative piece by writing a poem so
that they can share their thoughts with others. (read book in ml today)

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Read the book The Other Side during the mini lesson today.

•Before reading, ask the students to think about how they are feeling as they listen to the book.

•Stop at certain points in the book and ask students to talk about how they are feeling.

•Make a class list of their feelings and the points in the story in which they are experiencing that emotion.

•If time, read the story again and ask for any new insights (it’s a short text)

•Challenge students think carefully about the emotions that were written on the class chart.

•Ask them to try and write a poem based on some of those emotions they felt while listening to The Other
Side

•Encourage students to imagine how they would feel if they were in the same situation as Clover or Annie.

•Model a poem example if you think students need more support.

•Have them make their poems in their poetry journals.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share have each student share the poems they were working on with a partner. Call on a few
to share with the class.
   

Writers express their emotions and feelings about a narrative piece by writing a poem
so that they can share their thoughts with others.
Feeling What’s Happening in the Story

Copyright:      Out of This World Literacy (Jen Bengel) 56

Reading Workshop ML Statement Day Nine:
Readers identify the use of analogies in poems so that they can understand why the author
chose those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define analogies for students.

•Show them examples of analogies from the following text:

•Under the Quilt of Night
“But we cross without a sound, like the moon coming up over my shoulder.”
“mosquitoes whine and tease just like the overseer’s children did.”
“I try to be an owl myself, but my eyes hurt with watching.”
“my knock is shivery and quick, like the beating of my heart.”
“I keep still as a rock.”
“The dark pines glow like gold.”

•Have a class discussion about how the analogies in the previous examples added to the meaning of the
poem or story. Talk about how the analogies helped readers visualize.

•Add some student examples of analogies to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any analogies they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 57

 Chart for mini-lesson
Readers identify the use of analogies in poems so that they can understand
why the author chose those specific words or phrases. Comparisons…could be
a metaphor or a simile
Definition of an analogy:
Comparisons…could be a metaphor or a simile
Examples of analogies:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 58

Writing Workshop ML Statement Day Nine:
Writers identify many different types of poems so that they can think about which form
they would like to write their poems in.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Make a class list of all the different types of poems you have read together as a class.

•Ask students what special features each of the types of poems has.

•Give students a few minutes to look over their heart map for topic ideas.

•Tell them that you want them to try out writing a poem in one of the forms you listed on the class chart.
Have them think about what topic from their heart map they want to write about.

•Have students share their plans with a partner before they go off to write their poetry today.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, have students read one of their poems to a friend. Call on a few to read to the class.

Chart for mini-lesson

Writers identify many different types of poems so that they can think about which
form they would like to write their poems in.

The Different Types of Poems Poem Elements:

We Have Read in Class:

May include:
Free verse, limerick, concrete, lyric, narrative, cinquaine, haiku, list poem

Copyright:      Out of This World Literacy (Jen Bengel) 59

Reading Workshop ML Statement Day Ten:
Readers notice when authors show rather than tell in their poetry so that they can picture
things in their own minds.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Complete the first example as a model for the class, using a poem that you have read as an example.

•Reread another poem you have previously read and work through the second example by sharing your
ideas and calling on some students to share as well.

•Reread a third poem and ask students to turn-and-talk about places the author showed the reader
rather than telling, and call on some to share. Add their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any places in their poetry reading today where they notice strong
examples of showing rather than telling.
•Ask them to copy the word or phrase to share with the class at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share the words or phrases they found in the poems they read today.

Copyright:      Out of This World Literacy (Jen Bengel) 60

 Chart for mini-lesson

Readers notice when authors show rather than tell in their poetry so that they
can picture things in their own minds.
Poem Example of Showing/not telling

Copyright:      Out of This World Literacy (Jen Bengel) 61

Writing Workshop ML Statement Day Ten:
Writers use specific words or phrases to convey their strong feelings about a topic so that
they can express those feelings to their readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Reread a few of your favorite poems to the class.

•Ask them what strong words stick out to them after reading each poem. Add those words to the class
list.

•Challenge students to think about the types of specific words or phrases they could add to their poetry
today.

•Have them work on new poems in their poetry journal. They can also work on poems from previous
days.

•Tell students to think about showing their reader versus simply telling.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to share new poems and strong words or phrases they added to their
writing. Ask students to share examples of showing versus telling in their own poetry.

Chart for mini-lesson

Writers use specific words or phrases to convey their strong feelings about a
topic so that they can express those feelings to their readers.
Poem Words or Phrases

Copyright:      Out of This World Literacy (Jen Bengel) 62

Reading Workshop ML Statement Day Eleven:
Readers identify the use of alliterations in poems so that they can understand why the
author chose those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define alliterations for students.

•Show them examples of analogies from the following text:

•The Sun is So Quiet

“Stinky sticky slippery sweaty and sweet.”
“…flutter and flirt”
“Never tickle a prickled pickle ‘cause prickled pickles don’t smile”
“flower for hours”
“…blending…bending”

•Have a class discussion about how the alliterations in the previous examples added to the meaning of the
poem or story. Talk about how the alliterations helped readers visualize.

•Add some student examples of alliterations to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write down any alliterations they find while reading independently today. Tell them
to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 63

 Chart for mini-lesson

Readers identify the use of alliterations in poems so that they can

understand why the author chose those specific words or phrases.
Definition of alliteration:
Two or more words that begin with the same letter or sound
Examples of alliterations:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 64

Writing Workshop ML Statement Day Eleven:
Writers use words to convey strong images so that their readers can visualize the
important themes from the poem.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Reread a few of your favorite poems to the class.

•Ask them what strong words stick out to them after reading each poem. Add those words to the class
list.

•Add a description of what readers might visualize when they read these words or phrases.

•Challenge students to think about the types of specific words or phrases they could add to their poetry
today.

•Have them work on new poems in their poetry journal. They can also work on poems from previous
days.

•Tell students to try using alliteration in their poetry today.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to share new poems and strong words or phrases they added to their
writing. Ask students to share examples of alliteration they may have tried in their poetry today.

   
   

Copyright:      Out of This World Literacy (Jen Bengel) 65

 Chart for mini-lesson

Writers use words to convey strong images so that their readers can visualize the
important themes from the poem.
Poems Strong Words What Readers Visualize

Copyright:      Out of This World Literacy (Jen Bengel) 66

Reading Workshop ML Statement Day Twelve:
Readers identify the use of personification in poems so that they can understand why the
author chose those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define personification for students.

•Show them examples of personification from the following text:

•Laughing Tomatoes
“Roots”
“The sun call me through the window”
“My Grandma’s Songs”
“The hills are starting to crack a green smile again”
“Is it raining or is the sky crying?”
“Can you hear the voices between these lines?”
“Laughing Tomatoes”

•Have a class discussion about how the personification in the previous examples added to the meaning of
the poem or story. Talk about how the personification helped readers visualize.

•Add some student examples of personification to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any personification they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 67

 Chart for mini-lesson

Readers identify the use of personification in poems so that they can

understand why the author chose those specific words or phrases. When a
thing, idea, or an animal does what only humans can do.
Definition of personification:
When a thing, idea, or an animal does what only humans can do
Examples of personification:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 68

Writing Workshop ML Statement Day Twelve:
Writers identify the difference between poetic language and ordinary language so that they
can intentionally choose the types of images they want to create for their readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Reread a few of your favorite poems to the class.

•Complete the class t-chart on what is ordinary language from poetry and what is poetic language.

•You may want to pull some informational texts that state facts clearly to show the difference between
poetic and ordinary language.

•Ask students to read over the poems they have collected and written in their poetry journals today.

•Have them find places in their own poems where they can change some ordinary language to poetic
language.

•Remind them of the different types of figurative language you have covered in reader’s workshop so
far. Encourage them to try using a simile, metaphor, alliteration, analalogy, or personification in their work.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to share poems in their poetry journals where there is strong examples of
poetic language. Also, have them share where they added figurative language in their own poetry.

Chart for mini-lesson

Writers identify the difference between poetic language and ordinary language so
that they can intentionally choose the types of images they want to create for their
readers.
Poetic language Ordinary language

Copyright:      Out of This World Literacy (Jen Bengel) 69

Reading Workshop ML Statement Day Thirteen:
Readers identify the use of onomatopoeia in poems so that they can understand why the
author chose those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define onomatopoeia for students.

•Show them examples of onomatopoeia from the following text:

•Where the Sidewalk Ends
“The Fourth” p. 15
“Sky Seasoning” p.31
“Bang Clang” p. 120
“With His Mouth Full of Food” p. 128
“The Little Blue Engine” p.158

•Have a class discussion about how the onomatopoeia in the previous examples added to the meaning of
the poem or story. Talk about how onomatopoeia helps readers visualize.

•Add some student examples of onomatopoeia to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any onomatopoeia they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 70

 Chart for mini-lesson

Readers identify the use of onomatopoeia in poems so that they can understand
why the author chose those specific words or phrases. Words that sound like the
things they are describing

Definition of onomatopoeia:
Words that sound like the things they are describing
examples of onomatopoeia:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 71

Writing Workshop ML Statement Day Thirteen:
Writers change words or phrases so that they can make their writing more interesting for the
readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•At this point, students should be finishing up their rough drafts. Each day they begin writing, they should
be rereading what they have already written so that they can get their minds thinking about the story.

•Explain to the students that each day they spend reading over and thinking about their stories is more
time they are taking to make their writing even better.

•Model for students how to add, change, or take out words and phrases so that rough drafts can become
more interesting.

•Ask students to turn and talk about how they plan to add, change, or take-out words or phrases in their
writing today.

•Ask for volunteers to share their thinking.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•Have students share what they have written so far with a partner. Then call on a few to share their
favorite parts.
Chart for mini-lesson

Writers understand the importance of a satisfying ending in poems so that they can
create closure for their readers.
Poem Ending

Copyright:      Out of This World Literacy (Jen Bengel) 72

Reading Workshop ML Statement Day Fourteen:
Readers identify the use of hyperpoles in poems so that they can understand why the author chose
those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define hyperpole for students.

•Show them examples of hyperpoles from the following text:

•Another Jar of Tiny Stars
“Everytime I Climb a Tree” p. 4
“My Puppy” p. 12
“Umbilical” p.39
“What Did You Learn at the Zoo?” p. 43

•Have a class discussion about how the hyperpoles in the previous examples added to the meaning of the
poem or story. Talk about how hyperpoles help readers visualize.

•Add some student examples of hyperpoles to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any hyperpoles they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 73

 Chart for mini-lesson

Readers identify the use of hyperpoles in poems so that they can understand
why the author chose those specific words or phrases. A figure of speech
where the author exaggerates
Definition of hyperpole:
A figure of speech where the author exaggerates
examples of hyperpole:
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 74

Writing Workshop ML Statement Day Fourteen:
Writers carefully select titles for their poems that refect the mood and theme so that their
readers will have a foundation for the type of poem they are about to read.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Reread a few of your favorite poems to the class.

•Complete the class with examples of strong titles that show mood and theme. Have a discussion about
how those title gave the readers clues for the mood and theme of the poem.

•Ask students to read over the poems they have collected and written in their poetry journals today.

•Ask them to think about the titles of each of those poems and how it adds to the mood and theme.

•If they have not done so already, ask students to create titles for their poems in their poetry journals,
thinking carefully about mood and theme.

•Students can also create new poems today. For ideas, have them refer back to their heart map or read
other poetry.

•Remind them of the different types of figurative language you have covered in reader’s workshop so
far. Encourage them to try using a simile, metaphor, alliteration, analalogy, personification, or
onomatopoeia in their work.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to share poems in their poetry journals where they felt the title added to
the mood and theme. Also, have them share there own titles and explain how they add to the mood and
theme of their poems.

Copyright:      Out of This World Literacy (Jen Bengel) 75

 Chart for mini-lesson

Writers carefully select titles for their poems that refect the mood and theme so
that their readers will have a foundation for the type of poem they are about to
read.
Poem Title Mood Theme

Copyright:      Out of This World Literacy (Jen Bengel) 76

Reading Workshop ML Statement Day Fifteen:
Readers identify the use of idioms in poems so that they can understand why the author
chose those specific words or phrases.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Read the book, Raining Cats and Dogs: A Collection of Irresistible Idioms and Illustrations to Tickle the Funny
Bones of Young People ahead of time to the class.

•During the mini-lesson, reread some of your favorite idioms from the book.

•Ask students what they think each idiom means.

•Add your class discussions to the chart.

•During reading today, ask them to try and find examples of idioms in the poetry they are reading.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write any idioms they find in reading today. Tell them to be ready to share at the
end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share any idioms they have found at the end of reading today.
You may want to make a list of favorite idioms with the class for fun.

Copyright:      Out of This World Literacy (Jen Bengel) 77

 Chart for mini-lesson

Readers identify the use of idioms in poems so that they can understand why the
author chose those specific words or phrases.
Idiom Meaning
Raining Cats and Dogs: A
Collection of Irresistible
Idioms and Illustrations to
Tickle the Funny Bones of
Young People

Copyright:      Out of This World Literacy (Jen Bengel) 78

Writing Workshop ML Statement Day Fifteen:
Writers choose topics that are significant to them so that they can write with emotion and
invoke emotion in their readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Talk with students today about how poetry can be a very emotional thing for writers.

•Some writers choose to write poetry to heal from painful situations, for example.

•Share with students a list of events, people, situations, etc. that draw a lot of emotion from you. Make a list
on the class chart.

•Ask students to make their own personal list of things that make them emotional in their poetry journals
today.

•Have them begin their list on the carpet and continue to work on it during independent writing.

•These entries may become very personal and students may not want to share with others.
Talk to students about privacy and make sure they know there will be an option to ‘pass’ or not share
certain items on their lists today.

•If time, challenge students to choose one thing from their list to try and write a new poem about.

•Ask them to remember all the figurative language they have learned as they are writing today.
As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

During the share today, invite students to share new poems or items on their lists. Give them the option to
‘pass.’
   
Chart for mini-lesson

Writers choose topics that are significant to them so that they can write
with emotion and invoke emotion in their readers.
Make a list of topics that are emotional for you. Push yourself to be
somewhat vulnerable or emotional and talk about how poetry can be
emotional

Copyright:      Out of This World Literacy (Jen Bengel) 79

Reading Workshop ML Statement Day Sixteen:
Readers identify the use of cliches’ in poems so that they can understand why the other
chose those specific words or phrases

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define cliche for students.

•Show them examples of cliches from the following text:

•My Teacher Likes to Say

•Have a class discussion about how the cliches in the previous examples added to the meaning of the poem
or story. Talk about how cliches help readers visualize.

•Add some student examples of cliches to the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any cliches they find while reading independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what they have written at the end of reading today.
   
   

Copyright:      Out of This World Literacy (Jen Bengel) 80

 Chart for mini-lesson

Readers identify the use of cliches’ in poems so that they can understand why the
other chose those specific words or phrases.
Definition of cliche:
An overused word or phrase that means something that most people know
Think of some class examples to add to the chart

Copyright:      Out of This World Literacy (Jen Bengel) 81

Writing Workshop ML Statement Day Sixteen:
Writers remove extra words in their poems so that only the most important words and
phrases are left.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Choose some of the poems you have writtern to edit in front of the class today. You could also use some
poems from students outside of the classroom to edit. Some students in your class might give you
permission in advance to edit their work in front of the class.

•Model to the class how to make decisions on whether to keep certain words or phrases by thining aloud.

•Remove words or phrases that only tell, and replace them with figurative language.

•Ask students to try and find words or phrases in their own poetry that they could remove or change.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share today, invite students to share new poems or places where they took out ordinatry
words or phrases.

Chart for mini-lesson

Writers remove extra words in their poems so that only the most important words
and phrases are left.
Poem Words or phrases to remove

Copyright:      Out of This World Literacy (Jen Bengel) 82

Reading Workshop ML Statement Day Seventeen:
Readers visualize events and emotions while reading poetry so that they can appreciate and
enjoy the poems they are reading.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Define what visualization is and how readers visualize when they are reading poetry.

•Choose three poems that you have already read to the class that are great examples of visualization.

•Reread each poem and have a class discussion of what you visualize as you read. Add thinking to the
class chart.

•Have students reading poetry during independent reading today.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write down what they are visualizing as they are reading today.

•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 83

 Chart for mini-lesson

Readers visualize events and emotions while reading poetry so that they can
appreciate and enjoy the poems they are reading.

Poem Visualize

Copyright:      Out of This World Literacy (Jen Bengel) 84

Writing Workshop ML Statement Day Seventeen:
Writers sometimes borrow another author’s words or phrases and use them in their own
poetry so that they can develop their own thinking around other author’s ideas.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Choose a phrase from text that you have read aloud to the class.

•As a class, write a poem together based on the phrase from another author.

•If you feel your students need more guidance, create a second poem as a class.

•Have students look through the poems they copied in their poetry journal to find a phrase that students
could get an idea for a new poem.

•During independent writing today, have students create their own poems in their poetry journal,
remembering all the figurative language they have learned as they write.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share today, invite students to share their new poems with the class.

Chart for mini-lesson

Writers sometimes borrow another author’s words or phrases and use them in their
own poetry so that they can develop their own thinking around other author’s ideas.
Write a class poem together based on another author’s words or phrases

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Reading Workshop ML Statement Day Eighteen:
Readers understand figurative language so that they can think more deeply about what a
poem means to them.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Review the types of figurative language students have learned in this unit.

•Choose three poems that you have already read to the class that have great examples of figurative
language.

•Reread each poem and have a class discussion of what the figurative language is in the poem. Also talk
about how it helps students think about the meaning of the poem. Add thinking to the class chart.

•Have students reading poetry during independent reading today.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down examples of figurative language in the poems they are reading.
•Also, have them write down what the figurative language means.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.
   

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 Chart for mini-lesson

Readers understand figurative language so that they can think more deeply about
what a poem means to them.
Poem figurative language What it means

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Writing Workshop ML Statement Day Eighteen:
Writers sometimes write a poem in response to another poem that draws a lot of emotion so
that they can tell their own version of the same topic

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Choose a poem that you have read that draws a lot of emotion out of you. Model how to write a poem
based on another poets topic by making your own poem in front of the class. Write it on the class chart.
If time, call on students to help you write another poem.

Ask students to think about all the poems they have read and the poems they have copied in their poetry
notebook. Have them think about what poem had a topic they could also write about.

Have students write poems in class today based on another author’s topic or theme. Have lots of poetry
books available for students to look through if they need ideas.

As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

During the share today, invite students to share their new poems with the class.

Chart for mini-lesson

Writers sometimes write a poem in response to another poem that draws a lot
of emotion so that they can tell their own version of the same topic.
Write a poem in front of the class based on one of your favorite poems.
If time, write another poem with the students’ help.

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Reading Workshop ML Statement Day Nineteen:
Readers reflect on their favorite poems by highlighting words or phrases that are special to
them so that they can remember why those parts were so important.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of your favorite poems and complete the first example for the class, pulling out words or
phrases that are your favorite and explaining why.

•Work through the second example with a second poem by sharing your ideas and calling on some
students to share as well.

•Ask students to turn-and-talk about their ideas for the third example with another poem, and call on
some to share. Add their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down the poem title and any words or phrases that really stand out to them
as they read poetry today.
•Tell them that they can go back and read some of their favorite poems again if they want.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

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 Chart for mini-lesson

Readers reflect on their favorite poems by highlighting words or phrases that are
special to them so that they can remember why those parts were so important.
Favorite Poems Words or phrases

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Writing Workshop ML Statement Day Nineteen:
Writers edit their poems so that they are sure to deliver their best work to readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Today students can edit their own work or the work of others.

•Spend some time going over what students have learned about writing poetry.

•Make a class list and have students add the list to one of the back pages in their poetry journals.

•Tell students that today they are going to pick one of the poems they have written in their poetry journal
to publish.

•Have them edit the poem today, looking carefully at any spelling errors.

•Have them copy the poem onto special paper or the computer. If time, they can illustrate the poem.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share today, invite students to share their poems and illustrations with the class.

Chart for mini-lesson

Writers edit their poems so that they are sure to deliver their best work to
readers.
What we Have Learned about Writing Poetry
Make a class list and have students add the list to the back of their poetry journals

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Reading Workshop ML statement Day Twenty:
Readers think carefully about creating a cover and table of contents for their poetry
journals so that they can create images of the topics and feelings that are most special to
them.

•Readers keep a record of all the text they have read so they can think back to all the things they have
learned as readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Make a class list of all the things that should be included in their table of contents for their poetry journals.

•Make a class list of ideas to include on the cover page.

•Tell students that today they are going to be making their table of contents on the first page of their
poetry journal.

•Show them examples of tables of contents from poetry collections you have read.

•If time, have students begin to decorate their covers. This lesson may take more than one day.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share their tables of content and cover pages with a partner.

    Chart for mini-lesson

Readers think carefully about creating a cover and table of contents for their
poetry journals so that they can create images of the topics and feelings that are
most special to them.
What to Include in the Table of Contents:

Ideas for a Cover:

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Writing Workshop ML Statement Day Twenty:
Writers publish poems in several different ways so that readers can enjoy all of their hard
work.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Choose one of the authors to read from Seeing the Blue Between Advice and Inspiration For Young Poets.

•Make a class list of ideas for how the students can celebrate all their hard work this unit. They might have
some creative ideas for publishing!

•Talk about poetry jams and refer to Wham! It’s A Poetry Jam

•Come up with an ideas and plans for publishing and celebrating students’ poetry.

•During independent writing, have students finish their final copies and practie reading their poems.

•Hand out the ‘Record of Writing’ form. Have students either glue this in their writer’s notebooks or keep in
a writing folder.

•Tell them the importance of remembering the hard work they have put into finishing a writing piece.

•Make sure students understand that all the writing strategies they learned in the last month can be used
over and over again for the rest of their lives. They will learn so many great writing strategies throughout
this school year that their last writing piece should be their strongest!

•Give students time to fill the column for their first completed writing project.

•Celebrate their work by giving them time to share what they have written.
   
   

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 My Record of Writing

Name _____________________________________
Completed Genre Title What I learned
on…

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 Reading Conference Observation Notes:

Week of:___________________________________
*put an X by the day of conference JR(just right book), C (challenging), E (easy)
Student M T W th F Book Title: JRC Mastered skills… Beginning skills…
E

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 Writing conference observations notes:

Week of:______________________________________ *put an X by the day of conference

Student M T W th F Writing piece: Mastered skills… Beginning skills…

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 Reading Log Sheet
E=easy JR=just right Ch=challenging
Put the date completed or an S if you stopped reading the book
# Book title E JR Date genre
Ch Completed/
Stopped

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Tabs for Reader’s and Writer’s Notebook
You can laminate these tabs for students so they can cut them out and place them in the appropriate
places in their reader’s and writer’s notebooks.

Writer’s Notebook: Reader’s Notebook:

Reading Responses
Gathering Seeds

Mini-Lessons

Mini-Lessons
Reading Log
Word Work

Book Talk Form

Title: Author:

Interesting characters: Favorite parts:

Books it is like: Exciting events:

What makes this book great: What makes this book great:

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 Printable mini-lesson statements for reading and writing notebooks…

Readers can identify poetry and explain why authors write in poetic form so that they can
appreciate the art form of poetry.

Writers read and copy poems into a poetry journal so that they can make personal connections
and collect interesting poems.

Readers think about what a poem says so that they can think more deeply about what the
poem means to them.

Writers pay attention to line spacing and line breaks when copying poems that are special to
them so that they can think about how the spacing and line breaks affects the meaning of the
poems.
Readers think about how to read poetry aloud so that they can enjoy the rhythm of the words
and phrases within the poem.

Writers analyze what they notice about poems so that they can think about what the poem says
to them.

Readers look for themes in poems so that they can identify and connect to the author’s message.

Writers comment on other’s poems so that they can describe why those poems are important to
them.

Readers notice the beginning and ending of poems so that they can think about how the author
chose to deliver his/her message.

Writers understand the purpose of line breaks and line spacing so that they can try those
strategies out in their own poetry.

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Readers create images in their minds as they read carefully chosen words in a poem so that
they can feel emotions and respond to their feelings.

Writers communicate feelings, sensory images, events, and ideas through poetry so that their
readers can connect to their writing.

Readers identify the use of similes in poems so that they can understand why the author chose
those specific words or phrases.

Writers get ideas for writing poetry by thinking about what interests them so that they can fill
their poems full of emotion.

Readers identify the use of metaphors in poems so that they can understand why the author
chose those specific words or phrases.

Writers express their emotions and feelings about a narrative piece by writing a poem so that
they can share their thoughts with others.

Readers identify the use of analogies in poems so that they can understand why the author
chose those specific words or phrases.

Writers identify many different types of poems so that they can think about which form they
would like to write their poems in.

Readers notice when authors show rather than tell in their poetry so that they can picture things
in their own minds.

Writers use specific words or phrases to convey their strong feelings about a topic so that they
can express those feelings to their readers.

Readers identify the use of alliterations in poems so that they can understand why the author
chose those specific words or phrases.

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Writers use words to convey strong images so that their readers can visualize the important
themes from the poem.

Readers identify the use of personification in poems so that they can understand why the
author chose those specific words or phrases.

Writers identify the difference between poetic language and ordinary language so that they can
intentionally choose the types of images they want to create for their readers.

Readers identify the use of onomatopoeia in poems so that they can understand why the author
chose those specific words or phrases.

Writers understand the importance of a satisfying ending in poems so that they can create
closure for their readers.

Readers identify the use of hyperpoles in poems so that they can understand why the author
chose those specific words or phrases.

Writers carefully select titles for their poems that reflect the mood and theme so that their
readers will have a foundation for they type of poem they are about to read.

Readers identify the use of idioms in poems so that they can understand why the author chose
those specific words or phrases.

Writers choose topics that are significant to them so that they can write with emotion and invoke
emotion in their readers.

Readers identify the use of cliches’ in poems so that they can understand why the author chose
those specific words or phrases.

Writers remove extra words in their poems so that only the most important words and phrases
are left.

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Readers visualize events and emotions while reading poetry so that they can appreciate and
enjoy the poems they are reading.

Writers sometimes borrow another author’s words or phrases and use them in their own poetry
so that they can develop their own thinking around other author’s ideas.

Readers understand figurative language so that they can think more deeply about what a poem
means to them.

Writers sometimes write a poem in response to another poem that draws a lot of emotion so that
they can tell their own version of the same topic.

Readers reflect on their favorite poems by highlighting words or phrases that are special to
them so that they can remember why those parts were so important.

Writers edit their poems so that they are sure to deliver their best work to readers.

Readers think carefully about creating a cover and table of contents for their poetry journals so
that they can create images of the topics and feelings that are most special to them.

Writers publish poems in several different ways so that readers can enjoy all of their hard work.

Copyright:      Out of This World Literacy (Jen Bengel) 102

 Professional References

Anderson, J. 2005. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s
Workshop. Portland, ME: Stenhouse Publishers.

Buckner, A. 2005. Notebook Know-How: Strategies for the Writer’s Workshop. Portland, ME:
Stenhouse Publishers.

Pinnell, G.S., and I.C. Fountas. 2001. Guiding Readers and Writers (Grades 3-6): Teaching,
Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann.

Pinnell, G.S., and I.C. Fountas. 2006. Teaching for Comprehending and Fluency: Thinking,
Talking, and Writing About Reading, K-8. Portsmouth, NH: Heinemann.

***Thank you to http://www.etsy.comshopkpmdoodles for the great clip art!!

Copyright:      Out of This World Literacy (Jen Bengel) 103