and share experiences with an audience through an audio recording with visual displays. W.2.D.3 W.1.A.3.a W.1.A.3.b W.1.A.3.c W.1.A.3.d W.1.A.3.e W.3.3.d W.3.4 W.3.10 SL.3.5 When discussing mentor texts, the student will use terms (section, chapter) and describe how the author builds each event on the event before. R.2.A.3.b 1.5 2.4 1.6 RL.3.5 2 3 The student will distinguish their own point of view from that of the narrator or those of the characters. R.1.I.3.b R.2.C.3.g 1.5 1.6 1.9 RL.3.6 3 The student will actively participate through speaking and listening in all steps of the writer’s workshop and in a variety of formats (teacher/student, peer/peer, small group, whole group). L.1.B.3 1.5 SL.3.1.b SL.3.1.d 2 3 With peer and adult help, revise and edit a narrative piece. W.1.A.3.c W.1.A.3.d W.2.E.3.d W.2.C.3.b W.2.E.3.f W.2.E.3.e 1.8 2.1 2.2 W.3.5 L.3.1.a L.3.1.b L.3.1.c L.3.1.d L.3.1.e L.3.1.f L.3.1.g L.3.1.h L.3.1.i 1 2 3 The student will edit a piece of writing for standard grammar. W.1.A.3.a W.2.E.3.d 2.1 2.2 W.3.5 L.3.1.a 1
7 Student Spelling Strategy – My Trial Spelling Page – graphic organizer that students can try different spellings of words to see what looks right and is the correct spelling The teacher will confer with students during independent writing time over editing strategies asking questions like…What editing have you already made?, Have you tried out what we talked about today in the mini-lesson? 1 4 9 6. Sharing a Narrative Piece/Celebration The teacher will model through mini-lessons expectations for sharing their narrative piece with the intended audience. Some examples include: Author’s Chair, Podium Share, Bookmaking, Bulletin Board Display, Peer Sharing, Group Sharing, Pen Pal Sharing, Buddy Share, One Stray Others Stay, Writer’s Museum One Stray Others Stay – In groups of 4, number yourself and #1 shares their piece of writing with the group. #1 moves clockwise to another group. #2 shares their piece of writing there and then moves to another group. #3 shares their piece of writing there and then moves to another group. #4 shares their piece of writing and then moves back to their home group. Anyone who hasn’t shared a piece of writing will now share. Writer’s Museum –Students are asked to bring in artifacts (pictures, objects etc.) about their narrative writing piece to display on their desks. Students will then travel from desk to desk reading the narrative writing pieces and commenting positive constructive remarks about each story on Post Its to leave for the author. Teachers often play soft music in the background. After a set amount of time, the authors return to their desks to read the feedback from peers and adults. Audio Recording –Students will record their self written stories through some audio recording device (example: power point, CD, video camera, cassette tape, computer website, etc.) and use illustrations to enhance meaning for the audience. Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 4 9 1. Gathering Ideas for a Narrative Piece Students will apply the mini-lesson concept modeled by the teacher into their own writing. Students will discuss with their peers through structured discussion activities (Teacher Methods) some narrative story ideas to compile in their writer’s notebooks. (Students complete Cooperative Peer/Group Scoring Guide for Writer’s Workshop as the teacher decides.)
Students will use the 3rd grade scoring guide for narrative writing to assess their personal narrative. Daily, students will complete the checklist, Monitoring My Writing Process Checklist, after each writer’s workshop session. UNIT RESOURCES: (include internet addresses for linking) (lesson plans/graphic organizers) (lesson organizers) (lesson plans/graphic organizers) ; (Lucy Calkins Units of Study and A Curricular Plan for Grade 3 by Lucy Calkins) (descriptions of a variety of formative and summative assessments for writing) (narrative writing scoring guide Grade 3) Professional Books: Units of Study for Teaching Writing Grades 3-5 by Lucy Calkins One to One: The Art of Conferring with Young Writers by Lucy Calkins The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts) by Lester Laminack and Katie Wood Ray Reading Aloud Across the Curriculum by Lester Laminack and Reba M. Wadsworth Cracking Open the Author’s Craft – Teaching the Art of Writing by Lester Laminack The Continuum of Literacy Learning, Grades 3-8, A Guide to Teaching by Fountas and Pinnell Guiding Reading and Writers, Grade 3-6 – Teaching Comprehension, Genre and Content Literacy by Fountas and Pinnell Boy Writers – Reclaiming Their Voices by Ralph Fletcher Craft Lessons Teaching Writing K-8 by Ralph Fletcher