Unit of Study

One Month of Reading

and Writing Lessons
with Tons of
Printable Resources
Jen Bengel 2014
 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 8

The Reading & Writing Mini-Lesson Statements……………………………………………………….………….pages 9-25

Mini-Lesson Details
With Charts and Share Activities……………………………………………………………………….……..………..…….page 26-86

My Record of Writing………………………………………………………………………….………………………………….…………….page 87

Reading Conference Observation Notes Form……………………………………………………………..………….page 88

Writing Conference Observation Notes Form……………………………………………………………………….….page 89

Reading Log Sheet…………………………………………………………………………………………………………………………………page 90

Tabs for Reader’s & Writer’s Notebooks…………………………………………………………………………………….page 91

Book Talk Form…………………………………………………………………………………………..……………………………………………page 91

Printable Mini-Lesson Statements

For Reading and Writing Notebooks…………………………………………………………….……………………page 92-95
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 traditional literature reading and writing unit is an awesome resource for teaching a month
of both reading and writing workshops. 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 goal of this unit is to introduce students to numerous text elements and topics within
traditional literature texts and to have students write their own traditional literature piece. Students
will learn to think like a reader and apply those strategies as a writer. The reading and writing
lessons cover topics such as:
•
different types of traditional literature
•patterns in traditional literature
•heroes in traditional literature
•villains in traditional literature
•problem/solution
•moral lessons
•order of events
•good triumphs email
•elements of magic
•predictable endings
•repeated language
•using dialogue
•comparing different texts with similar themes
•key events and illustrations
•adding important information
•figurative language
•font changes
•common language found in traditional literature
•analyzing the moral lesson
•ask and answer questions
•reflect on the genre

20 interactive read-aloud texts are listed and used in each of the 20 reading lessons. Every text is
an example of traditional literature. The texts were carefully chosen to show a variety of fantasy,
fairy tale, and folklore. Reading these books is great because they offer examples of traditional
literature writing 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.

Copyright:      Out of This World Literacy (Jen Bengel) 2

 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.

Copyright:      Out of This World Literacy (Jen Bengel) 3

 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.

Copyright:      Out of This World Literacy (Jen Bengel) 4

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.

Copyright:      Out of This World Literacy (Jen Bengel) 5

 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.

Copyright:      Out of This World Literacy (Jen Bengel) 6

•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.

Copyright:      Out of This World Literacy (Jen Bengel) 7

 List of IRA’s To read the first

month of school:

Remember…in order to reference these books 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 picture books!!
The following texts are referenced as learning tools in the reading and some
of the writing mini-lessons in this memoir genre study…

•The Three Sillies retold by Kathryn Hewitt

•The Three Swingin’ Pigs by Vicky Rubin
•The Orphan by Anthony L. Manna & Soula Mitakidou
•The Princess and the Magic Locket by Nick Ellsworth
•The Trouble With Wishes by Dianne Stanley
•Sylvester and the Magic Pebble by William Steig
•The Princess and the Pizza by Mary Jane
•Adelita A Mexican Cinderella Story by Tomie dePaola
•The Emperor’s New Clothes retold by Susan Blackaby
•The Princess and the Pea retold by Susan Blackaby
•The True Story of the Three Little Pigs! by Jon Scieszka
•Cinder Edna by Ellen Jackson
•Princess Furball by Charlotte Huck
•The Duchess of Whimsy by Randall de Seve
•Princess Pigatoria and the Pea by Pamela Duncan Edwards
•Gone With the Wand by Margie Palatini
•The Frog Prince retold by Edith H. Tarcov
•Tico and the Golden Wings by Leo Lionni
•The Ugly Duckling by Jerry Pinkney
•The King’s Stilts by Dr. Seuss

Copyright:      Out of This World Literacy (Jen Bengel) 8

 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 the entire process of writing a traditional
literature piece. Prior to beginning the unit I spend one reading workshop time having students find
traditional literature chapter books they would like to read. This usually involves a trip to the library.
I use my writing workshop time to talk about text features students have noticed in the traditional
literature texts they have chosen to read. We make a class anchor chart titled, “Text Features in
Traditional Literature.” We keep this chart up all unit and add our new understandings as we work
through the lessons.

Day Reading lesson Writing lesson Ira books to Read

Before the Lesson
1 Readers understand the Writers make lists of The Three Sillies
different types of traditional literature Defining and
traditional literature so stories they have heard recalling different
that they can identify before so that they can types of traditional
characteristics of each gather ideas from those literature
type. stories to use in their own
writing.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.2 Recount stories, including 2.5 With guidance and
fables and folktales from support from adults and
diverse cultures, and peers, focus on a topic
determine their central and strengthen writing as
message, lesson, or moral needed by revising and
editing.

Copyright:      Out of This World Literacy (Jen Bengel) 9

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
2 Readers notice patterns in Writers consider the The Three Swingin’
traditional literature so that common patterns found Pigs
they can identify those in traditional literature Identifying
patterns in the traditional so that they can create patterns in
literature they are reading. ideas that follow those traditional
patterns. literature

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write

2.2 Recount stories, including narratives in which they
recount a well-elaborated
fables and folktales from
event or shortsequence of
diverse cultures, and events, include details to
determine their central describe actions, thoughts,
message, lesson, or moral and feelings, use temporal
words to signal event order,
and provide a sense of
closure.
3 Readers identify the heroes Writers develop heroes The Orphan A
in traditional literature stories for their traditional Cinderella Story
so that they can identify literature story so that from Greece
traits that make those they create strong Heroes in
characters heroes. characters for their Traditional
story. Literature

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.

2.3 Describe how characters in 2.5 With guidance and
a story respond to major support from adults and
events and challenges. peers, focus on a topic
and strengthen writing
as needed by revising
and editing.

Copyright:      Out of This World Literacy (Jen Bengel) 10

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
4 Readers identify the Writers develop villains The Princess and
villains in traditional for their traditional the Magic Locket
literature stories so that literature story so that Villains in traditional
they can identify traits they create strong literature
that make those characters for their story.
characters villains.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.5 With
2.3 Describe how characters guidance and support from
in a story respond to major adults and peers, focus on
events and challenges. a topic and strengthen
writing as needed by
revising and editing.

Copyright:      Out of This World Literacy (Jen Bengel) 11

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
5 Readers identify the main Writers create a main The Trouble with
problem and solution in problem and solution for Wishes
traditional literature stories their traditional literature Problem/ Solution
so that they can evaluate story so that they can
how entertaining the story develop an entertaining
was. story for their readers.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.

2.2 Recount stories, including 2.3 Write narratives in
fables and folktales from which they recount a
diverse cultures, and well-elaborated event or
determine their central shortsequence of events,
message, lesson, or moral include details to describe
actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

Copyright:      Out of This World Literacy (Jen Bengel) 12

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
6 Readers identify the Writers create a moral Sylvester and the
moral lesson of a lesson to include in their Magic Pebble
traditional literature story traditional literature story Moral lessons in
so that they can consider so that they can teach traditional literature
how they can apply what their readers a lesson
they learned to their own that they can learn from.
lives.
CCSS CCSS.ELA-Literacy.RL.2.10 By CCSS.ELA-Literacy.W.
the end of the year, read 2.3 Write narratives in
and comprehend literature, which they recount a well-
including stories and poetry, elaborated event or
in the grades 2– shortsequence of events,
3 text complexity band include details to describe
proficiently, with actions, thoughts, and
scaffolding as needed at feelings, use temporal
the high end of the range. words to signal event
order, and provide a sense
of closure.

Copyright:      Out of This World Literacy (Jen Bengel) 13

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
7 Readers identify the main Writers brainstorm events The Princess and
events in a traditional for the beginning, middle, the Pizza
literature story so that and end of their Order of Events
they can think about how traditional literature story
the order of the events so that they can develop
makes the story easy to sequence of events that is
understand. easy for their readers to
understand.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.2 Recount stories, including 2.3 Write narratives in
fables and folktales from which they recount a well-
diverse cultures, and elaborated event or
determine their central shortsequence of events,
message, lesson, or moral include details to describe
actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

Copyright:      Out of This World Literacy (Jen Bengel) 14

Day Reading lesson Writing lesson Ira books to Read

8 Readers recognize when Writers create events in Adelita A Mexican

good triumphs evil in their traditional literature Cinderella Story
traditional literature so story that build tension so Good triumphs
that they can discuss their that they can lead up to evil
opinions about the events when good triumphs evil.
in the story.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write

2.6 Acknowledge narratives in which they
differences in the points recount a well-elaborated
of view of characters, event or shortsequence of
including byspeaking in a events, include details to
different voice for each describe actions, thoughts,
character and feelings, use temporal
when reading dialogue words to signal event order,
aloud. and provide a sense of
closure.

Copyright:      Out of This World Literacy (Jen Bengel) 15

Day Reading lesson Writing lesson Ira books to Read

9 Readers identify elements Writers create elements of The Emperor’s

of magic in traditional magic in their traditional New Clothes
literature so that they can literature stories so that Elements of
discuss how magic adds to they can entertain their magic: Begin
the enjoyment of the readers. rough draft
story.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write

2.2 Recount stories, including narratives in which they
fables and folktales from recount a well-elaborated
diverse cultures, and event or shortsequence of
determine their central events, include details to
message, lesson, or moral describe actions, thoughts,
and feelings, use temporal
words to signal event order,
and provide a sense of
closure.

Copyright:      Out of This World Literacy (Jen Bengel) 16

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
10 Readers compare the Writers revise their ending so The Princess and
endings of different that it is very predictable the Pea
traditional literature based on the events in their Predictable
stories so that they can traditional literature story. endings
notice things that are
the same and
different.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write
2.9 Compare and narratives in which they
contrast two recount a well-elaborated
or more versions of the event or short sequence of
same story (e.g., events, include details to
Cinderella stories) by describe actions, thoughts, and
different authors or feelings, use temporal words
from different cultures. to signal event order, and
provide a sense of closure.

11 Readers notice when Writers choose a few lines to The True Story of
language is repeated in repeat throughout their the Three Little
traditional literature so
traditional literature story so Pigs
that they can predict that they can help their Repeated
what will happen next. readers predict what will language
happen next.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write
2.4 Describe how words narratives in which they
and phrases (e.g., recount a well-elaborated
regular beats, event or short sequence of
alliteration, rhymes, events, include details to
repeated lines) supply describe actions, thoughts, and
rhythm and meaning in feelings, use temporal words
a story, poem, or song. to signal event order, and
provide a sense of closure.

Copyright:      Out of This World Literacy (Jen Bengel) 17

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
12 Readers make connections Writers ask themselves Cinder Edna
between different questions as they are Comparing
versions of the same writing so that they can different versions
traditional literature story be sure their story will of the same story
so that they can compare make sense to their
how the stories are alike readers.
and different.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.2 Recount stories, including 2.5 With guidance and
fables and folktales from support from adults and
diverse cultures, and peers, focus on a topic
determine their central and strengthen writing as
message, lesson, or moral needed by revising and
editing.

Copyright:      Out of This World Literacy (Jen Bengel) 18

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
13 Readers make connections Writers change words or Princess Furball
between different phrases so that they can Comparing
traditional literature stories make their writing more different texts with
that have the same theme interesting for the similar themes
so that they can compare readers.
how the stories are alike
and different.
CCSS CCSS.ELA-Literacy.RI.2.1 Ask CCSS.ELA-Literacy.W.
and answer such questions 2.5 With guidance and
as who, what, where, support from adults and
when, why, andhow to peers, focus on a topic
demonstrate understanding and strengthen writing as
of key details in a text. needed by revising and
editing.

Copyright:      Out of This World Literacy (Jen Bengel) 19

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
14 Readers identify key Writers create The Duchess of
events in a traditional illustrations for their Whimsy  
literature story so that traditional literature Key Events and
they can determine stories so that they Illustrations  
what is necessary in can add meaning to
understanding the the main events in
story.   their story.  

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.

2.2 Recount stories, including 2.3 Write narratives in
fables and folktales from which they recount a well-
diverse cultures, and elaborated event or short
determine their central sequence of events,
message, lesson, or moral include details to describe
actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

Copyright:      Out of This World Literacy (Jen Bengel) 20

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
15 Readers identify figurative Writers add figurative Princess Pigtoria
language in traditional language to their and the Pea
literature so that they can traditional literature Using figurative
describe how it helps make stories so that their language
the story more writing is more
entertaining. entertaining for their
readers.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.4 Describe how words and 2.3 Write narratives in
phrases (e.g., regular which they recount a well-
beats, alliteration, rhymes, elaborated event or short
repeated lines) supply sequence of events,
rhythm and meaning in a include details to describe
story, poem, or song. actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

Copyright:      Out of This World Literacy (Jen Bengel) 21

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
16 Readers recognize when Writers create different Gone With the Wand
font size and shape font sizes and shapes in Font changes
changes so that they can a traditional literature
analyze how the changes story so that the changes
add to the meaning of the can add to the meaning
story. of the story.

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 poetry, peers, focus on a topic
in the grades 2– and strengthen writing as
3 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) 22

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
17 Readers recognize Writers add common The Frog Prince
common language found in language found in Adding and
traditional literature so traditional literature to identifying common
that they can appreciate their own writing so that language found in
its value to the story. their writing can be easily traditional literature
identified as a traditional
literature piece.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.4 Describe how words 2.5 With guidance and
and phrases (e.g., regular support from adults and
beats, alliteration, rhymes, peers, focus on a topic
repeated lines) supply and strengthen writing as
rhythm and meaning in a needed by revising and
story, poem, or song. editing.

Copyright:      Out of This World Literacy (Jen Bengel) 23

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
18 Readers consider whether Writers share their work Tico and the Golden
the moral lesson in a with others so that they Wings
traditional literature piece can make sure their Analyzing the moral
was worthwhile so that message is easily lesson
they can decide whether understood.
to apply it to their own
lives or not.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.6 Acknowledge 2.5 With guidance and
differences in the points support from adults and
of view of characters, peers, focus on a topic
including byspeaking in a and strengthen writing as
different voice for each needed by revising and
character editing.
when reading dialogue
aloud.
19 Readers ask and answer Writers think about The Ugly Duckling
questions about what they everything they know Ask and answer
are wondering during about grammar and questions about
reading so that they can conventions when they reading
develop a deeper are writing their final
understanding of the drafts so that they can
story. publish their best work.
CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.L.
and answer such questions 2.2 Demonstrate command
as who, what, where, when, of the conventions of
why, andhow to standard English
demonstrate understanding capitalization, punctuation,
of key details in a text. and spelling when writing.

Copyright:      Out of This World Literacy (Jen Bengel) 24

Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
20 Readers think about Writers keep a record of The King’s Stilts
everything they have their published pieces Reflect on the genre
learned while reading and what they have
traditional literature stories learned as writers so
so that they can reflect on that they can remember
why this genre is all the great writing
important. strategies when they
move on to another piece.

CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.W.

and answer such questions 2.8 Recall information
as who, what, where, from experiences or
when, why, andhow to gather information from
demonstrate provided sources to
understanding of answer a question.
key details in a text.

Copyright:      Out of This World Literacy (Jen Bengel) 25

Mini-Lesson Details with Charts and Share Activities

Reading Workshop ML Statement Day One:

Readers understand the different types of traditional literature so that they can identify
characteristics of each type.

•Because it is the first day of the unit, this mini-lesson will include an IRA and take much longer than a
normal lesson.

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

•I have students choose a traditional literature book to read during their independent reading time for this
unit. I do this so students can try out all the reading strategies from our mini-lessons during independent
reading time. Also, I want students to read different genres than they would normally choose on their
own. We spend some time in the school library, finding appropriate traditional literature texts to read
before we begin our unit.

•Read, The Three Sillies as an example of a traditional literature text. Ask students to think about the kinds
of text features and patterns they notice as you read.

•As a class, define what traditional literature is on the class chart. I have provided an example of a
definition for you. But, you may choose to create your own with the class.

•Break the genre of traditional literture into four categories and define each. Again, I have provided
examples, but you may choose to create your own as a class.

•Instruct students to pay attention to the text features as they begin to read independently today. Have
students write down which type of traditional literature book they are reading on a post-it, thinkmark, or
in their reader’s notebook. Also have them include their reasons why they think the book is a specific
genre. Tell them they will be sharing some of this 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.

•Spend 10 minutes at the end of the workshop gathering at the carpet in a circle. Have each student bring
the book they are currently reading.

•Take notes as each child shares, writing down book titles, genres, and reasonings. This is sooooo
important to do; your students have probably never had a teacher write down what they are saying. It
shows them you value their thinking and are sincerely interested in what they have to say. It’s okay to ask
them to slow down because you want to write notes on what they are saying and to explain to them why
you are taking notes. This is a great way to build students’ confidence and value them as readers!! Not to
mention it gives you a wealth of knowledge about each student as an independent readerJ

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

 chart for mini-lesson

Readers understand the different types of traditional literature so that they can
identify characteristics of each type.
Traditional Literature: narrative stories passed down from generations often
including magic, moral lessons, and fictional characters.
Folktales: Fables: Myths: Legends:
A type of An untrue story that An old story A story told
storytelling passed usually teaches a usually dealing through generations
down orally and lesson or tells about with supernatural that may or may not
believed to be a legendary person. beings or be true. They may
untrue. ancestors that include some elements
teach cultural of history.
lessons.

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

Writing ML Statement Day One:
Writers make lists of traditional literature stories they have heard before so that they can
gather ideas from those stories to use in their own writing.

•The purpose of today’s lesson is to reactivate students’ thinking about traditional literature. It is like a
prewriting to prewriting (if that makes sense). Students will recall and analyze what they already know
about traditional literature writing.

•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)

•Make a class list of traditional literature students may be familiar with. Ask for students to share a few
of their own ideas. Once you have a nice class list, circle a few titles that stand out and write more about
them on clean pages. This should be an interactive activity, where students contribute to the thinking for
story. You can retell some of the memorable parts from the traditional literature piece and also add your
own opinions of each.

•Have students turn to the gathering seeds portion of their notebook.

•Tell them that they are going to make their own lists of traditional stories they have heard before.
Give them about 10 minutes to make their lists. Some may choose several from the class chart, but they will
likely add many of their own as well.
•Ask students to share what they have so far with a partner.
•After they have shared with a partner, call on a few to share with the class.

•Then ask students to circle two or three titles that they would like to write more about.

•Have students title a clean page for each topic and give them the rest of writing time to write everything
that comes to mind about each story. Students can also write down their opinions, things they wonder,
favorite parts, etc.

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 their writing.

Bring students back to the carpet for the last five minutes with their notebooks. Have them share with a
partner some things they wrote about today.

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.
Copyright:      Out of This World Literacy (Jen Bengel) 28
 Chart for mini-lesson
Writers make lists of traditional literature stories they have heard before so that
they can gather ideas from those stories to use in their own writing.
Make a class list and then discuss a few in detail

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

Reading Workshop ML Statement Day Two:
Readers notice patterns in traditional literature so that they can identify those patterns in
the traditional literature they are reading.

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

•Talk with students today about the traits and patterns often found in traditional literature.

•Review the two read-alouds that you have read in class already and use them as examples for today’s
lesson.

•Begin the class chart by putting a few text features and patterns students already are noticing about
traditional literature.

•Ask student to turn and talk with a partner about other ideas they could add to the chart.

•Call on students and add their thinking to the chart.

•This chart will stay up all month and will be added to as students develop more understandings about
traditional literature as both readers and writers.

•During independent reading today, ask students to look for text features and patterns either that were
already discussed or are new ideas to add to the class list. Students can write their thoughts on a
thinkmark, a post-it, 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 today, have students turn and share what they wrote about any text features. Add any
new insights to the class chart.

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

 Chart for mini-lesson

Readers notice patterns in traditional literature so that they can identify those
patterns in the traditional literature they are reading.

Patterns and Text Features Found in Traditional Literature:

Complete this chart as a class. Keep it up as an anchor chart and add to it as

you read more books and study traditional literature over the next month.

Examples on your list might include:

•Things come in threes or sevens
•Good v. evil (good usually wins)
•Smallest or weakest characters become the heroes
•Tricksters
•Journeys
•Witty
•Include elements of magic
•Riddles
•Moral lessons
•Predicatable endings

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

Writing ML Statement Day Two:
Writers consider the common patterns found in traditional literature so that they can create
ideas that follow those patterns.

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

•Model for students how to brainstorm using some of the text features talked about during the reading
workshop in your own writing.

•As students begin to think about writing their own traditional literature story, make sure that you write
your own story as well. It is important to show students that you are writer by taking your own piece
through the writing process. Not only will your writing act as an excellent model for what you are asking
your students to try as writers, they will also be very excited to see what you create!

•Complete the class chart with your own thinking. Fill in the four column titles with text features (magic,
things in 3’s and 7’s, good v. evil, etc.) and brainstorm some ideas.

•This modeling will help students be able to try it out on their own.

•Have students turn to the gathering seeds portion of their notebook. Have them create a chart like you
made and brainstorm some writing.

•Tell students that today during independent writing they are going to brainstorm some ideas using the text
features chart as their guide.

•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 their writing.

•Bring students back to the carpet for the last five minutes with their notebooks. Have them share with a
partner the writing they did today.
   
    Chart for mini-lesson

    Writers consider the common patterns found in traditional literature so that they can
create ideas that follow those patterns.

Fill in the column titles with text feature ideas you adding to the class chart during the
reading workshop

Use your own thinking to brainstorm some ideas for your own writing

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

Reading Workshop ML Statement Day Three:

Readers identify the heroes in traditional literature stories so that they can identify traits
that make those characters heroes.

•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 there is often at least one hero in traditional literature stories.

•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.

•Challenge students to think about the heroes in the traditional literature books they are reading
independently.

•Tell them to write down the heroes and describe their charcter traits as they are reading. Students can
write their thinking in their reader’s notebook, on a post-it, or on a thinkmark.

•Make sure students know they will be sharing their thinking at the end of the workshop today.

•During the share, ask students to talk with a partner about what they wrote in response to reading today.
Ask a few to share with the class.

Copyright:      Out of This World Literacy (Jen Bengel) 33

 Chart for mini-lesson

Readers identify the heroes in traditional literature stories so that they can identify
traits that make those characters heroes.
Book Heroes Character Traits
The Three
Sillies

The Three
Swingin’ Pigs

The Orphan a
Cinderella
Story from
Greece

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

Writing Workshop ML Statement Day Three:
Writers develop heroes for their traditional literature story so that they create strong
characters for their story.

•Ask students to think about the heroes in the books they have read so far. What kind of character traits
did they have? How did they act? How did they become heroes?

•Tell students that today they are going to develop a hero for their traditional literature stories.

•Model this by completing the graphic organizer on the class chart with your own writing. It is very helpful
to do your writing ahead of time so that you are not taking up too much of the students’ writing time.

•Show students your writing and think aloud about what details you could add to the descriptions of your
heroes. Have a conversation about your writing with students.

•Tell students to turn to the next clean page in their writers notebooks and title it, “Heroes.” Have them copy
the outline for the graphic organizer from the class chart.

•Tell students they will be brainstorming heroes for their stories today. Remind them that this is the
prewriting stage and that they should write down all their thinking. They can decide later what exactly
they will include in their final writing piece.

•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 student volunteers to share what they wrote today.

•Be sure to take notes as students share. This will help you remember each student’s unique talents, as well
as send a strong message that you value their writing!

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

 Chart for mini-lesson

Writers develop heroes for their traditional literature story so that they create
strong characters for their story.
Use this space to model your own writing from in the graphic organizer by
following the directions above
Hero names: Character Physical What might happen in
Traits: Description: the story?:

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

Reading Workshop ML Statement Day Four:
Readers identify the heroes in traditional literature stories so that they can identify traits
that make those characters heroes.

•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 there is often at least one villain in traditional literature stories.

•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.

•Challenge students to think about the villains (if any) in the traditional literature books they are reading
independently.

•Tell them to write down the villains and describe their charcter traits as they are reading. Students can
write their thinking in their reader’s notebook, on a post-it, or on a thinkmark.

•Make sure students know they will be sharing their thinking at the end of the workshop today.

•During the share, ask students to talk with a partner about what they wrote in response to reading today.
Ask a few to share with the class.
   
Chart for mini-lesson
   
Readers identify the villains in traditional literature stories so that they can identify
traits that make those characters villains.
Books Villains Character Traits
The Princess and the
Magic Locket (fill in chart based on your think-aloud
examples, & students’ thinking)
The Orphan a Cinderella
Story from Greece

The Three Sillies

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

Writing Workshop ML Statement Day Four:

Writers develop villains for their traditional literature story so that they create strong
characters for their story.

•Ask students to think about the heroes in the books they have read so far. What kind of character traits
did they have? How did they act? How did they become villains?

•Tell students that today they are going to develop a villain for their traditional literature stories.

•Model this by completing the graphic organizer on the class chart with your own writing. It is very helpful
to do your writing ahead of time so that you are not taking up too much of the students’ writing time.

•Show students your writing and think aloud about what details you could add to the descriptions of your
villains. Have a conversation about your writing with students.

•Tell students to turn to the next clean page in their writers notebooks and title it, “Villains.” Have them copy
the outline for the graphic organizer from the class chart.

•Tell students they will be brainstorming villains for their stories today. Remind them that this is the
prewriting stage and that they should write down all their thinking. They can decide later what exactly
they will include in their final writing piece.

•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 student volunteers to share what they wrote today. Be sure to take notes
as students share. This will help you remember each student’s unique talents, as well as send a strong
message that you value their writing!

Chart for mini-lesson

Writers develop villains for their traditional literature story so that they create strong
characters for their story.
Use this space to model your own writing from in the graphic organizer by following
the directions above
Villain names: Character Physical What might happen in
Traits: Description: the story?:

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

Reading Workshop ML Statement Day Five:
Readers identify the main problem and solution in traditional literature stories so that they
can evaluate how entertaining the story was.

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

•Today, focus on understanding the main problem and solution of the traditional literature books you have
read as a class. Have a discussion about your opinions as to how entertaining the book was.

•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 to identify the major problem and solution so far in the traditional literature books they are
reading independently. Have them write 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 their thinking. Call on students to share with the
class.

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

 Chart for mini-lesson

Readers identify the main problem and solution in traditional literature stories so
that they can evaluate how entertaining the story was.
Book ProblemSolution How Entertaining the Story Was
The Trouble
With Wishes
(fill in chart based on
your think-aloud
The Three examples, & students’ thinking)
Sillies

The Princess
and the Magic
Locket

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

Writing Workshop ML Statement Day Five:

Writers create a main problem and solution for their traditional literature story so that they
can develop an entertaining story for their readers.

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

•Model for the class your graphic organizer for problem and solution. Explain to the students that really
good writing has an entertaining problem and solution.

•Try to focus their thinking around the types of things that would interest their audience when they are
planning their problems and solutions today.

•Remind them that authors write traditional literature stories to entertain their readers and teach them a
moral lesson.

•Ask students for advice as you plan different options for problem and solution.

•Tell them to turn to the next clean page in their writer’s notebook and make a t-chart for problem and
solution.

•Have students turn and talk to a partner about their plans for creating a problem and solution for their
writing today.

•Remind them to review the work they have already done with developing heroes and villains. They can
add more details to that work today as well.

•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 their writing. Call on a few to share
with the entire class.
   
Chart for mini-lesson

Writers create a main problem and solution for their traditional literature story so
that they can develop an entertaining story for their readers.
Problem: Solution:

Use this space to model your own writing from in the graphic organizer by following
the directions above

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

Reading Workshop ML Statement Day Six:
Readers identify the moral lesson of a traditional literature story so that they can consider
how they can apply what they learned to their own lives.

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

•Tell students that today identify some moral lessons found in traditional literature books you have read as
a class. Ask them also to consider how they could apply those lessons to their own lives.

•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 to write down moral lessons from and how they can apply them to their own lives in the
traditional literature books they are reading independently. Have them write 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 their thinking. Call on students to share with the
class.

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

 Chart for mini-lesson

Readers identify the moral lesson of a traditional literature story so that they
can consider how they can apply what they learned to their own lives.
Book Moral Lesson How it can be applied to our
own lives
Sylvester and the (fill in chart based on
Magic Pebble your think-aloud
examples, & students’ thinking)

The Trouble With

Wishes

The Three Swingin’ Peas

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

Writing Workshop ML Statement Day Six:
Writers create a moral lesson to include in their traditional literature story so that they can
teach their readers a lesson that they can learn from.

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

•Have a conversation with your class about the different types of moral lessons they have read about in
traditional literature texts. Make a class list of all the lessons.

•Ask students to turn and talk about some ideas they have to include a moral lesson in their own writing.

•Call on students to share and add their thinking to the class chart.

•Tell students to turn to the next clean page in their writer’s notebooks and label it, “moral lessons.”
Give students a few minutes to make a list of ideas.

•After a few minutes has passed, ask them to circle a few of their favorites.

•Have them put each of their favorites on the top of clean pages in their notebooks. Ask them to write all
their ideas down during writing today. Remind them that during prewriting they are writing everything
they think of and not worrying so much about getting exactly the right thing down.

•Encourage students to review all the other prewriting they have done so far as well, adding details to
each section.

•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 create a moral lesson to include in their traditional literature story so

that they can teach their readers a lesson that they can learn from.
What are some ideas for moral lessons?
(fill in chart based on
your think-aloud
examples, & students’ thinking)

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

Reading Workshop ML Statement Day Seven:
Readers identify the main events in a traditional literature story so that they can think about
how the order of the events makes the story easy to understand.

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

•Talk with students about how readers can easily understand stories when the order of events makes
sense. Ask them to think about the order of events in some of the traditinal literature books you have
read as a 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.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down the main events from the traditional literature books they are reading
so far.
•Ask them to write about how the order of those events helped understand the story.
•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) 45

 Chart for mini-lesson

Readers identify the main events in a traditional literature story so that they can
think about how the order of the events makes the story easy to understand.
Main Events How the order helps with
understanding the text
The Princess and
The Pizza

Sylvester and the

Magic Pebble

The Trouble with

Wishes

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

Writing Workshop ML Statement Day Seven:
Writers brainstorm events for the beginning, middle, and end of their traditional literature
story so that they can develop sequence of events that is easy for their readers to
understand.

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

•Model for the class your graphic organizer for beginning, middle, and end. Explain to the students that
the most important thing to remember is that their writing makes sense to their readers. Model how
writers reread their work to make sure it is making sense.

•Try to focus their thinking around the types of things that would interest their audience when they are
planning their outlines today.

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

•Model for the class your graphic organizer for beginning, middle, and end. Explain to the students that
the most important thing to remember is that their writing makes sense to their readers. Model how
writers reread their work to make sure it is making sense.

•Try to focus their thinking around the types of things that would interest their audience when they are
planning their outlines today.

•Tell them that they will begin their rough drafts in just a few days. Explain that the reasons writers spend
so much time on prewriting is so that they can have a clear plan for their writing before they even begin.

•It is important to know the beginning, middle, and end of a story before writers begin the rough draft so
that they don’t lose their train of thought and add things their writing that would confuse their readers.

•Keeping a clear focus is extremely important. When writers have a plan, their focus is well thought out.
Have them complete this chart in their writer’s notebooks at the start of independent writing today. If they
have time, they can go back and add more details to the prewriting work they have been working on in
the days before.

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 their writing. Call on a few to share
with the entire class.

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

 Chart for mini-lesson

Writers brainstorm events for the beginning, middle, and end of their traditional
literature story so that they can develop sequence of events that is easy for their
readers to understand.

Beginning: Complete this graphic organizer ahead of time

With your own traditional literature writing story so
that You can model this for your students.

Middle:

End:

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

Reading Workshop ML Statement Day Eight:
Readers recognize when good triumphs evil in traditional literature so that they can discuss
their opinions about the events in the story.

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

•Tell students that today they are going to look carefully at the heroes and villains in some traditional
literature stories. Have a conversation about how the battle between good vs. evil adds excitement to the
story. Talk about your opinions of characters as you discuss.

•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.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down their opinions about any good v. evil happening in their traditional
literature books they are reading independently today.
•Have them also include evidence from the book that will support their opinions.
•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) 49

 Chart for mini-lesson
Readers recognize when good triumphs evil in traditional literature so that they
can discuss their opinions about the events in the story.
Events in the Story Our Opinions

Adelita A Mexican
Cinderella Story

The Princess and the

Magic Locket

The Three Sillies

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

Writing Workshop ML Statement Day Eight:
Writers create events in their traditional literature story that build tension so that they can
lead up to when good triumphs evil.

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

•Talk to students today about how writers choose events that build tension. Model this by showing students
how you buildt tension in the story you are writing. Think through the decisions you made and how you
worked to make your writing strong for your audience.

•Today is the last day of prewriting. Ask them to make their own tension mountain and review all the
prewriting they have completed so far.

•Have them read over all their work, adding details and thinking about how their rough drafts will be put
together tomorrow.

•By this point it may seem like too much prewriting, but you will be amazed at how well ALL your students
will be writing their rough drafts tomorrow because they will be so prepared!

•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 a few details about the major events they wrote about today.
Have them share with partners and then call on a few to share with the class.

Chart for mini-lesson

Writers create events in their traditional literature story that build tension so that they
can lead up to when good triumphs evil.
Add your own events from your story to show how you buildt tension for your
readers.

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

Reading Workshop ML Statement Day Nine:
Readers identify elements of magic in traditional literature so that they can discuss how
magic adds to the enjoyment of the story.

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

•Talk to students today about how authors add magic to traditional literature. Have a discussion about how
the magic adds to the story. Ask them to identify places from the read-alouds where magic happened.

•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.

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

•Ask students to write down places in the stories they are reading independently that show
elements of magic.

•Have them write how the magic adds to the enjoyment of the story.

•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) 52

 Chart for mini-lesson

Readers identify elements of magic in traditional literature so that they can

discuss how magic adds to the enjoyment of the story.
Tension and Suspense How Were You Feeling?
The Emperor’s New
Clothes

Sylvester and the

Magic Pebble

Adelita A Mexican
Cinderella Story

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

Writing Workshop ML Statement Day Nine:
Writers create elements of magic in their traditional literature stories so that they can
entertain their readers.

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

•Today students will begin their rough drafts. Before they begin writing, talk to them about ways they
could add some magic into their writing plans.

•Show students your rough draft that you have written ahead of time. Ask them to find elements of
magic. Talk about all the other writing strategies you have worked on so far.

•Have studnets turn and talk with a neighbor about ideas for adding magic to their writing.

•Send students back to their desks and have them read over all their prewriting before you give them
rough draft paper. They should have all their work out in front of them.

•Give students lots of time today to start their rough drafts.

•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 a few details about the major events they wrote about today.
Have them share with partners and then call on a few to share with the class.

Chart for mini-lesson

Writers create elements of magic in their traditional literature stories so that they
can entertain their readers.
Show students your rough draft as you discuss elements of magic today.

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

Reading Workshop ML Statement Day Ten:
Readers compare the endings of different traditional literature stories so that they can
notice things that are the same and different.

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

•Talk about how traditional literature stories usually have predictable endings. Compare the endings of
different stories you have read in class during the mini lesson today.

•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.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to predict the endings of the stories they are reading independently that show
elements of magic.
•Have them write down reasons for their predictions.
•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 new words at the end of reading today.

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

 Chart for mini-lesson

Readers compare the endings of different traditional literature stories so that

they can notice things that are the same and different.
Endings How they are the same
or different
The Princess and the
Pea

The Emperor’s New

Clothes

The Princess and the

Pizza

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

Writing Workshop ML Statement Day Ten:
Writers revise their ending so that it is very predictable based on the events in their
traditional literature story.

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

•Talk with students about the importance of having an ending that is satifying to the readers.

•Show your rough draft and talk about your ending. Do some revising in front of the class, asking them
for advice to make your ending stronger.

•Have students read over what they have written so far in their rough drafts before they begin writing
again today. Make sure they use their prewriting forms to help with their rough drafts as well.

•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 any new vocabulary or areas they described vocabulary while
working on their rough drafts today.

Chart for mini-lesson

Writers revise their ending so that it is very predictable based on the events in their
traditional literature story.
Show students your rough draft. Focus on your ending and do some revising.

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

Reading Workshop ML Statement Day Eleven:
Readers notice when language is repeated in traditional literature so that they can predict
what will happen next.

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

•Talk about how readers notice repeated words or phrases in traditional literature. Have a discussion
about how the repeated words or phrases help readers predict what will happen next.

•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.

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

•Ask students to write any places where words or phrases were repeated in the traditional
literature books they are reading independently.

•Ask them to write down any predictions they have for what might happen next. 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) 58

 Chart for mini-lesson

Readers notice when language is repeated in traditional literature so that they

can predict what will happen next.
Repeated Words or Phrases Predictions

The True Story of

The Three Little Pigs

The Princess and the

Pizza

The Princess and the

Magic Locket

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

Writing Workshop ML Statement Day Eleven:
Writers choose a few lines to repeat throughout their traditional literature story so that
they can help their readers predict what will happen next.

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

•Talk to students today about adding a few repeated words or phrase to their writing. Some may
already be trying this in their rough drafts.

•Model how to add a repeated word or phrase by showing your own rough draft. Talk about the choices
you made about repeated words.

•Ask students to read over what they have written so far, looking for places to add repeated words or
phrases that would make their writing more entertaining and predictable for their audience.

•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 how they felt while writing today. Ask them if they were coming up with
new things to say as they were writing. Call on students to share how that went for them.
   

    Chart for mini-lesson

   

Writers choose a few lines to repeat throughout their traditional literature story so
that they can help their readers predict what will happen next.
Use this space to model your own writing by following the directions above

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

Reading Workshop ML Statement Day Twelve:
Readers make connections between different versions of the same traditional literature
story so that they can compare how the stories are alike and different.

•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 common it is for traditional literature stories to have different
versions because of the fact that they have been passed down orally from one generation to the next.

•Focus on the three versions of Cinderella stories you have read in class. You could also compare some of
the three little pig stories as well.

•Complete the class chart by adding students’ thoughts. You may want to start the chart out as a model
for the class. You could then have students turn and talk with a neighbor to gather more ideas. Write
students’ thinking on the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any parts of the traditional literature books they are reading
independently that sound like other traditional literature they have read. Depending on what
students are reading, they may not be able to make connections to other versions.
•They can also write down some new thinking as they are reading.
•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 your 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) 61

 Chart for mini-lesson

Readers make connections between different versions of the same traditional

literature story so that they can compare how the stories are alike and different.
Let’s Compare these Cinderella Stories: Cinder Edna, Adelita A Mexican Cinderella
Story, and The Orphan A Cinderella Story from Greece.
Connections How they are alike How they are different

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

Writing Workshop ML Statement Day Twelve:
Writers ask themselves questions as they are writing so that they can be sure their story
will make sense to their readers.

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

•Model how to ask yourself questions as your reread the rough draft you have created in front of the
class.

•Think aloud about some questions you might be wondering. Show students how to read their writing like
they were the audience.

•For example, have the students ask themselves things like, will that part make sense to the other kids in
my class. Correct any places you think might need to be more clearly stated. Take out parts that might not
fit with the main plot of the story.

•Ask students to reread what they have for their rough drafts so far before they begin writing today.
Encourage them to ask themselves questions just as you modeled.

•Students will continue working on their rough drafts today and also do some revising as they check to see
if their writing is making sense.

•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.

Chart for mini-lesson

Writers ask themselves questions as they are writing so that they can be sure their
story will make sense to their readers.
Use this space to model your own writing by following the directions above

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

Reading Workshop ML Statement Day Thirteen:
Readers make connections between different traditional literature stories that have the
same theme so that they can compare how the stories are alike and different.

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

•Today’s lesson is similar to yesterday’s lesson in that you will be comparing different stories. It is different
because you will be comparing stories with similar themes, not different versions of the same story.

•Talk with students today about many traditional literature stories can have the same theme, even though
the story is different.

•Focus on the idea of princesses and the themes found in, Princess Furball, The Princess and the Magic
Locket, and The Princess and the Pea.

•Complete the class chart by adding students’ thoughts. You may want to start the chart out as a model
for the class. You could then have students turn and talk with a neighbor to gather more ideas. Write
students’ thinking on the class chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any themes from the traditional literature books they are reading
independently that are similar to other traditional literature they have read.
•Depending on what students are reading, they may not be able to make connections to other
stories. They can also write down some new thinking as they are reading.
•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 your 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) 64

 Chart for mini-lesson

Readers make connections between different traditional literature stories that have
the same theme so that they can compare how the stories are alike and different.
Let’s Compare these Cinderella Stories: Princess Furball, The Princess and the Magic
Locket, and The Princess and the Pea.
Similar themes Evidence from the story are they accurate?

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

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 change words or phrases so that they can make their writing more
interesting for the readers.
Model this skill by changing some words and phrases in your own rough draft

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

Reading Workshop ML Statement Day Fourteen:
Readers identify key events in a traditional literature story so that they can determine what
is necessary in understanding the story.

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

•Talk about how identifying the key events in a story can help add to a deepr understanding of what is
happening. Sometimes authors include details that aren’t necessary critical in understanding the main idea.
They may be included for other purposes, such as to entertain or visualize. Help students find the most
important events today.

•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.

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

•Ask students to write down the most important events from the traditional literature books they
are reading.

•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) 67

 Chart for mini-lesson

Readers identify key events in a traditional literature story so that they can
determine what is necessary in understanding the story.
Key Events: How they help understand the story:
The Duchess of
Whimsy

Princess Furball

Cinder Edna

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

Writing Workshop ML Statement Day Fourteen:
Writers create illustrations for their traditional literature stories so that they can add
meaning to the main events in their story.

•Writers add or remove information in a historical fiction so that their readers can better understand what
the story is about.

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

•By this point in the writing process, students should have the body of their traditional literature piece
written out. Have them spend some time today thinking about what kinds of illustrations might be helpful
for their readers to better understand the main events in their story.

•Show some examples of strong illustrations from the read-alouds.

•Ask students to sketch some illustrations to match their main events today.

•If students have not completed their rough drafts make sure they spend some time completing them
before illustrating.

•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 create illustrations for their traditional literature stories so that they
can add meaning to the main events in their story.
Show examples of illustrations from read-alouds that add understanding to
the main events.

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

Reading Workshop ML Statement Day Fifteen:
Readers identify figurative language in traditional literature so that they can describe how it
helps make the story more entertaining.

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

•Talk with students about the use of figurative language in traditional literature. Explain to them what
figurative language is and why writer use it versus literal.

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

•Ask students to turn-and-talk about their ideas for the second example, 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 copy some figurative language from the traditional literature they are reading
independently.

•Ask them to write how that language adds entertainment to the story.

•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) 70

 Chart for mini-lesson

Readers identify figurative language in traditional literature so that they can

describe how it helps make the story more entertaining.
Figurative language How it helps make the
story more entertaining
Princess Pigtoria
and the Pea

The Duchess of
Whimsy

Princess Furball

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

Writing Workshop ML Statement Day Fifteen:
Writers add figurative language to their traditional literature stories so that their writing is
more entertaining for their readers.

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

•Work with students today on deciding where they can add figurative language to their writing. Have
them look for areas in their writing where they are directly telling the reader something. Ask them to
think about how they could make that section more figurative and less literal.

•Model this by finding placing to chage your own rough draft. Ask students for help as you change words
from literal to figurative.

•During independent writing today, have students work on revising their work, finding places they can
change literal language to figurative language.

•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 talk about what changes they have made to their writing and
any breakthroughs they have had as a writer.

Chart for mini-lesson

Writers add figurative language to their traditional literature stories so that their
writing is more entertaining for their readers.
Use your own traditional literature writing rough draft to model adding figurative
language.

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

Reading Workshop ML Statement Day Sixteen:
Readers recognize when font size and shape changes so that they can analyze how the
changes add to the meaning of the story.

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

•Talk with students about how writers often choose to change the font size, color, and shape of some
words to make them stand out. Ask students to think about all the reasons authors do that. Show students
examples from the books below as your work through the three examples.

•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.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any places where the font changes in the books they are reading.
•Have them write those words down and their opinions as to why the author made those choices.
•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) 73

 Chart for mini-lesson

Readers recognize when font size and shape changes so that they can analyze
how the changes add to the meaning of the story.
Words with different fonts: How the changes add to meaning:
Gone with
The Wand

The Duchess
Of Whimsy

The Orphan
A Cinderella
Story from
Greece

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

Writing Workshop ML Statement Day Sixteen:
Writers create different font sizes and shapes in a traditional literature story so that the
changes can add to the meaning of the story.

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

•Tell students that today they are going to think about any words or phrases they might want to make a
different size, shape, or color than the rest of their writing. Ask them to think about why they might want
to make those changes.

•Model this by showing students your own writing where you made changes in the font of some words.

•Explain your thinking behind the choices you made.

•During independent writing today, have students find places where they would want to make changes to
the font. Have them reread their work carefully as they think about making changes. They can also make
any other revising changes that they feel necessary.

•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 talk about what changes they have made to their writing and
any breakthroughs they have had as a writer.

Chart for mini-lesson

Writers create different font sizes and shapes in a traditional literature story
so that the changes can add to the meaning of the story.
Share your how you changed font size, shape, and/or color in your own
rough draft.

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

Reading Workshop ML Statement Day Seventeen:
Readers recognize common language found in traditional literature so that they can
appreciate its value to the story.

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

•Talk with students about how some traditional literature stories often repeat the same word or phrase
over and over again. Ask them why they think authors choose to use this writing strategy with traditional
literature stories.

•Find some repeated language in three of the read-alouds.

•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.

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

•Students may not have any repeated language in the traditional literature books they are reading
independently.

•If they find any, have them write it down and explain why they think the author chose to repeat
language.

•Otherwise, students can write down what they were thinking as they were 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) 76

 Chart for mini-lesson

Readers recognize common language found in traditional literature so that they

can appreciate its value to the story.
Common Language: Value to the Story:

The Frog Prince

The True Story of the

Three Little Pigs

The Three Swingin’

Pigs

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

Writing Workshop ML Statement Day Seventeen:
Writers add common language found in traditional literature to their own writing so that their
writing can be easily identified as a traditional literature piece.

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

•Talk to students about some of the common language found in traditional literature.

•Make a class list of all the words or phrases that students can think of.

•Model adding some of these to your own writing.

•Invite students to look for places in their writing where they can add some of this language.

•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 talk about what changes they have made to their writing and
any breakthroughs they have had as a writer.

Chart for mini-lesson

Writers add common language found in traditional literature to their own writing so
that their writing can be easily identified as a traditional literature piece.
Common words and phrases in traditional literature:
Model adding common language by adding some phrases to your own writing.
Examples include, “Once upon a time,” and “They all lived happily ever after.”

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

Reading Workshop ML Statement Day Eighteen:
Readers consider whether the moral lesson in a traditional literature piece was worthwhile
so that they can decide whether to apply it to their own lives or not.

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

•You have talked about learning a moral lesson earlier in this unit. But today, focus on whether or not that
moral lesson is something students should apply to their own lives by analyzing the three examples of
read-alouds on the class chart.

•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.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to evaluate the moral lessons taught in the traditional literature books they are
reading independently.
•Ask them to write whether or not they plan to take the advice from the story and apply it to their
own lives.
•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) 79

 Chart for mini-lesson

Readers consider whether the moral lesson in a traditional literature piece was
worthwhile so that they can decide whether to apply it to their own lives or not.
Moral Lesson Worth Applying to Our Lives?
Tico and the Golden
Wings

The Trouble With

Wishes

Sylvester and the

Magic Pebble

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

Writing Workshop ML Statement Day Eighteen:
Writers share their work with others so that they can make sure their message is easily
understood.

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

•Today students will peer-revise with a partner. You may have time for them to do two rounds of revising.

•Remind students of all the things you have learned as writers so far. Ask them to think about those things
and look for them in others’ writing while they are reading stories today.

•You may want to pick a student to practice a peer-revision with. This way students can see what your
expectations are for their revision work today.

•As students work together, monitor the room and help out as needed.

•During the share, have students share with a partner how their writing has improved through others
advice. Call on some volunteers to share with the class.

Chart for mini-lesson

Writers share their work with others so that they can make sure their message is
easily understood.

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

Reading Workshop ML Statement Day Nineteen:
Readers ask and answer questions about what they are wondering during reading so that
they can develop a deeper understanding of the story.

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

•Talk with students about how readers often ask themselves questions before, during, and after reading.

•They also try to answer their own questions as they continue to read and think about the text.

•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.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down any questions they had while reading today.
•Ask them to try and answer their own questions and write those answer down as well.
•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) 82

 Chart for mini-lesson

Readers ask and answer questions about what they are wondering during
reading so that they can develop a deeper understanding of the story.
Question Answer
The Ugly Duckling

Tico and the Golden

Wings

The Frog Prince

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

Writing Workshop ML Statement Day Nineteen:
Writers think about everything they know when they are writing their final drafts so that
they can publish their best work.

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

•Today is review day of everything the students have learned about the writing process so far. They will
be working on publishing their final copies. They may be working in the computer lab or writing them by
hand. Either way, today is meant as a review.

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

•This is a great reflective lesson and it tells you what specific skills students really have under control and
which skills may need to be taught again.

•Give each student a post-it note. Have them make a list of all the things they have learned as a writer
over the last month. (They may need more than one post-it!)

•Once students are finished, ask each of them to share what they have written and post it on the class
chart. The act of getting up and posting their thoughts on a class chart really gives the students a sense
of ownership, seeing themselves as real writers and learners.

•Students will be publishing their work today. Support them as needed and spend some time reflecting
yourself. Set some new goals for the next month of writer’s workshop. Decide what genre you would like
students to write in. Ask yourself, how is it going?

Chart for mini-lesson

Writers think about everything they know when they are writing their final drafts so
that they can publish their best work.
What we Have Learned so Far as Writers
Have students place their post-it notes on the chart. Use this chart later to take notes on
which students have taken ownership of specific writing strategies and which need
additional support.

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

Reading Workshop ML statement Day Twenty:
Readers think about everything they have learned while reading traditional literature stories
so that they can reflect on why this genre is important.

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

•Have a class discussion about all the things students have learned as readers during this unit. Talk about
how these strategies can be used when reading other genres as well.

•Have students make their own personal lists of all the things they have learned as readers. You can
collect this list and use it as an ongoing assessment of what your students have learned and what still
needs to be taught.

•Have students work on their lists during reading time today. If time, they can read independently, thinking
about all the strategies they know how to do as readers now.

•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.

   
Chart for mini-lesson

Readers think about everything they have learned while reading traditional
literature stories so that they can reflect on why this genre is important.

Have a class discussion about all the things students have learned in this unit
as readers

Copyright:      Out of This World Literacy (Jen Bengel) 85

Writing Workshop ML Statement Day Twenty:
Writers keep a record of their published pieces and what they have learned as writers so
that they can remember all the great writing strategies when they move on to another piece.
•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.
•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.
•You may be finishing up publishing and be thinking about an author celebration. Have fun recognizing
students as genuine writers!!

Copyright:      Out of This World Literacy (Jen Bengel) 86

 My Record of Writing

Name _____________________________________
Completed Genre Title What I learned
on…

Copyright:      Out of This World Literacy (Jen Bengel) 87

 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

Copyright:      Out of This World Literacy (Jen Bengel) 88

 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…

Copyright:      Out of This World Literacy (Jen Bengel) 89

 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

Copyright:      Out of This World Literacy (Jen Bengel) 90

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:

Copyright:      Out of This World Literacy (Jen Bengel) 91

 Printable mini-lesson statements for reading and writing notebooks…

Readers understand the different types of traditional literature so that they can identify
characteristics of each type.

Writers make lists of traditional literature stories they have heard before so that they can gather
ideas from those stories to use in their own writing.

Readers notice patterns in traditional literature so that they can identify those patterns in the
traditional literature they are reading.

Writers consider the common patterns found in traditional literature so that they can create ideas
that follow those patterns.

Readers identify the heroes in traditional literature stories so that they can identify traits that
make those characters heroes.

Writers develop heroes for their traditional literature story so that they can create strong
characters for their story.

Readers identify the villains in traditional literature stories so that they can identify traits that
make those characters villains.

Writers develop villains for their traditional literature story so that they can create strong
characters for their story.

Readers identify the main problem and solution in traditional literature stories so that they can
evaluate how entertaining the story was.

Writers create a main problem and solution for their traditional literature story so that they can
develop an entertaining story for their readers.

Copyright:      Out of This World Literacy (Jen Bengel) 92

Readers identify the moral lesson of a traditional literature story so that they can consider how
they can apply what they learned to their own lives.

Writers create a moral lesson to include in their traditional literature story so that they can teach
their readers something they can apply to their own lives.

Readers identify the main events in a traditional literature story so that they can think about how
the order of events makes the story easy to understand.

Writers brainstorm events for the beginning, middle, and end of their traditional literature story
so that they develop a clear story that is easy for their readers to understand.

Readers recognize when good triumphs evil in traditional literature so that they can discuss their
opinions about the events in the story.

Writers create events in their traditional literature story that build tension so that they can lead up
to when good triumphs evil.

Readers identify elements of magic in traditional literature so that they can discuss how magic
adds to the enjoyment of the story.

Writers create elements of magic in their traditional literature stories so that they can entertain
their readers.

Readers compare the endings of different traditional literature stories so that they can notice
things that are the same and different.

Writers revise their ending so that it is very predictable based on the events in their traditional
literature story.

Readers notice when language is repeated in traditional literature so that they can predict what
will happen next.

Writers choose a few lines to repeat throughout their traditional literature story so that they can
help their readers predict what will happen next.

Copyright:      Out of This World Literacy (Jen Bengel) 93

Readers make connections between different versions of the same traditional literature story so
that they can compare how the stories are alike and different.

Writers ask themselves questions as they are writing so that they can be sure their story will
make sense to their readers.

Readers make connections between different traditional literature stories that have the same
theme so that they can compare how the stories are alike and different.

Writers change words or phrases so that they can make their writing more interesting for their
readers.

Readers identify key events in a traditional literature story so that they can determine what is
necessary in understanding the story.

Writers add or remove information in traditional literature so that their readers can better
understand what the story is about.

Readers identify figurative language in traditional literature so that they can describe how it
helps make the story more entertaining.

Writers add figurative language to their traditional literature stories so that their writing is more
entertaining for their readers.

Readers recognize when font size and shape changes so that they can analyze how the changes
add to the meaning of the story.

Writers create different font sizes and shapes in a traditional literature story so that the changes
can add to the meaning of the story.

Readers recognize common language found in traditional literature so that they can appreciate
its value to the story.

Writers add common language found in traditional literature to their own writing so that their
writing will be easily identified as a traditional literature piece.

Copyright:      Out of This World Literacy (Jen Bengel) 94

Readers consider whether the moral lesson in a traditional literature piece was worthwhile so
that they can decide whether to apply it to their own lives or not.

Writers share their work with others so that they can make sure their message is easily
understood.

Readers ask and answer questions about what they are wondering during reading so that they
can develop a deeper understanding of the story.

Writers think about everything they know about grammar and conventions when they are
writing their final drafts so that they can publish their best work.

Readers think about everything they have learned while reading traditional literature stories so
that they can reflect on why this genre is important.

Writers keep a record of their published pieces and what they have learned as writers so that
they can remember all the great writing strategies when they move on to another piece.

Copyright:      Out of This World Literacy (Jen Bengel) 95

 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) 96