First Grade Writing Launch Unit

The purpose of this launch unit is to address pre-requisite concepts and skills, as
well as to establish rituals and routines for readers’ and writers’ workshop.
Writer’s Workshop Launch Unit:
Length: 10 days (suggested)
In this unit students will:
 Learn what is expected of them during the Writer’s Workshop block.
 Demonstrate responsibilities in writing workshop
 Describe what Writing Workshop look and sound like and their responsibilities.
 Learn what it means to be an independent writer.
 Begin to work with partners in order to enhance their writing.
 Experience the rigor and complexity of the Cobb Teaching and Learning Standards in ELA.
 Learn to take care of themselves and each other as they follow agreed upon rules for speaking and listening and as they begin to build the
stamina needed to endure the practice time of writer’s workshop.

Speaking and Listening
 Learn how to listen to one another.
 Learn how to take turn speaking during a discussion.
Language
 Demonstrate effort with spelling strategies when writing.

Suggested Objectives:
 Use a rubric created by the class to self-check.
 Complete a rubric for Workshop Expectations
 Draw a picture of an expectation he or she does well during the writing workshop.
Unit Resources:
Writing Units of Study CD for paper choices and teaching charts

Writing Pathways Performance Assessments and Learning Progressions, Grades K-8

By Lucy Calkins with Colleagues from the Teachers College Reading and Writing Project, Columbia University

A Guide to the Writing Workshop: Primary Grades By Lucy Calkins with Colleagues from the Teachers College Reading and Writing Project, Columbia
University

If...Then...Curriculum: Assessment-Based Instruction, Grades K-2, Units of Study for Teaching Writing by Lucy Calkins with Colleagues from the,
Teachers College Reading and Writing Project, Columbia University
Topic: Beginning the Writer’s Workshop

Big Ideas/Enduring Understandings: Students will begin to understand their expectations for routines and rituals during Writing Workshop.

They will begin to understand the rigor of the Common Core.

 Essential Questions: How does taking care of myself help me care for others as we build our community of writers?

Introduced standards in this unit:

Listed below are the standards that will be introduced during this unit. You may wish to introduce additional standards as well. Students are not
expected to master these standards in 10 days! The expectation for mastery of all the standards is the end of the year. See the first-grade scope and
sequence document for all standards taught and assessed in each quarter located in CTLS TEACH.

Content Standards:
Writing:
 ELACC1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
happened,
 use temporal words to signal event order and provide some sense of closure.
 ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to
 strengthen writing as needed.
Speaking and Listening:
Comprehension and Collaboration
 ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a
time about the topics that are under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through
multiple exchanges.
 ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feeling
Language (L)
 ELAGSE1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Vertical Articulation
Previous Grade Applicable Standards Current Grade Standards Following Grade Applicable Standards
ELACCKW3 ELACC1W3 ELACC2W3
ELACCKW5 ELACC1W5 ELACC2W5
Instructional Strategies- Deeper Learning Engagement
Anchor Charts
Modeling
Independent Practice
Conferring
Peer Writing
Common Misconceptions
Previous teacher may not have used the same routines and rituals. Teacher may not have taught Units of Studies with fidelity or at all. Students may
be unfamiliar with the writing specific language the teacher uses.
Evidence of Learning
Writing: Students will independently produce narrative writing and complete procedures of writing workshop.
Speaking & Listening: Students will be able to listen to one another.
Students will be able to take turns speaking during a discussion.
Students will be able to present their writing to their peers individually using a “teacher voice” so that they can be heard.
Language: Students will be able to spell words using the sounds (phonetically) they hear in the word.

Balanced Assessments
* If teacher completes supplement lessons found below

INFORMAL OBSERVATIONS/ CONSTRUCTED PERFORMANCE SELF-ASSESSMENTS

DIALOGUE AND DISCUSSION RESPONSES ASSESSMENTS

 Teacher observation during  Oral- sentence stems used  *Rubric for Workshop  *Rubric for Workshop
classroom discussions, with partners in writing Expectations completed by Expectations completed by
student work time, and workshop the teacher the student
closing activities  On Demands for Narrative  *Student draws a picture
 Conferring  * On Demands for of an expectation he or
 Anecdotal notes Informational and Opinion she does well during the
 Running Records writing workshop
 *Rubrics created by the
class
Unit Assessment: By the end of the ten days, students should be able to successfully move through Writing Workshop without any major issues. They
should all be familiar with routines and expectations and can be taken as an assessment,

Adopted Core Resources Adopted Supplemental Resources Suggested Resources as Core or

Writing Pathways Performance Assessments and Supplementary Texts to be Paired with
Learning Progressions, Grades K-8 Floor Resources
By Lucy Calkins with Colleagues from the Teachers
College Reading and Writing Project, Columbia The Writing Strategies Book: Your
University Everything Guide to Developing Skilled
Writers by Jennifer Serravallo Grade: K -
A Guide to the Writing Workshop: Primary Grades By 8th
Lucy Calkins with Colleagues from the Teachers
College Reading and Writing Project, Columbia Patterns of Power: Inviting Young
University Writers into the Conventions of
Language, Grades 1-5 by Jeff Anderson
If...Then...Curriculum: Assessment-Based Instruction,
Grades K-2, Units of Study for Teaching Writing
by Lucy Calkins with Colleagues from the
Teachers College Reading and Writing Project,
Columbia University

Curated Web Resources

https://www.heinemann.com/ You will need to register your book to have access to all the anchor charts, kids’ examples, etc. To register, go to the
Heinemann website. Create an account or login if you already have an account. Click the section: Register an Online Resource, Video, or eBook ».
Next, enter your keycode or license key from your book.

Cobb Digital Library:

o Bookflix
o BrainPop Jr
 o Pebble Go: Social Studies
o Tumblebooks

Suggested Hands-on Tools Vocabulary Suggested Literature for Launching

Units of Study Small Moments Writers Workshop:
Writing paper choices Conferring 
Pencils Writing Workshop Topic: My Pictures Tell a Story/Ideas
Anchor charts Writers Author Writes a Story by Marc Brown
Rubrics and checklists The Best Story by Eileen Spinelli
Partner chart Ralph Tells a Story by Abby Hanlon
Teacher conferring binder Mr. Putter and Tabby Writes a Book by
Cynthia Rylant
The Day the Crayons Quit by Drew
Daywalt
Good Dog Carl by Alexandra Day
The Word Collector by Peter H. Reynolds
Ish by Peter H. Reynolds
Pancakes for Breakfast by Tomie
dePaola
What Do Authors Do? by Eileen
Christelow
Harold and the Purple Crayon by
Crockett Johnson
No David by David Shannon

Topic: What is Writers Workshop?

Author Writes a Story by Marc Brown
Topic: What do Writers do?
Ralph Tells a Story by Abby Hanlon

Topic: What does Writer look like?

Sound like? Feel like?
Ralph Tells a Story by Abby Hanlon

Topic: Random
This Is a Good Story by Adam Lehrhaupt
A Squiggly Story by Andrew Larsen
Joshua's Night Whispers by Angela
Johnson
Rocket Writes a Story Tad Hills
Red Rubber Boot Day by Mary Lyn Ray
The Pigeon Finds a Hot Dog by Mo
Willems (for speech bubbles)

Topic: How to Write a Story

Chalk by Bill Thomson
Rocket Writes a Story Tad Hills

Topic: Writers add Illustration

Chalk by Bill Thomson
Pancakes for Breakfast by Tomie
dePaola
How to Heal a Broken Wing by Bob
Graham.

Topic: Telling a story vs naming parts

Pancakes for Breakfast by Tomie
dePaola
 Topic: When You Think You are Done,
You Just Begun
One Day by Rebecca Kai Dotlich

Topic: What do you do when you are

stuck
Stuck by Oliver Jeffers
Topic: Why do Writers Write?
Author: A True Story by Helen Lester

Topic: Telling a story vs naming parts

Good Dog Carl by Alexandra Day
No David by David Shannon

Topic: Writing Process

What Do Authors Do? by Eileen
Christelow
Fancy Nancy by Jane O'Connor (Writers
Fix Their Work/Revising)

Topic: Personal Narratives/Narrative

Bigmama's, by Donald Crews
Shortcut by Donald Crews (also for
noticing illustrations)
The Paperboy Paperback by Dav Pilkey
Peters Chair by Ezra Jack Keats
Snowy Day by Ezra Jack Keats

Any other first day of school texts or

narrative text available
Videos
First Grade Launch Unit Overview Video https://bit.ly/1stGradeLaunchOverview
https://vimeo.com/55950554
Tasks
Students will be able to complete procedures of writing workshop independently and produce narrative writing pieces.

Grade 1 Launch Unit: Taking Care of Ourselves and Each Other

WRITING WORKSHOP LAUNCH UNIT OVERVIEW

Unit Essential Question: How does taking care of myself help me care for others as we build our community of readers and writers?

This ten-day launch unit is designed to introduce students to the rituals and routines of writing workshop and to the rigor of the Common Core.
Using the theme, Taking Care of Ourselves and Each Other, teachers will work with students to establish the routines and procedures that will be
necessary for building a classroom community. They will learn to take care of themselves and each other as they follow agreed upon rules for
speaking and listening and as they begin to build the stamina needed to endure the practice time of writing workshops.

This unit is not designed to go in-depth with the standards (except for listening and speaking standards).
The purpose is to familiarize students with the routines and procedures that will be necessary for students to successfully meet the Common Core
standards. Subsequent units will include more thorough instruction on the standards as well as provide much more practice on meeting them.

The theme, Taking Care of Ourselves and Each Other, lends itself to connections in science, social studies and health. Connections between Reading,
Writing, Speaking-Listening, and Language standards as well as connections to the theme will be made throughout the unit.
Content connections to the theme may include the following:
Science- Part of taking care of ourselves and others can include knowing how to dress in the different kinds of weather- thus graphing the weather
and looking at different types. A weather journal could be included as a shared research project. The teacher could model in a class journal and the
students could keep their own. Many and books and poems on about some aspect of weather can be read in reading workshop, and even brought
back in writing workshop.
Social Studies- Taking care of ourselves includes knowing your address and phone number. Map skills fit well into this unit as the students are
introduced to the areas of the room such as stations, independent reading spots, classroom library, etc.
Health- Knowing healthy eating habits is essential in taking care of ourselves. Nutrition and personal health may be weaved into the overall theme as
well.

Recommended Teacher reading before teaching: A Guide to the Common Core Writing Workshop by Lucy Calkins with Colleagues from the Teachers
College Reading and Writing Project. (At minimum, Chapters 5, 6, 7, 9) This will really help you set up your Writing Workshop the way it is intended to
be set up.
 SUGGESTED INSTRUCTIONAL SEQUENCE

Day 1 Day 2 Day 3 Day 4 Day 5

Session 4 Writing: Session 5 Writing: Session 6 Writing: Session 7 Writing: Session 8 Writing:
Writers write in Writing We Care for Ourselves and Carrying On Independently By Taking Care of our Writing Like Authors We
Workshop Others by Showing as Writers Materials, We Take Care of Love
Respectful Behavior Ourselves

Day 6 Day 7 Day 8 Day 9 Day 10

Session 9 Writing: Session 10 Writing: Session 12 Writing: Session 14 Writing: Session 1 Writing:
Writers Get Through the Writers Write Stories They Writers Stretch Words to Writers Do the Best They Narrative Writing On
“Oh No, I Don’t Know How Know Hear Sounds Can and Move On Demand
to Draw That” Feeling

Clearly, the first day of school may not be optimal timing for an assessment. This can be done any time prior to explicit teaching of Narrative
writing. If needed, teachers can add a few more lessons before doing the On-Demand. (see suggestions below) Teachers can choose to they to give
just the narrative or do all three if that is what you/team decides. If time allows, please see extra Sessions:

Supplemental Writing Session Day 11: Supplemental Writing Session Day 12: Supplemental Writing Session 13:
Session 11 Writing: Writers Take Notice of Their Effort: We Writers Make the Most of Partners
Writers Write to Teach Create A Class Rubric

Supplemental Writing Session Day 14: Supplemental Writing Session Day 15: Supplemental Writing Session Day 16:
You’re Mixing Me Up: Writers Tell their Session 13 Writing: Session 15 Writing:
Stories in Correct Order Writers Listen Hard for Sounds Using Writing Tools: The Alphabet Chart
(could be done is small groups based on the (could be done is small groups based on the
needs of your class) needs of your class)
 ADDITIONAL COMPONENTS

Additional DAILY blocks of time needed (20-30 minutes):

 Benchmark Phonics
 Handwriting Instruction
 Language standards embedded

Day 1
Writing Session 4: Writers Write in Writing Workshop

Teacher Note
To support your teaching this year, it would be very helpful if you have a writing notebook, a book in which you collect seed
thoughts – things you witness and read – that make for something to share in writing. By having your notebook, you will
continuously model for the children gathering your story ideas from it and how their notebook/folder can be a place of little ideas
that will grow into longer more detailed pieces.

Materials
 Chart paper, markers
 Single sheet of writing paper for each student
 Writing Workshop Schedule chart (see below)
 A Squiggly Story by Andrew Larsen

The Writing Workshop schedule can be made on chart paper ahead of time and includes specific times for each component of the
workshop. It is optional to have Silent and Quiet Writing Times or just label it Writing Time.

Writing Workshop schedule

Connection: Have a signal planned to indicate to the class that it is time for Writers workshop. Say: Writers, everyday when you
hear our signal, this means it is time for Writers Workshop. Transition students to the whole group meeting area using the
procedures you are trying to establish.

Teaching Point:
 Say: Writers, today I want to teach you what Writers Workshop is all about!
Tell a personal story and talk about how stories are fun to share with others. Even better you could read the book A Squiggly Story
by Andrew Larsenand! Tell them that this book is a fun little book about a little boy that is learning how to express himself, just like
themselves as they learn how to write a story!

Teach:
 Discuss how important it has been in the past to write down the stories and their details so as not to forget them.
 Tell students that each day they will think about and write their own stories during Writing Workshop.
 Explain the structure and each component of the Writing Workshop Schedule chart. (See above.)
 Explain the terms and expectation of your minilesson, writing time and closing.
 Referring to the personal story you told to explain your writing process. (See chart below. pg 5 Small Moments, Narrative
Writing) You can talk about the character in the story’s writing process.
 Show and display your writing chart, including graphics for non-readers.
 Model thoroughly and with great detail each step you took (close your eyes to think, etc.).
 As you write your story on chart paper, refer to the Steps for Writing chart.

Cover up this
part until you
teach revising
Active Engagement:
 Ask students to think of a story by closing their eyes to think, etc.
 Brainstorm some suggestions, if necessary. Allow them to share that story with a partner.

Link:
 Review your procedure for sending students off to write (material expectations, gathering materials, etc.). Say: Today and
every day, when you are asked to write a story, use this anchor chart to follow how to write a story!

Work Time
 Send students off to their desks to write/draw their ideas on paper.
 Help individual students start, and check on the progress of each student, making encouraging comments, such as: “You’re
working hard as a writer. Writers work hard!”
 Make anecdotal notes in your conference binder of the different types of writing topics.
 You may wish to keep these pieces as your baseline for each student.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Review ‘Writing Workshop schedule’ and the success the children had as a group during each component.
 Allow children to share what they chose to write about that day by raising their hand.
 You can randomly select a student to share their story with the class using a digital document camera, if possible. You can
explain that everyone will get to share in the future, but with their partner only which I will teach you not tomorrow, but
the next so that every day everyone can share. Today you will choose one child to share with the class.
 Compliment and encourage and allow your students to share in the celebration of their classmate’s work. You could also
teach how to give a glow and grow to their peer. (Example: I noticed you did a good job having singer spacing. (glow) Maybe
next time you can… (grow).
 Before dismissing, emphasize that they will always be able to pick their own topic.

Day 2
Writing Session 5: We Care for Ourselves and Others by being Respectful

Materials
 Chart paper, entitled ‘Agreed Upon Rules for Gathering Together’
 Yesterday’s ‘Steps for Writing’ chart
  Kid friendly learning target for the following standard or the words of standard GSEGPS1SL1 and GSEGPS1SL1a written out –
on white board, chart paper, or standards board GSEGPS1SL1: Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
 Single sheet of writing paper for each student
 This Is a Good Story by Adam Lehrhaupt

MINI-LESSON

Connection:
 Transition students to the whole group meeting area using the procedure you wish to establish. See yesterdays teaching
points.
 Say: Yesterday, we learned what happens in Writers Workshop and then we learned the steps we take to write a story.
Review the structure and each component of the Writing Workshop schedule chart.

Teaching Point:
 Review the theme of the unit: We Care for Ourselves and Each Other. Discuss the big idea of how “We care for ourselves” in
your classroom and why we need to behave respectfully (This was introduced in Reading Workshop.)
 Explain that in order for everyone to get what they need during Writing Workshop, there have to be some rules. Read the
book This Is a Good Story by Adam Lehrhaupt.
 Remind students of the ideas shared during Reading Workshop when read aloud- looks like and sounds like was discussed.
Teach:
 Begin charting the expected behaviors for gathering in the whole group meeting area that were discussed in reader’s
workshop (the mini lesson on read alouds). This chart can be added to during closing.

Agreed Upon Rules for

Gathering Together
-We come quietly to the carpet.
-We sit on our spot.
-We sit with our legs crossed.
-We keep our eyes on the speaker.
-We keep our hands to ourselves in our lap.
  Remind the students of the sharing they did yesterday and how that got you thinking about one of the standards the
children will practice all year long.
 Say: In order for everyone to meet the speaking and listening learning target (What they are in charge of learning) we all
have to come up with some agreed upon rules for discussions with our partners.
 Begin to chart the suggested expectations for partner sharing. Add to the chart when and if needed (in reading or writing)
throughout the unit. (Suggestions listed below.)

Partner Sharing Expectations

 Sit knee to knee and eye to eye with my partner.
 Take turns talking.
 Wait until your partner is finished before speaking.
 Listen. Share your thoughts about what was said.
o “That’s happened to me too. My story goes like this…”
o “That’s never happened to me. My story goes like this…”

 Point out yesterday’s anchor chart on the writing process. Share a different story. (You will collect these over times to help
you decide on which piece to publish in your next unit of study.)
 Model thoroughly and with detail each step you take.
 As you write your story on chart paper, refer to the “Steps for Writing” chart.

Active Engagement:
 Ask students to think about writing a story.
  Remind the students’ about turn and talk – knee to knee and eye to eye – and allow children to share their stories orally
with a partner following procedures just recorded on the anchor chart.

Link:
 Say: Today and everyday writers, we are going to remember these rules we came up with today so that we can have the
best writing lessons
 Review AND practice your procedure for sending students off to write.!
Work Session:
 Send students off to their desks to write/draw their ideas on paper.
 Help individual students start, and check on the progress of each student, making encouraging comments, such as: “You’re
working hard as a writer. Writers work hard!”
 Make anecdotal notes in your conference binder of the different types of writing topics.
 You may wish to keep this piece as your baseline for the beginning of the school year for any new student.

Closing/Share:
 Using the procedures, you are trying to establish, gather students back together at the carpet, bringing their writing with
them.
 Review ‘Writing Workshop Schedule’ and the success the children had as a group during each component.
 Review the kid friendly learning target for the following standard: GSEGPS1SL1 and then remind them that this will be
happening, for a grade, each day during this time.
Note: You can assign partners on the carpet as you get to know your class. Here is an example of a visual chart for first graders to
use independently. Be sure to go over what to do in case their partner is not in class.
Day 3
Writing Session 6: Carrying on Independently as Writers

Materials
 Chart entitled “When I’m Done”; include a picture with each item to help children understand it – This chart can be made
prior to the lesson.
 Child’s writing piece or your own from Days 1 or 2 – who both drew and wrote about an experience
 Children’s writing folders ready for distribution
 GSEGPS1SL1 learning target/standard unpacked already from yesterday
 Learning target/Standard ELACC1W5 written on chart paper- or something large enough for all to see
***Depending upon the level of your class, you may wish to only introduce these parts of the bolded parts of the standard:
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what
happened (You could have the entire standard written out, but highlight the parts you are going to introduce today.)

MINI-LESSON

Connection:
 Remind children that today and every day the writing workshop will begin with a minilesson. Remind them of what happens
in a minilesson and what they learned yesterday on what happens at the end of each mini- lesson during share time.
 Tells students that they have already followed agreed upon rules for partner sharing as well in reading and writing!

Teaching Point:
 Reenact the process of writing yesterday’s story, showing children that when you are done, you decide to add on to the
writing, to the picture, or to a new story.
 Talk about things they can do if they think they are done. Name what you’ve done that you hope your children will do now
and always: Add to the picture, add to the words, or start new writing. You could say something like: Some of you might be
thinking, well (teacher’s name) what do I do if I’m done. (sigh) Well, in 1st grade when you think you are done, you have just
begun! Here are somethings you CAN do!
Teach:
 Read aloud the book One Day by Rebecca Kai Dotlich. This book is a bunch of very short stories. Discuss how writing is never
finished because there is always more to do!
 Display your premade “When I’m Done” chart with a list of options that students should compete when they think they are
done.
 When I’m Done
1. Add to the picture Draw a picture

2. Add to the Words Sketch a piece of notebook paper

and write words

3. Start a new piece Sketch your picture on a piece of

notebook paper

 Explicitly model looking back at one of your pieces this week to add a picture and/or words and then starting a new piece.
 Explain your procedures on getting more paper during the work period.
 Teach your students that the minilesson applies to their independent writing work.

Active Engagement:
 Ask your students to imagine finishing, and then pulling back to their writing to add on or start new writing.
 Have students take out their writing from yesterday. Using the chart, you just shared with them, have them think about
what they are going to finish today during independent writing. Then turn and talk with their partner about their idea(s).
Link:
 Remind them what to do when they are “finished” writing and invite them to say it with you as you point to each choice.
Work Session:
 Send students off to their desks to write more to their stories
 Help individual students start, and check on the progress of each student, making encouraging comments, such as: “You’re
working hard as a writer. Writers work hard!”
 Make anecdotal notes in your conference binder of the different types of writing topics.
 You may wish to keep this piece as your baseline for the beginning of the school year, for any new student.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Sum up what they children have learned so far by celebrating what they have done today.
  Remind students that we have been sharing, but as promised, today everyone will get to share AFTER you teach them how
this goes everyday in Writer’s Workshop.
 Inform children that the day before yesterday only one child shared their idea, but that you said you would teach them how
to share with their partner like we do in reading so that everyone gets a chance to share! Then, after I will pick one child to
share what they chose to write about that day. Remember, partner share and then one shares out to the class.
 Refer the children to the Learning Target board/white board or the sentence strip with the standard ELACC1W5: With
guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to
strengthen writing as needed.
 Unpack standard ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed or read the learning target.
 As always, unpacking can be done determining the important words discussing their meaning; by writing synonyms for the
key words in the standard on sticky notes and post them on the standards board. If you use learning targets, simply make
sure everyone understands what the target it. Note: It may be a good time to clarify in general, being they are so young,
that a learning target is like something they are in charge of doing and showing their teacher what they understood from
the mini-Lesson.
 Suggest to the class that one way in which to get better at this standard/ learning target is for student to share their writing
and ask classmates to make comments on the writing piece to help make it even better –just like they helped you with your
piece (today, yesterday).
 Have the children share their work with their partner. Listen in.
 Share with the whole group what you overheard from an exemplary team.
 Review standard/ learning target and explain that ELACC1W5 AND GSEGPS1SL1 both will happen during closing time each
lesson.
`
Day 4
Writing Session 7: By Taking Care of our Materials, We Take Care of Ourselves

Teacher Notes
Things to consider:
 IF you’re interested in setting up writer’s notebooks/folder/binder, today would be a part of that discussion. There is no
wrong way to set them up. There are as many variations as there are schools. Finding a notebook that works with your style
is most important. Some things you may want to consider are
o Date every entry
o Use only the front (and not the back) of the paper
o Skip lines when writing (if using composition or wide ruled paper)
o Do not erase, draw a single line through
 o Take a picture to match the writing
o Reread notebook entries
Materials
 Think about having
o a toolbox for each table, each containing cans of pencils and boxes of markers, plus a date stamp;
o a box on each table containing kids’ folders, color coded with stickers (yellow sticker on the table that belongs in the
yellow table’s box, and so on)
o tray of new paper for each table
o A writing session located in the classroom, maybe labeled the writing corner where various types of paper is there, a
stapler, markers, revision tape, etc.
 Writing folders, one for each student
 Teacher anecdotal record keeping binder
 Ralph Tells a Story by Abby Hanlon
 Chart paper prelabeled “What do Good Writers do”, markers (for today’s closing)

MINI-LESSON

Connection:
 Transition class to the whole group meeting area using procedures you are trying to establish.
 Remind the students of their WW responsibilities (point all the expected behavior charts) and write some of their ideas on
the “What do Good Writers do” chart. This is a great review to see what your students retained.

Teaching Point:
 Tell the children that writers not only write on topics they care about, but writers also have special writing tools they use
and special things that writers do as they write.

Teach:
 Say: Today I want to teach you how to get these tools and why we should take care of the supplies you need to write. I also
want to make sure you know what writers should do while writing.
 Teach the students how your supply system will work. Then, you could read the book Ralph Tells a Story by Abby Hanlon.
This is a hilarious book that teaches young writers the expectations for HOW students behave during Writer’s Workshop.
Active Engagement:
 When done reading the book, ask the class to think about what are some thing that Ralph was doing that shows young
writers what NOT to do during writing time.
  Have them share those ideas using Turn and Talk. This really allows them to brainstorm ideas of what they should be doing
during writing!
 Now have them think of things that writers SHOULD be doing during writer’s workshop.
 Have them share those ideas with their partner!
 As they share what TO DO, write the ideas down on the anchor, as shown below.
 Demonstrate how the tools should be used, and have the children try a practice run, if needed!

Link:
 Tell the students this will be the daily system for using supplies in writing workshop and explain why you need to care for
our supplies. This is also the way Writer’s Workshop should look and sound like!
 Send the students off to their desks to write/draw their ideas in their notebook.

Work Session:
 Tell them to try getting started without you. Explain that getting started without you is a grown up, “writerly” thing to do,
and then watch. Say: I’m watching and admiring the way this group of writers uses it writing tools. Oh! Look. Fill in name
capped his markers!
 After about three minutes of “independent writing,” begin conferencing with students.
 Pay attention to children’s drawing and notice at least one more aspect of how each child works. Note these in your teacher
anecdotal records binder.
 If there is a problem that is interfering with a productive writing workshop time, name it (i.e., noise level too disruptive).
 Explain how it is interfering with the important work that needs to get done.
 Point out how things feel and sound when things are going well.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet.
 Go over the writing workshop routine with students.
 Tell them that you’d like to model one more behavior to add to the chart that began yesterday called Offer feedback when
your partner shares.
 Model holding the paper incorrectly at first (so that you are covering your mouth when you read).
 Model correctly holding your paper so that your readers can hear you.
 Suggests some ideas that could be said to you to further your writing.
 Ask the students to talk with a partner about five things they should always do in writing workshop.
 Point out the ideas shared on the “What do Good Writers do” chart, if the ideas same ideas are suggested and add new
ones if they missed some you are thinking of!
 Allow students to compliment and help further your student writers, i.e., add to the picture or add a detailed word.
 Then teach them they from now on, you will call these “suggestions” grows and glows and both will be taking place as we
said yesterday.
 End the lesson- Say: Since we have learned AND practiced how sharing time goes these past days, I will choose one student,
randomly, to say what HIS/HER partner said during partner share time!
 After selected child says his/her answer, praise that child for listening to what her/his partner said IF the his/her partner
confirms that was what he/she said. If not, warmly inform the class it is ok to make mistakes in our class because mistakes
are just simply proof, they are trying. Then ask the child’s partner what he/she actually said during share time. The intent of
this is to review taught skills, but teach growth mindset, as well as to help reinforce those standards are listening skills…not
just speaking. Point back to how these learning target says to do both listening and speaking!
Writing Workshop Expectations
 Every day we put our supplies on our workplace.
 Every day we bring folders to our table.
 Every day we use the date stamp to date our papers.
 Every day we take care of our markers. (By snapping them
closed)
 Every day we write the whole time.
Day 5
Writing Session 8: Writing Like the Authors We Love

Materials
 A picture book illustrating a detailed enough picture that indicates a story such as: Chalk by Bill Thomson, Pancakes for
Breakfast by Tomie dePaola, and/or How to Heal a Broken Wing by Bob Graham.
 Chart paper, markers
 Learning target with the standard written in kid friendly language and large enough for all to see.
***Depending upon the level of your class, you may wish to only introduce these parts of the bolded parts of the standard:
Write narratives (a personal story) in which they recount two or more appropriately sequenced events, include some
details regarding what happened (You could have the entire standard written out, but highlight the parts you are going to
introduce today.)
 Sticky notes (to unpack standards if needed)
 Your book with pre-drawn simple picture.

MINI-LESSON

Connection:
 Transition students to the whole group meeting area using the procedures you are trying to establish
 Say: We have been learning so much about Writer’s Workshop and today is we will learn something new, but you guys this
lesson is one of my favorite lessons which is crazy because there is not a lot of writing!

Teaching Point:
 To show the importance of illustrations and having pictures match the words.
 Say: Today young writers, I want to teach you how REAL authors people really, REALLY, like have very little or no words at
all in their books, BUT (yes there is always a but) readers enjoy these books because the authors allow the readers
to use their imagination as he/she have to look at each illustration to tell the story. Watch as I read one of these to
you!

Teach:
 Teacher will begin to read one of the books. Teacher will model as she read how she, as the reader, has to take
what the author has and tell the story. You can invite the children to join you after a few examples.
  On this particular mini lesson an actual anchor chart was not created for/with the students. Instead, take your book with
pre-drawn simple picture.

Active Engagement:
 Invite the students to look at each page. Instruct them to think about what they think is happening in my story! After fifteen
seconds, prompt them to turn and talk about what they think is happening in my story.
 Take a few suggestions and then begin having the students tell ME what my story says!
 Teacher will write the words on each page as they are sharing the ideas respectfully. (may need to refer to carpet learning
chart if the lesson becomes chaotic)
Link:
 Writers today and every day, I want you to remember how important illustrations are to the readers! Our pictures must
match our words, BUT this does not mean we will ALWAYS spend the whole time in Writers Workshop drawing; just
today. This is WRITER’S workshop, not art class, BUT I want you to always remember that you have to draw a quick
SKETCH that has detail to match your words. If I get done with my book, am I done? (Hopefully, kids will lightly shout no
and then you can prompt them to remember) When I am done (cuff ear and began saying) I just begun! (Point to the ‘I
am done poster from day 3) Say: Right, I can go back after I write my words to add to my pictures for more detail, but
today you may just draw your pictures.

Work Session:
 Review your procedure for sending students off to write (material expectations – i.e., cans of pencils, boxes of markers, the
date stamp, and their writing folders.)
 Remind students to get a picture in their mind before they write, and then to add details they envision to their drawings.
 Students return to their desks and began drawing a detailed illustration until the writing music is stopped.
 Pay attention to children’s drawing and notice at least one more aspect of how each child works. Note these in your
teacher anecdotal records binder.
 If there is a problem that is interfering with a productive writing workshop time, name it (i.e., noise level too disruptive).
 Explain how it is interfering with the important work that needs to get done.
 Point out how things feel and sound when things are going well.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet and ask them to bring their books!
 Review the writing workshop routine with students, specifically how the workshop looks and sounds.
 Add any new ideas to your “Writing Workshop Behavior” chart, in this lesson and whenever the need arises in this unit.
  Inform them that today to close our lesson we will be sharing with our partner our book. Tell them look at each other’s
illustrations (one at a time) and try to guess what was happening in their partner’s stories just looking at the drawings. This
will help them see the importance of their illustrations!
 Review standard/ learning target and explain that ELACC1W5 and is what will happen during closing time each lesson

Day 6
Writing Session 9: Writers get Through the ‘Oh-no, I Don’t Know how to Draw That’ Feeling

Materials
 Chart paper, markers
 Prepared, focused, seed idea of a story
 Stuck by Oliver Jeffers

MINI-LESSON

Connection:
 Transition students to the whole group meeting area using established procedures.
 Tell your children that you sometimes see them hesitate to draw particular topics because they aren’t sure how to draw the
subject. Tell them you’ll show them what you do in that case after we read the book Stuck by Oliver Jeffers.

Teaching Point:
 Today’s lesson focuses on writers trying to make their drawing carry their content and not get stuck on how to draw.

Teach:
 Read the book Stuck by Oliver Jeffers.
 When done, supply a quick wiggle break. (less than 1 minute, but enough to get the wiggles out)
 Reenact a writing episode in which you encountered difficulty, consider options for an easier topic, and then decide to
persist with the challenging subject. Think aloud through each of these steps systematically as you begin sketching your
story.
 Pause dramatically as you come to the ‘hard to draw’ item, saying, “I can’t possibly draw that.” Push past the feeling,
shaking your head saying, “No. No, wait a minute. I’m going to draw the best I can.’
 Act out the entire process again, quickly, so the kids see another example of what you mean.

Active Engagement:
  Before getting to the drawing part, solicit advice from the class. Have them first tell a friend and then tell you what to do
next. Follow their advice.
 Ask the children to name what they saw you doing when you got to the tricky part of the drawing.

Link:
 Remind the students that you expect they will draw their own pictures the best they can.

Work Session:
 Send the students off to their desks to write/draw their ideas in their notebook.
 Pay attention to children’s drawing and notice at least one more aspect of how each child works. Note these in your
teacher anecdotal records binder.
 When you see someone try to take the advice of the minilesson, celebrate it by pointing it out to the whole class.
 If there is a problem that is interfering with a productive writing workshop time, name it (i.e., noise level too disruptive).
 Explain how it is interfering with the important work that needs to get done.
 Point out how things feel and sound when things are going well.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Have the children share their work with a partner. Listen in.
 Share with the whole group what you overheard from an exemplary team.
 Then choose one child to share with their classmates.
 Prompt children to give this child one glow and grow.
 End lesson.

Day 7
Writing Session 10: Writers Write Stories They Know

Materials
 Chart paper, marker
 Prepared anchor chart for partnering stems (see below)
 Seed idea for story
 Gather multiple literary read alouds from the first day of school
 Materials for children to write during minilesson – notebooks/folders, pencils, etc.
 Sticky notes (to unpack standards if needed) or learning target
  A predetermined plan for writing partners
o Consider using cooperative learning approaches that increase the likelihood of inter-ethnic friendships and improved
attitudes and behaviors toward classmates of different backgrounds, Methods that include group goals and
individual accountability are the most effective.
o Be very careful when you select partners. You need to be sure of the purpose of the lesson.
 If the purpose of the lesson is for ELLs to share, make sure they are able to share in their native language.
 If your purpose is to generate ideas, ELLs language could be the same or different.
o When you want students’ writing to make sense, have at least three students in the group with varied language
proficiencies. That way, they can help each other, reducing the chance of implanting language incorrectly.

MINI-LESSON

Connection:
 Transition students to the whole group meeting area using established procedure.
 Display the narrative read alouds you have read this week. Say: We have been reading all these amazing books during
writing.

Teaching Point:
 Today you’ll teach writers how to help each other with their books by using conversation starter and using agreed upon
rules chart, prior to writing their stories. This way of learning can be a part of a community of learners.
 Pull one specifically and share with the children why the author chose to write it (i.e., the author might have a similar
experience happen to him/her).

Teach:
 Tell the children that they will continue to tell their stories with pictures and words working to be like the author’s they love
so much.
 Remind the children of the standard that had previously been unpacked (yesterday’s closing lesson ELAGSE1W5: With
guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to
strengthen writing as needed.
 Unpack and explain the bold part of the standard- ELAGSE1SL1b. Build on others’ talk in conversations by responding to
the comments of others through multiple exchanges. It might be best to model this process before unpacking the standard.
As you model the conversation with students, you might want to post language stems on the piece of chart paper or on the
board. Possible stems could include: (another example below)
Possible Partner Sharing Stems:
 I’m writing about ___________.
 Could you tell me more about __________?
  Model the process with a student. Sit facing one another as they do when they practice Turn and Talk.
 Put the words in the mouth of the student and have them repeat what you say, when necessary.
 Explain to students that writing partners can talk before writing; they can also ask each other questions during writing.

Active Engagement:
 Share with the children that today they will practice this standard with a partner – discussing what they want to write today.
 Share how they will be like the author’s they’ve been listening to by thinking first about something a story they know a lot
about.
 Explain to the class that all writers will get the chance to tell their partners about what they plan to write. The partners’ jobs
are to ask questions so they can understand what the other person means.
 Ask students to take a moment to think about what they want to write about today. (Brainstorm some suggestions.)
 Have students turn and talk with a partner about their ideas.
 You may consider using a timer, so that each member of the pair gets the chance to talk for a set amount of time.

Note: At this point during the year, you may want to choose writing partners based on your seating chart so students don’t need to
travel too far to find their writing partners during independent work period. As your community of writers becomes more
established, you might base the assignment of writing partners on other factors, such as interest.
 As students become ready to move to independent writing, remind them to keep in mind the topics they talked about with
their writing partners.

Link:
 Remind them that if they are stuck on an idea, they can find their writing partner and ask for advice.

Work Session:
 Send the students off to their desks to write/draw their ideas in their notebook.
 Pay attention to children’s drawing and notice at least one more aspect of how each child works. Note these in your
teacher anecdotal records binder.
 Begin conferring with individuals and/or small groups, continuously keeping anecdotal records.
 When you see someone try to take the advice of the minilesson, celebrate it by pointing it out to the whole class.
 If there is a problem that is interfering with a productive writing workshop time, name it (i.e., noise level too disruptive).
 Explain how it is interfering with the important work that needs to get done.
  Point out how things feel and sound when things are going well.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Remind the students again about the narrative writing standard. Share with them that in today and every day, they shared
their stories aloud, just like the writers they read every day do.
 Review the standard introduced in today’s lesson.
 Remind the students in yesterday’s lesson students looked at pieces of writing and tried to help the author make the piece
even better – by talking about it.
 Today you’d like to share another way to build on conversation – add to your Partner Sharing Stems, “We talked about
______
 Possible Partner Sharing Stems:
 I’m writing about ___________.
 Could you tell me more about __________?

 Can you show me where that part is in the picture?

 Based on your observation of students working together before and during their independent writing time, invite a pair of
writing partners to share their experience of working together.
 If time allows, allow volunteers to share what they wrote, using a document camera, if available. Writers should read their
piece and ask, “Questions or comments?” (i.e., compliments or suggestions) to continue the practice of building on the
conversation of others.

Day 8
Writers Stretch Words to Hear Sounds

Materials
  Chart paper, marker
 Predetermined seed idea for a story
 Pile of last weeks’ read alouds – books that have pictures and words
 Student writing notebooks/folders
 Materials for children to write during minilesson: (one per student)
o White boards/clipboard
o Individual papers
o Writing utensil

MINI-LESSON

Connection:
 Tell the children they are writing like the authors they admire. (Give examples.)
 Unpack ELACC1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing. As always, unpacking can be done by circling the verbs, underlining the nouns, and discussing their meaning;
by writing synonyms for the key words in the standard on sticky notes and post them on the standards board. Concentrate
on the words you find most worthy.
 You could find/create an “I can” for their learning target so that children know what they are in charge of showing today in
writing. Remind them that this is what all Workshops consist of; they must pay attention to what they are in charge of trying
to do today and show this in their work. This way, children have a purpose to their work. Example: I can stretch my sounds
to spell words correctly.

Teaching Point: In this session, you’ll help writers separate out the many sounds they hear in words and write down the letters that
correspond to those sounds. Say: Today writers, I want to teach you how to stretch a word like a rubber band and write all the
sounds you hear.

Teach:
 Think aloud your story. Model a quick sketch by drawing the illustration and reminding students that they can go back to
add the details.
 Then write the text to match the words. Demonstrate what you want children the children to try. Say: (Say the word like
dog) Stretch the word slowly, as if you are acting like a turtle or sloth (not repeating sounds… model this) d/d/d/ o/o/o
g/g/g/.
 Say: You want to try to hear each sound. Then write the letter that makes the sound. You can check your work running your
finger under the word, as you say it again slowly. Ask yourself if you are missing any sounds. Model this for them again.
 Say: We call this strategy “Say it, write it, hear it, slide it”.
  Display anchor chart below with the other strategies not displayed yet

Active Engagement:
 As you are writing your story with the class, gradually release the responsibility of spelling the unknown word to the
students, allow them to try along with you.
 After a couple of demonstrations, ask the children to join you in writing the sounds you hear in the words you write.
o Children will spell on their white board the words you ask them to write that fit in your story.
o Stop every few words for more practice.
o At this time, the level of words will vary for classes.

This isn’t an especially ambitious lesson. Especially at this stage of the year; the most important thing is to begin nudging all
children to write words and to do this while maintaining lots of support for the most vulnerable writers. We do not want to lose
students. For additional strategies on this concept refer to the following resources:

o The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo Grade: K - 8th
page. 294
o If...Then...Curriculum: Assessment-Based Instruction, Grades K-2, Units of Study for Teaching Writing by Lucy Calkins
with colleagues from the Teachers College Reading and Writing Project, Columbia University

Link:
 Say: Today, you will go back and try this on your own! If you need help remembering your letters and sounds, you can use
the letter chart from phonics that we are using this week. (You could also have letter sounds on their name tags or create a
writing office for individual support as well).
  Say: I have placed the anchor chart in our room to also remind you of our first spelling strategy! Cuff your ear and invite
students to say the strategy with you.

Work Session:
 Send the children off to write/draw in their notebooks/folders.
 Begin conferring with individuals and/or small groups, continuously keeping anecdotal records.
 If there is a problem that is interfering with a productive writing workshop time, name it (i.e., noise level too disruptive).
 Explain how it is interfering with the important work that needs to get done.
 Point out how things feel and sound when things are going well, for example, point out the initiative of a student who has
done some independent revision.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Allow children to share their work with their partner today.
 Choose one child to tell the story of his process of stretching out a long/hard word to write it down. He/she will share what
they wrote, using a document camera, if available. Writers should read their piece and ask, “Questions or comments?”
(i.e., compliments or suggestions -> “glows” and “grows”)
 Point out the standards/ learning target and tell the children that they will continue practicing ELACC1SL1a and ELACC1W5.

With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer and allowing for comments from classmates to further the student’s writing capability.

Day 9
Writing Session 14: Writers Do the Best They Can and Move On

Note: In this session, you’ll teach writers to accept their own approximate spellings in order to tell more about their stories. You’ll
need to decide whether to distribute white boards/clipboards at the start of the minilesson or near the end of the opening.

Materials
 Chart paper, markers
 Prepared drawing
 White boards for each child
 Extra writing paper
 Student folders/notebook
MINI-LESSON

Connection:
 Remind children that they’ve previously learned to draw the best they can and keep going.
 Refer to the standards board/learning targets and revisit ELACC1L2e.Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.
 Tell them the idea of doing the best we can applies to spelling as well.

Teaching Point:
 Say: Today writers, I want to teach you that writers always want to accept their own make a guess at their spelling in order
to tell more about their stories. Our mantra today is, “Writers do the best they can and keep going!” Say it with me! (Repeat
with children again)

Teach:
 Discuss hesitating, trying to spell a hard word, but then continuing to write more.
 Remind the children that when we write words, we need to say, “That might not be perfect yet, but I’ll just spell the best I
can and keep going so I can say more.”
 If you would like to add onto an already started story, look back to day 7, “Writers get through the ‘Oh-no, I don’t know how
to draw that’ feeling.” If not, start a new piece.
 Think of your story, by closing your eyes. Draw your picture.
 Demonstrate hesitating, trying to spell a hard word. Say: Oh well. I’ll leave it like that for now and keep going and then
continue on to write more.
 Point out to the children what you want them to notice in your demonstration. Invite them to help you go through the
process again.
o “Did you see how I just…”

Active Engagement:
 Ask the students to join you in writing the next sentence on their white boards. (A sentence worthy of some thinking at this
point in the school year, “Soon half the class was shoving on the window.”, for example)
 Stop after each word, allowing a lot but not an extensive amount of time, to write each word.
 Admire the work done by having the children hold up their boards.

Link:
 Remind the children that they can do this again in their independent writing.
Work Session:
 Send the children off to write/draw in their notebooks/folders.
 Begin conferring with individuals and/or small groups, continuing to take anecdotal records.
 Point out the initiative of a student who has done some independent revision.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Choose children who took the minilesson to heart, whether they enacted the advice exactly or found new solutions and ask
them to tell the class about their experience.
 As always, point out to the children what you hope they noticed in the student reading or demonstration; show how the
example demonstrated the lesson.

If time allows,
 Point out the standards/learning target and tell the children that you will continue practicing ELACC1SL1a and ELACC1W5.
 Allow volunteers to share what they wrote whole group, using a document camera, if available or with partner sharing. If
whole group writers should read their piece and ask, “Questions or comments?” (For example, compliments or
suggestions. “glows” and “grows”)
 Return to the Partner Sharing Chart if necessary.

Day10:
Writing Session 1: On Demand Narrative

MINI-LESSON:

Read aloud the following and allow students to write what they can. Try not to prompt them but just allow them to write.
(Adapted from Writing Pathways K-5 Performance Assessments p. 182)

Teach:
Say: I am excited to see what you can do as a writer of a narrative piece of writing. A narrative is just a story. Will you please
write your best personal narrative that you can write? You will have 45 minutes to write, but don’t forget to plan, draft, revise,
and edit! Now close your eyes and think of a small moment story, which is a story about yourself that you can write. Make sure
you think of something that has happened to you in your life (allow 30 seconds of think time). Now open your eyes.
Remember, today, and every day, good writers write stories about something that has happened in their life. Off you go.
Please not that even though these are supplemental to the launch unit, the concepts will still need to be covered during Unit
1.

Supplemental Writing Session Day 11:

Writers Write to Teach

Teacher Note
In attempt to facilitate the understanding that children are to write in multiple genres during any given unit, today you would like
to make the informational genre familiar to them and encourage any writing of this type.

Materials
 Chart paper, markers
 Predetermined seed idea
 Gather multiple informational read alouds that have been read to the class

MINI-LESSON

Connection:
 Display the informational read alouds you have read these last couple of weeks.
 Pull one specifically and reread a few pages. [Pages that exemplify labeled pictures and descriptions would work best.]
 Share with the children why the author chose to write the text (i.e., the author knew a lot about the topic).

Teaching Point:
 Tell the children that today you’d like to practice with them writing about something they know a lot about.

Teach:
 Model the thinking that goes behind writing an informational piece (“What do I know a lot about. And how can I teach
someone about it?”)
 Name your topic (dogs, for example), draw your picture, and label it. Write a teaching sentence with your topic.

Active Engagement:
 As a class, brainstorm topics.
 Choose one and have the children turn and talk with their partners about the topic (i.e., the playground).
  Solicit advice on what to draw and what to write as the teaching statement.
 Start a new piece and draw, label, and write the teaching point.
 Share with the students that in reading workshop they talked about the difference between fiction and nonfiction books.
(Day 10 in Reading Launch Unit)

Link:
 Today in writing, you looked at how writers think differently topics.
 Share with the students that they are free to write a story or a teaching piece. The choice is theirs to make.
 Send the children off to write/draw in their notebooks/folders.
 Remind the children that they are welcomed to write in either genre of their choice.

Work Session:
 Begin conferring with individuals and/or small groups, continuously keeping anecdotal records.
 If there is a problem that is interfering with a productive writing workshop time, name it (i.e., noise level too disruptive).
 Explain how it is interfering with the important work that needs to get done.
 Point out how things feel and sound when things are going well.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Point out the standards and tell the children that you will continue practicing ELACC1SL1a and ELACC1W5.
 Allow volunteers to share what they wrote, using a document camera, if available. Writers should read their piece and
ask, “Questions or comments?” (For example, compliments suggestions, or as mentioned previously in this unit, “glows”
and “grows”)
 Each student will share the picture with their talking partner, taking turns.
 Listen in to conversations so you can provide compliments on complete sentences and “volleying conversations” at the
end of this lesson.
 Remind and point out standard ELAGSE1SL1b and ELAGSE1W5. Encourage the children to carry on conversations about
the pictures they are looking at and discussing. Point out the “Possible Partner Sharing Stems” chart made in Session 7.

Supplemental Writing Session Day 12: Writers Take Notice of Their Effort

Materials
 Charted expected behavior from previous reading and writing lessons
 Chart paper, markers
  Drawing paper (one per student)
 Ruler
 Sample picture of you doing something well doing workshop time – with a brief explanatory sentence
 Sticky notes (to unpack standards)

MINI-LESSON

Connection:
 Share with the class of how some people make checklist of things that need done. Ask if they can think of anyone who
makes a list – sometimes of things to do.
 Discuss with the children that you would like to make a list of “Things To Do” during the workshop time – one that thinks
about reading and writing. But that this list shouldn’t be sooo long that you can’t remember what’s on it.
 Decide as a group, the MOST important expectations. (The number you limit the rubric to is your choice.)
 Reread the items on each behavior expectation chart, begun in Session 1. Explain, when necessary, the meaning and
implication of each bullet.
 As a class, decide to if there are any additional expectations not yet noted.

Teaching Point:
 Throughout this unit, you and your class have written and discussed specific behavior expectations in both reading and
writing workshop, which have been added to charts as the weeks progressed. Today you will write these ideas in a rubric.
 Say: Writers, so far in both reading and writing workshop, we have written and talked about certain behaviors your
teacher(s) expect you to have as we learn. Today, we will create a rubric/check list of these ideas so we can reflect on
ourselves daily to make sure we are following these rules or if we need to work on some.

Teach:
 Make your three columns and rate them (these can be as fun and creative as you and your class want).
 Explain the meaning of each rating system.
 Copy the class rubric, one per student and parent, for a future lesson.
 Ask the children to think about the expectation they know how to follow.
 Display your pre-made sample drawing, using reading or writing independent work time.
 Tell the students they will draw and label/write a sentence with the idea they just envisioned (to hang on a bulletin board,
if desired).
 Point out your standards board/Learning targets. Unpack ELAGSE1SL5: Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings, but adding sticky noted synonyms when necessary
for the bolded words.
 Sample Class Behavior Expectations Rubric
Name _________________________________________
  
  
I sit on my bottom when I am on the rug.

I look at and listen to the speaker (teacher or

student).

I wait my turn to talk when working with a partner.

I get my supplies quickly and quietly.

I read or write the whole time.

I use my inside voice while working.

Link:
  Remind the children that when they go to their seat they will:
o draw and label/write a sentence about their best expectation.
o write in their writing notebook/folder when this work is complete.

Work Session:
 Send students to their desk.
 On an additional piece of drawing paper, ask the children to draw and write a sentence (if able) about their picture that
shows them making their best effort with one expectation. (Hang on bulletin board for display.)
 When the assigned task is completed and placed wherever you ask, students are to continue writing in their notebook - in
any genre.
 Confer with students individually or with small groups, continuously keeping anecdotal records.

Closing/Share:
 Using a predetermined signal, gather students back together.
 Remind the children of the rule regarding carrying on a conversation and answering in complete sentences.
 Point out your standards board and unpack ELAGSE1SL6 Produce complete sentences when appropriate to task and
situation.
 Circle the verbs, underlining the nouns, and discuss their meaning.
 Write synonyms for the key words in the standard on sticky notes and post them on the standards board.
 Remind and point out standard ELAGSE1SL1b and ELAGSE1W5. Encourage the children to carry on conversations about
the pictures they are looking at and discussing. Point out the “Possible Partner Sharing Stems” chart made in Session 7.
 Each student will share the picture with their talking partner, taking turns.

Listen in to conversations so you can provide compliments on complete sentences and “volleying conversations” at the end of
this lesson.

Supplemental Writing Session Day 13:

Writers Make the Most of Partners

Materials
 Chart paper, markers
 Reading Workshop anchor chart from Supplemental Writing Session 2:
 A seed idea for a story
 Partner Sharing Stem chart (previously made)
 Sticky notes (to unpack standard)
MINI-LESSON

Connection:
 Remind the students of the discussion that occurred in one of our reading workshop lesson – that fiction text are stories
that are made up by the author. They aren’t real/true and didn’t happen. Point out that narratives have characters that
do something.
 If you haven’t yet, unpack standard ELACC1W3: Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure, focusing predominantly on the bolded text.
 Circle the verbs, underlining the nouns, and discuss their meaning.
Write synonyms for the key words in the standard on sticky notes and post them on the standards board

Teaching Point:
 Tell the children that today you want to teach them to think about a story and share that story with a partner.

Teach:
 Remind the children of the standard ELAGSE1SL1b: follow agreed upon rule to “build on others’ talk in conversations by
responding to the comments of others through multiple exchanges.”
 Demonstrate with a student partner.
 Tell your story, leaving the ending, or some other significant part out.
 If the student doesn’t ask, help her find the words to ask you questions. Plant the words in her mouth and have her
repeat you so the others learn from this demonstration.
 Recount your story again. Thinking as you draw and write on chart paper.
 When you come to a word that a 1st grader will need help, use your alphabet chart.
 Emphasize that you use the chart only for the trickiest parts, not for every word.
 Stop at only one or two sounds and refer to the alphabet chart. Move quickly through the rest of the sentence and do not
use the alphabet chart. Demonstrate that writers only use the chart when they need it.

Active Engagement:
 Have the children think a moment of a story they’d like to tell.
 Share that story with a partner.
Link:
 Remind the children when they return to their seats that their partner is there for support.
 Remind the children also to use the alphabet chart only when they need it during writing today.

Work Session:
 Send the children off to write/draw in their notebooks/folders.
 Begin conferring with individuals and/or small groups, continuously keeping anecdotal records.
 Point out the initiative of a student using the alphabet chart to write quickly and only use the chart for needed words.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Allow students to share what they wrote with their partner. Encourage them to ask, “Questions or comments?” (i.e.,
compliments or suggestions to clear up any confusion.)
 With this sharing, circulate. Listen for any exemplary partnerships.
 Share with the group what you heard.
 Add on to the previously made Partner Sharing Stems chart of the comments that you heard in today’s closing.

Possible Partner Sharing Stems:

 I’m writing about ___________.
 Could you tell me more about __________?
 Can you show me where that part is in the picture?

 I was wondering _____________

 How about adding _________________?

Supplemental Writing Session Day 14: Writers Tell their Stories in Correct Order

Teacher Notes
 During closing today, allow the children to evaluate their work in reading and writing workshop so far this school year
from the rubric made in Supplemental Session 1.
  This rubric should be run off and sent home to parents, with a note communicating the expectation of the school year.

Materials
 Copies of the class rubric (built in Supplemental Session 1)
 Sentence strips with story written on separate strips (for ordering in this lesson)
 A seed of a story idea – one the involved the class
 Picture story with three sequenced events displayed on index cards (enough so that teams of two or three could share)
[This could be events from a class story or a familiar picture book.]

MINI-LESSON

Connection:
 Remind the children of the standard ELACC1W3: Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure,
 Unpack and focus today on the bolded text.

Teaching Point:
Teach:
 Read one of the books suggested in the beginning of the launch unit.
 After you read the book, you can talk about how the author placed his parts in the story in order.
 Give an example of a familiar story not told in incorrect order.
 Share the story in correct order.
 Share your new story aloud, one that involves the majority of the class.
 Display the sentence strips of this story in incorrect order.

Active Engagement:
 Ask the children to help you rearrange the story so that it’s in the correct order.
 Remind the children of the importance of correct sequential order.
 Tell the children that you would like them to do order the story written on index cards with a partner.
 Hand out the index cards (three events that tell a story) to each of the partnerships. [This could be events from a class
story or a familiar picture book.]
 Ask the teams to work together to put the story in correct order.
 Discuss the correct order as a whole class.
 Have the children think a moment of a story they’d like to tell.
  Share that story with a partner.
 Remind the children when they return to their seats that their partner is there to remind them of what they said if they
can’t remember.

Link:
 Remind the children also of the importance of today’s lesson: Telling the events of the story in correct sequence

Work Session:
 Send students to their desk.
 Begin conferring with individuals and/or small groups, continuously keeping anecdotal records.

Closing/Share:
 Using a predetermined signal, gather students back together.
 Tell the students that during writing time today, they will be asked to evaluate their effort during writing workshop in the
last five days.
 Read the rubric the class made in Session 13.
 Explain how they assess themselves on the document…
o Read across each line (with a ruler, if needed) and place an X the column that defines them best.
 Read the rubric aloud and allow the children to score their effort.
 Allow the children to evaluate their effort in reading and writing workshop this week.

This assessment can be done at their seats before joining you at the carpet, if preferred.

Supplemental Writing Session Day 15:

Writers Listen Hard for Sounds (could be done is small groups based on the needs of your class)

Teacher Note
This minilesson aims to help students develop another strategy for getting words down on paper – listening hard to the beginning
sounds of words to write those and give the reader a good start on the word. Even it spelling all words is unrealistic at this time, the
idea of having the ability to spell harder words isn’t. The point of the lesson is attempting a harder word is better than working to
find an easier one.

Materials
 Chart paper, markers
 Sticky notes (to unpack standards)
  A previous charted story that you would like to improve with a corrected initial spelling blend

MINI-LESSON

Connection:
 Remind the children of the stretching sounds lesson they had in the previous lesson, pointing out standard ELAGSE1L2.

Teaching Point:
 Tell the children that today you want to show them how to get the main sounds they hear in their words down on paper.

Teach:
 Unpack standard ELAGSE1L2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions or state the learing target such as “I can spell words using the sounds I hear”.
 Instruct them to listen hard to how words start so that they can get those first letters down on the page like they do in
guided reading strategy for an unknown word- getting their mouth ready with the first sound of a word they are reading.
 Return to a piece of writing you’ve used previously in a minilesson – one that wasn’t spelled with the initial blending letters
– and say aloud a new bit you want to add.
 Tell the children to watch how you get the words onto the page {using a word like ‘please’, ‘be’, and ‘careful’ may work well
at this stage in your 1st grade classroom}.
 Tell the process you used to record words.
o Say the word, write down the sound you hear. Say the word again. Write down the next sound you hear.
o Reread the writing with your finger (just as we do when reading a published text) each time and add the sounds that
are appropriate for your classroom. (This will vary with each class.)

Active Engagement:
 Scaffold the practice with gradual release.
 Tell children to use the same process. (Say the word once, writing down the sounds they hear in the beginning; say the word
again, writing down the sounds they hear.)
o Always asking, “Are there any more sounds I could record?”
 Assign them a word and ask them to try the process with you, either writing the word on the palm of the hand (with their
finger) or on the carpet threads.

Link:
 Tell the children when they continue writing on their own to use this same process.
  Remind them to listen for the beginning sounds of words, then listen for more.

Work Session:
 Send the children off to write/draw in their notebooks/folders.
 Begin conferring with individuals and/or small groups, continuously keeping anecdotal records.
 Point out the initiative of a student who has done some independent revision.

Closing/Share:
 Using a predetermined signal, gather students back together at the carpet, bringing their writing with them.
 Point out the standards and tell the children that you will continue practicing ELAGSE1SL1a and ELAGSE1W5.
 Add any additional agreed upon rules, if necessary.
 Allow volunteers to share what they wrote, using a document camera, if available. Writers should read their piece and ask,
“Questions or comments?” (For example, compliments or suggestions.)

With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer and allowing for comments from classmates to further the student’s writing capability.

Sharing a longer piece, with an excitement that all will soon be doing this, can be infection.

Supplemental Writing Session 6:

Using Writing Tools: The Alphabet Chart (could be done is small groups based on the needs of your class)

Teacher Notes
For today’s session, you will show students how to match the sound they hear in the work they want to write with a letter that
represents it, using an alphabet chart with pictures for help. You will probably want to hold off on this lesson until you have
introduced the alphabet chart to the whole class in a phonics lesson.

Materials
 Enlarged alphabet chart with easily identifiable pictures to correspond with the letters – children should already be familiar
with this chart
 Chart paper, marker
 Copy of alphabet chart (or name chart or word wall) for each child to have on hand while writing
 A seed idea in which to write

MINI-LESSON
Connection:
 Remind the children of their work in the phonics lesson with the enlarged alphabet chart and tell them you’ll teach them to
use this chart as they write.

Teaching Point:
Teach:
 Again, close your eyes to think of your story.
 Think aloud as you write, pausing dramatically when the need arrives to use the alphabet chart.
 Demonstrate how the alphabet chart is a useful tool.
 Model how as a writer you look through the pictures to help with initial letters.
 Reread your work and demonstrate adding the letters you hear.
 Demonstrate this a few more times, within the content of your writing piece.

Active Engagement:
 Ask the students what they noticed.
 Have them turn and talk with their partner about their ideas
 Then invite them to share those ideas out

Link:
 Remind the students that they can use the alphabet chart as they write.

Work Session:
 Send the children off to write/draw in their notebooks/folders.
 Begin conferring with individuals and/or small groups, continuing to take anecdotal records.
 Point out a story of a child who used the alphabet chart well.

Closing/Share:

 Using a predetermined signal, gather students back together at the carpet, without their writing.
 When the class has gathered, ask them to practice using the alphabet chart once together, quickly.
 Choose one child who has used an out-of-the-way letter to share. Ask the children to use the alphabet chart to find the
letter for the sound.