Writing+-+Writing+Process;+Literary+Text+and+Personal+Experience+Writing


 * Assessments: **
 * __Non-negotiable Products__**
 * Personal narrative piece with a beginning, middle and end


 * __Ongoing Assessments__**
 * __Individual Writing Conferences__– Teachers conduct individual conferences to keep track of student progress and to decide if a mini-lesson is required for a skill not being met for the whole class or small groups or individuals.
 * Monitoring notes from writing conferences
 * Evidence of student understanding of fiction text structure explained through writing, labeling, picture planning or orally.
 * Analyze student’s personal experience or fictional writing sample using 6+1 Writing Rubric

**Writing TEKS/SEs** 1.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) 1. 17(B) develop drafts by sequencing ideas through writing sentences 1.17(C) revise drafts by adding or deleting a word phrase, or sentence 1.17(E) publish and share writing with others 1.28(A) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language 1.18(A) write brief stories that include a beginning, middle, and end [RRISD] write about important personal experiences 1.21(A) form upper- & lower-case letters legibly in text (stories) 1.21(B) recognize & use basic capitalization for (ii) the pronoun “I” (iii) names of people 1.21(C) recognize & use punctuation marks at the end of declarative and exclamatory sentences 1.22(A) match sounds to letters to construct known words
 * Daily: Writing Process**
 * Speaking**
 * Unit: Literary Text**
 * Oral/Written Conventions**

**Teaching Point:** During this unit, students continue to: During this unit, the students will:
 * write daily for extended periods of time; and
 * tell their stories orally, with pictures, and/or record some of the sounds they hear in words.
 * use their core of known written words (words that can be written automatically and quickly) more frequently in writing;
 * begin to revise and edit their work by rereading to ** rearrange ideas and improve word choice **; and
 * ** begin to edit by rereading for the purpose of checking appropriate spacing, correct spelling, and correct punctuation. **


 * Essential Questions: **
 * What inspires a writer’s ideas?
 * Why is it important to practice a story orally before writing it down?
 * Why do authors share their work?
 * How are stories organized?
 * How does punctuation help an author share his/her story?

Lesson Plans & Needed Resources:

**Week of September 12th**


 * **Writing:** Mini-lessons include the ** teacher modeling **: personal narratives with a ** beginning, middle and end **, practicing retelling to partners and **revising for adding or deleting words**.

Teach how to set up and write a 3-part picture plan using a personal experience to model what happened first, then, and finally. Model using these transistion words into your writing while incorporating the "Streching and Writing Words" lesson as well as past lessons.
 * Writers write words
 * Your children are writing like real authors.
 * Writers choose topics and write what they know about.
 * Writers first think of a topic, envision it, and then draw it.
 * Writers know that when they are finished, they have more to do.
 * Writers go back and add more detail.
 * Writers take care of their tools.

Lucy Calkins Session 7 - Stretching and Writing Words [|Lesson 7.docx] Lucy Calkins Session 8 - Stretching and Writing Words [|Lesson 8.docx]

**Week of September 19th**


 * Writing:** Mini-lessons include the ** teacher modeling **: (teacher’s) personal narratives with a ** beginning, middle and end **, and ** editing for punctuation of ending of sentences, along with capital letters at the beginning **. Students need to learn to ** “listen” to where the punctuation belongs, by listening for a drop in voice (which usually signifies the end of a thought). ** Students will need to have the teacher model how it sounds when people read their own writing aloud and listen for the drop in intonation.

Read alouds to teach punctuation:
 * __Punctuation Celebration__by Elsa Bruno
 * __Punctiation Station__by Brian Cleary
 * __Penny and the Punctatuon__ B by Moira Donohue

Create an anchor chart of various punctuation and examples of use.

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of September 26th**


 * **Writing:** Mini-lessons include the teacher modeling: revising (teacher’s writing) personal narratives for deleting or adding words, editing (teacher’s writing) for beginning and ending punctuation, and editing for ** punctuation of the pronoun (I). **

Lucy Calkins Session 15 - Fixing Up Writing Lucy Calkins Session 16 - Editing and Fancying Up Writing