First Day
Writing Eyes
Week 1:
Lessons adapted from the book Primarily Writing:
*Read a book about families (Families Are Different, The Family Book). Model how to put your name at the top of a blank sheet of paper (or this paper). Model thinking, drawing, and writing about the people in your own family. Give S's a blank sheet of paper. Remind them to first write their name at the top of the paper. Tell them that you want to see how they write about their family. If S's are shy or nervous about writing, tell them that you want them to do the best they can so that you can see what they can already do and what you will be able to teach them. This family writing will be kept for the PR folders.
*Tell S's they will begin writing in their journals today. Show your journal (black and white primary composition book with picture space at the top). Model how to write your name at the top and the date underneath. I show them the fast way to write the date so it doesn't take so long to copy (8-23). Model writing a sentence about an ordinary thing that happened to you this morning. Send S's off to write on the first page of their journals. Walk around and give did-it-dots (sun stickers) to those who wrote the date on their paper. The did-it-dots are placed directly on the journal page and S's are to leave them where you stick them. S's write for 5-10 min. today.
*Use a big book such as Families Are Different to point out that "everything we do when we write is a signal to the reader. We tell the reader what to do. Readers expect all writers to do certain thing to help them read books. Today in writing workshop we are going to start learning these signals so we can help our readers. When you are reading a book, how do you know what to read? Readers expect to read words. Our writing must include words. As I write in my journal, I will use letters and words." Model writing your name, date, and words on the 2nd page of your journal (or you may choose to continue on the first page from yesterday). Send S's off to write in their journal. Give did-it dots (dot sticker with LW written on it) to those S's who write letters/words on the page (not just a picture). S's write for 5-10 min. today.
*"When writers write, they have to spell words. No one knows how to spell every word there is. So we have to have strategies to spell words we don't know. A strategy is a plan." (secret word of the day: "strategy") "When I don't know how to spell a word, I can look at the word wall and find the word I need. Or I can use turtle talk. I can say the word very slowly and write down the sounds I hear." T models name, date, and writing words usind the word wall (for simple words) and turtle talk for harder words that need to be sounded out. S's write in their journals for 5-10 min. as T gives DIDs for using the word wall (WW) or turtle talk (turtle sticker).
*Use a big book to point as you say: "When you are reading a book, where do you expect the author to write the first word? Then where does the next word go? Our words need to start on the left and move to the right." You may have 3 or 4 S's come up and use a pointer to show where the author begins their sentences and the direction in which they write on several of the pages. Model name, date, writing left to right, word wall and turtle talk in your journal. S's write in their journals for 10 min. as T gives DIDs (sticker with arrow pointing to the right) for writing left to write on their page.
Week 2:
*"When a writer is finished with one word and needs to write the next word, what do we expect him to do between each word? We need to put a space between each word when we write." Use a big book to show the spaces between words. Also, use your hand to show that each finger is a word and the spaces between your fingers are like the spaces you leave between words. Say a sentence such as "I like pizza." while pointing to your fingers and also the spaces after each word. Have S's repeat the sentence using their own fingers. Model name, date, left to right, spaces, word wall, turtle talk while writing a sentence in your journal about an ordinary part of your day. S's write in their journals for about 10 min. as T gives DIDs (l-l) to S's who are using spaces between their words. You can also give DIDs for the other lessons you've already covered (date, LW, ww/tt, left to right).
*"What do we expect the writer to put at the end of a sentence to show us that the sentence is finished?" Use a big book and highlighter tape and have S's mark periods at the ends of sentences. Model 2 sentences, one using return sweep so that they can see that the period does not just go at the end of the line. S's continue writing in their journal for 10 min. as T gives DIDs (.) for using periods at the ends of their sentences as well as previously taught signals to the reader. We will continue teaching "what is a sentence" later in the year. This lesson is just to get them noticing that writers give their readers signals to help them read their writing. Some S's will use the signals correctly right away and others won't. This does not have to be taught to mastery right now.
*"When an author writes a sentence, do we expect to see mostly capital letters or mostly lowercase letter?" Use a big book to find the answer. Model a sentence with some lowercase and some capitals in the wrong place. Reread the sentence and say "Oops! I mixed up my capitals and lowercase letters. I need to cross out the capitals that don't belong and replace them with lowercase letters." S's write in their journals for about 10 min. as T gives DIDs (lc) for using lowercase letters where appropriate.
*"Yesterday, we noticed that writers use mostly lowercase letters. Where do we always expect to see a capital letter?" Use a big book to show capital at the beginning of sentences. Model writing 2 sentences in your journal, being sure to point out where you're using capital letters at the beginning of your sentences. S's write for 10 min. as T gives DID (A__) for using capitals at the beginning of a sentence.
Week 3:
*Tell "Capital I Story" using capital I cards. Model using a capital I (as well as the other signals to the reader that you have taught during the last 2 weeks). S's write in their journals as T gives DID (I) for using a capital I when talking about themselves. Also, remember to give other DIDs where appropriate. If a student is using one of the other strategies today for the first time, be sure to give them a DID for that strategy. You don't need to give all DIDs everyday. Use them as you feel they are needed.
Lessons taken from Calkins Units of Study:
*Before Writing Workshop begins today (maybe during your morning read aloud), read Author, A True Story, What Do Authors Do? or another book about being an author. Have an example of a letter, a book and a song on hand to show S's. You will also be modeling on chart paper beginning today, as the journals will now become part of their morning routine and/or work on writing time. Model your drawing, labeling and writing a sentence after you've thought about an idea to write about. "I could write about rainbows...but I never DID anything with a rainbow...that's not a good idea. I know! I can write about my son, Jack. He does lots of funny things. Last night he..." Hand out a piece of paper and a thin marker to each student as you call them individually to go to their seats and begin writing. Point out to the others how quickly and quietly each is heading off to their spot and getting busy right away. About 10-15 min. into their writing time, put a writing folder on each of their desks. The folder will have their name on the outside and a green dot sticker on the inside left pocket and a red dot sticker on the right side pocket. Explain to them that this is where they will be keeping the precious writing that they will do each day at Writing Workshop time. Have them hold up their writing that they did today and "oooh & ahhh" over what a great job they did putting their ideas on their papers today. Have them put their pieces in their folders to continue tomorrow.
*During your morning read aloud, you may want to choose a book about an important person such as a sister or someone else that the S's may want to write about. Ex: My Rotten Red-Headed Older Brother or The Baby Sister "Yesterday I almost made the mistake of starting my writing based on something I can draw (rainbows). That would have been a big mistake because I never did anything with a rainbow. Good writers don't begin their writing by thinking of things they can DRAW. They begin by THINKING about something that happened to them. Watch how I think of an idea today and then draw and write about it..." You may want to begin by making a list of "People I Know" on list paper. Then go through and show how when you read one of the names (maybe "sister, Erin"), it reminds you of a silly thing that happened to you and them one time. Send the students off to write today with list paper and a plain sheet of paper, along with a marker. You will be introducing how to get supplies later on this week. For now, you will be giving out the supplies as they leave the carpet. They can use the list paper to create their own list of people they know to keep inside their writing folder.
*"Writer's have a saying: 'When you are done, you've just begun.' Today I'm going to teach you what I do, and writers do, when we're done." Model rereading your story from Monday then adding something to your picture and something to your words. Create a chart (this can be done ahead of time) that says, "When I'm Done: *Add to the pictures *Add to the words *Start a new piece". You may want to also add a little drawing beside each choice to remind them of your modeled writing. Beside "Start a new piece" you could draw a piece of paper. Show S's where the paper tray will be located in your classroom writing center so that when they are ready to begin a new piece, they can go to the tray and get their own paper. Call the S's by table (you will hand them their marker and folder as they go off to their tables) and allow the others to watch them go quietly and quickly to their spots and get started.
*Tell S's that they will keep all their old pieces in their writing folders so that they can go back to it at any time and add new things to it. Model how you go through your own writing folder (you may want to have a couple unfinished pieces already in your folder so that you can pull one out) and read through it, deciding to add something to it before starting a new piece today. "Because your old writing is right here in your folders, you can go back to it whenver you want!"
Week 4:
*You will need a writing toolbox for each of the tables with the writing markers in each. You can also put some special writing pencils in the toolboxes, if you wish. Show S's how writers need special tools in order to do their job. Just like you have a cup of pens on your desk that you use to do your job, they will need special tools such as markers, pencils, writing folders, and paper to do their writing. Choose a table captain who will get the supplies (folders and toolboxes) for each table. Have them practice getting up quickly and quietly to do their job as the others watch. If you have problems with noise during workshop time, stop them immediately and remind them of why it is important to speak softly during writing workshop time so that everyone can do their best work. At the end of writing workshop, do a quick minilesson on how to click the marker lids on tightly.
*Ask S's to watch what you do as a writer, and then act out the wrong way to do things-shoving scrunched up paper into a folder, leaving open markers int he can, hoarding five markers. Then invite S's to critique your behaviors. Remind S's that the first thing writers do when they get their folder is read their old piece to see if there is something they want to add before starting anything new. Send table captains out to get the supplies while the rest of the S's watch and admire what a quick and quiet job the table captains are doing. Send the rest of the S's off with "off you go" and admire how quickly and quietly they get out their old pieces and reread before getting started on their writing.
*"Today I want to teach all of you how to start with an idea for writing and to put that idea on the paper. I'm going to close my eyes and get a story of something I've done in my head." Be dramatic as you close your eyes and think of something that has happened to you as a class recently. "Now I want to get the whole story in my illustrations. First I'll draw... Oh, I can't forget... Will you all help me now? Turn to the person next to you and think about what other parts of the story I could put into the illustrations." Add a couple of the ideas you heard them talking about with their partners. "So, today and every day as you write, make sure you picture what happened and then put the details of your story in your illustrations. Let's get ready to write. Close your eyes. Once you get the story in your head, open them and signal with a thumbs up that you're ready to write." Send S's off to write as usual.
*Show page 32 from My Little Island by Frane Lessac on the ELMO. Ask S's to share with a partner what they think is happening in the picture. Read the words and discuss how the words match her illustration. Next show a student's illustration which includes detail that matches their writing. Send S's out to match picture with writing.
*Show S's how to look at the details in their pictures to help them write the details. "During reading time, when we get stuck on the words, we sometimes look at the picture for help. In writing, if you get stuck with what to write, you can also look at the picture and write down all that is happening in it." Remind S's to add their name and date to the top of their piece before beginning today.
Week 5:
Writing Rubric
*"Sometimes I see you excited about a great idea, and then you go back to your seats and you're not sure how to draw the picture. And some of you actually decide not to write about your great idea because you aren't sure how to draw it! That is so sad because the world misses out on your wonderful idea. Today I want to show you what I do when I have that 'uh-oh' feeling." Model getting a good idea and beginning the drawing and then pretend to give up b/c you don't know how to draw it. Step back and ask the S's to pair up and discuss what you should do now. "I heard some of you say I should try my best. That's what writers do. Writers do the best they can and keep going." Model drawing through the tricky part and keep going. Tell S's you hope if they get stuck on a tricky part, they will do their best and keep going. You may also want to stop in the middle of the workshop to point out a student who is doing just that.
*Have S's bring their writing folders to the carpet. Either have them sit on their folders or if you keep the folders in a tub together, keep them until you've modeled the lesson. Tell S's that you realized that in a previous piece you left something out because you didn't know how to draw it. Return to that piece and draw in the detail that you'd originally left out because it was hard to draw. "I've noticed that in some of your drawings, you have left out parts of the story." Ask S's to open their folders and take out a finished piece (red dot side) and see if there were details they could add, details that might be hard to draw. "Who found a part they could add on to? Raise your hands. Great. When you are writing today, be brave. Try to draw all the parts of your story the best way that you can. When we come back together, let's share how we tried the tricky parts." Be sure to bring the S's back to share at the end of workshop today.
*During your read aloud, be sure to read/look at a couple of labeled picture books by Donald Crew (books in planning room).
Shared Writing: "Today, we are going to write a whole-class piece of writing, and we'll include both pictures and words. Let's write about ___." (something your class experienced together). "So I am going to get started with the picture. I need to draw ___. What else? Okay, now, let's start our writing-let's do what Donald Crews does and put a label or two. What should we label? Okay, now let's write a sentence at the bottom. Hmmm. Let's write, 'We ___.' " Send S's out to write.
*Model stretching out the words carefully as you write. Use the idea of "turtle talk" or stretching the words like a rubber band. Make sure you write every sound you hear in the word and model going back and rereading what you have to make sure you've written every sound. "Today, try to write words on your page, just like real authors do. Say them, stretch them out, write what you hear, reread and say more." You may want to give turtle talk did-it dots today.
Mid-workshop teaching point: show how to use the stapler to attach two pages of the SAME story. (Some S's will try to staple different stories together.) Model how to put 2-3 staples in the paper and also where the stapler needs to be placed in order to get the staples where they need to be. You'll want to find a very responsible student that can handle being in charge of the stapler. You will teach this one student how to refill the stapler and how to staple pages in the correct spot. This person will NOT staple FOR everyone. They will be the go-to person when another student has a problem with the stapler. You do not need to be bothered during conferences to refill the stapler. Make sure everyone knows who to go to when there is a stapler issue.
*S's use dry erase boards (or desks) to stretch out all the sounds and write the words you say such as: electric, dolphin, etc... It is not important that they spell the words correctly. It is important that they try to write all the sounds they hear as they stretch out the word, rereading what they have and writing more. If you have time to write today (early dismissal), have the S's get their folders out and continue writing.
