Unit 2: Narrative- Writing for Readers

Timeframe: December 3rd to January 25th

Assessment- How will we know if students have learned it? What common formative assessments will we use?*Please find On-Demand assessments attached (or pgs. 182, 184, 128, 130 of Writing Pathways)

Pre On-Demand Assessment Narrative Writing Post On-Demand Assessment Narrative Writing and Published pieces (with Celebrations) Writing Checklist/Rubric Formative observation and analysis of writing samples. Individual and small group conferencing

Suggested Mentor Texts:

o Shortcut by Donald Crewso A Day with Daddy by Nikki Grimeso Don’t Let the Pigeon Drive the Bus

byMo Willems

o The Pigeon Finds A Hot Dog by Mo Willems

o The Snowy Day by Ezra Jack Keatso Caps for Sale by Esphyr Slobodkinao A Chair for My Mother by Vera B.

Williamso Koala Lou By Mem Fox

Resources- Anchor Charts Large Chart Paper (Teacher/Student

Writing Samples) sessions 1 Paper choices (stapled booklets 3 or

4 pages- 1, 2 and 3 lined) Post-it tape Date stamp Crayons/markers Magnetic letters Tool Box (revision flaps, colored

pencils, Student set of dry erase boards and

markers (class set) Materials for Conference notes

Anchor Charts How to Write a True Story (from

Unit 1, pgs. 102, 110, 123, 129) Narrative Writing Checklist pg. 54

(CD ROM) What Makes Writing Easy to Read

pg. 40 Vowel Chart pg.61 (CD

ROM/Fundations) Personal Word Walls How to Turn a Word into a Snap

Word Chart pg. 77

Videoshttps://vimeo.com/55951305https://vimeo.com/55954401

What do we want students to learn? The Essential Learning Goals Unit 2 Writing for Readers Writers make their stories clearer. They build richer stories. Writers strengthen the conventions and mechanics of their writing.

Bend I: Writing Stories that People Can Really Read Writers make 2 piles (easy-to-read writing/hard-to-read writing) Writers review old anchor charts on writing true stories Writers address the print on the page, encourage conventional writing Writers use drawing to plan and rehearse meaningful stories with exact storytelling Writers learn to write in sentences & reread their work as they write.

Bend II: Tools Give Writers Extra Power Writers learn how to use a checklist to reflect on learning Word writing skills-spotlight on vowels and sight words Writers learn to listen/capture true storytelling words Writers work in partnerships to make writing clearer

Bend III: Partnering for Revision: Making Stories More Fun to Read Writers’ focus shifts from getting words on page to telling stories more powerfully through the use of revision w partners Bend begins and ends with attention to the whole story Writers use flaps to make additions to stories Writers work as peer partners to help each other make their stories easier to read

Bend IV: Preparing for Publication Writers learn the process of taking a single piece of writing to publication Writers will edit (mechanics) and revise from first day of bend. Writers create endings that introduce a “big feeling.”

Summary of Teaching Points: The time allotted for each session may be revised according to formative

assessment data.Bend 1: Writing Stories that People Can Really Read

Week 1: 12.3-12.7 Sessions 1, 2 and 3

Session 1 (2 days): page 2“Writers re-read their own writing and fix it up so other people can read it.”

Session 2 (2 days): page 13“Writers write stories that people can read by re-reading classroom charts and remembering everything they already learned.”

Session 3 (1 day): page 21“Writers look back up at their picture to remember their story and all the words they wanted to write.”

Week 2:12.1-12.14Sessions 4, 5 and 6

Session 4 (2 days): page 30“Writers say a sentence in their mind and then write it, word after word.”

Session 5 (1 day): page 41“Writers re-read often. They write a little and read a little, flipping back and forth between being a writer and a reader.”

Session 6 (2 days): page 50“Writers use a checklist to write powerful true stories that are the best they can be.”

Bend 2: Tools Give Writers Extra Power

Week 3: 12.17- 12.21Sessions 7 and 8

Session 7 (2 days): page 59“Writers know that vowels can help them spell the middle of words. A vowel chart can help you find the right vowel sounds for your words. This will make your writing easier to read.”

Session 8 (2 days): page 69“Writers don’t stretch out words they know in a snap, they write them quickly using the word wall.”

Week 4: 1.2- 1.4Sessions: 9 and 10

Session 9 (2 days): page 78“Writers need to write with their own true storytelling words, even though that means they need to work a little harder to spell those true words.”

Session 10 (1 days): page 87“Writers make their writing more readable by working with a partner like a team to get the job done.”

Bend 3: Partnering for Revision: Making Stories More Fun to Read*starts at session 13

Week 5: 1.7- 1.11Sessions: 11, 12 and 13

Session 11 (1 day): page 95“Writers help their writing partner get more sounds into the words they write.”

Session 12 (2 days): page 98“Writers use everything they have learned so far to make their writing even more readable.”

Session 13 (2 days): page 106“Writers revise their stories by picturing what happened in their mind and then putting what they pictured onto the page.”

Bend 4: Preparing for Publication*starts at session 17

Week 6:1.14- 1.18Sessions: 14, 15, 16, 17

Session 14 (1 day) : page 114“Writers use paper flaps as a revision tool to make their story better.”

Session 15 (1 day): page 120“Writers look closely at the leads of other authors’ books and learn ways to revise their own story beginnings.”

Session 16 (1 day): page 128“Writers are teachers too! They listen to a writer’s draft, try to understand it, and notice places that can be made clearer.”

Session 17 (2 days): page 136“Writers get ready to publish by choosing the story they want to share and use all they know to make their story come to life.”

Week 7: 1.22- 1.25Sessions: 18, 19 and 20

Session 18 (1 day): page 142(use a mentor text that shows dialogue or actions to show a feeling at the end of the story)“Writers write strong endings to their stories by adding feeling with dialogue or action.”

Session 19 (2 days): page 148“Writers get their pieces ready for publication by adding missing bits to their drawings, adding color to their pictures, and checking that their words are easy to read.”

Session 20 (1 day): page 155“Writers use Post-It notes as flags to indicate places in their story they want readers to know something specific they learned in this unit. They bring their stories to life with a final celebration!”