unit 1: what good writers do grade level: first grade timeframe… · · 2015-10-07first grade...

First Grade Writing Unit Plan 1- (Writers Workshop Daily Objectives)

Unit 1: What Good Writers Do

Grade Level: First Grade

Timeframe: 6 weeks

Unit Overview: This unit is to provide an introduction to the writing workshop that establishes roles and norms for the class. Students will learn routines and procedures that

will be the foundation for the workshop and identify tools that they will use to be successful writers. Students will be collaborating to solve problems, share ideas, and engage

in relevant discussions using full sentences. Students will set goals at the beginning of the unit and then reflect with the teacher during conferencing at the end to see progress.

In the workshop, will begin to craft stories in sequential parts focusing in on a small moment in time. They will build skills for partner work, how to revise and use a checklist,

and what it means to publish a piece of work at the end of the unit.

Enduring Understandings

We are learning through our writing that we can tell a story.

We are learning through our writing that we can use tools to improve our work.

Essential Questions

What is writer’s workshop?

What do good writers do?

How do we share ideas and work with others during the workshop?

How can we tell a “great” story?

What can I do if I can’t think of an idea or event to write about?

What tools help me as a writer?

What strategies will I use to help me spell and write?

How will I correct my work?

Common Core Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups.

W. 1.3 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.

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters.

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

b. Use end punctuation for sentences.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


21st Century Skills Standard and Progress Indicators:

Have multiple exchange discussions about a specific question or topic.

Take turns speaking and doing in whole group settings.

Work collaboratively with peers to complete tasks or cooperatively play.

Work collaboratively with partners to solve problems.

Apply critical thinking and problem-solving strategies during structured learning experiences.

High Frequency Words Taught in Unit 1 Word Work:

Week 1: and, you, be, play, help, with

Week 2: for, he, what, look, have, too

Week 3: do, sing, find, no, funny, they

Week 4: all, me, does, my, here, who

Week 5: friend, hold, full, many, good, pull

Week 6: away, every, call, hear, come, said

Academic Vocabulary Taught in Unit 1:

Week1: author, visualize, strategy, illustrations, details, tools

Week 2: word wall, environment, alphabet chart

Week 3: complete sentence

Week 4: punctuation, period, capital letter

Week 5: strategy, publish, checklist, partner sharing, celebration

Application in Centers:

Look into Journey’s Grab and Go centers for writing and phonics application.

Key details and similarities: have students work with a partner to buddy read two texts and then come up with similarities and illustrate the key details (provide

graphic organizer to scaffold learning.)

Sticker Stories: Have stickers be used within illustrations to help generate ideas setting or characters- for students to create stories.

Partner Writing: Creating stories or telling stories with prompts. Have students include detail and have partner share details from created story.

Retell Stories with Sequence Cards: Have story sequence cards available and tell the story while writing the temporal word above each picture. (First, Next, Last)

Poems- laminate/use a journal common poems to identify key vocabulary and sight words- have students circle letters they know, reread to the class, create

illustrations to go along with poems- can also provide alternate settings, change characters.

Writing Center- What if?? Stories Place favorite read aloud books in writing center and have students imagine what the story would be like with a different main

character or setting- great to feature during share portion of centers.

Read and Write the Room: Set a focus for students to go around and read/write with environmental print- great ideas on pinterest for example templates

Sight word books – give the students a book with sight words blanked out. Place a list of the sight words that are blanked out on the inside cover of the book. Have

students finish “writing” the book by writing in the correct sight word. Students can then illustrate the book & read it to a friend.

Flip books: Divide multiple pieces of paper into 3 sections. Cut the pieces of paper. Write different letters on the pieces of paper. Staple the pieces of paper to a piece

of cardstock (make sure you place your vowels in the middle). Have students flip the pieces of paper and read new words. Students write a sentence with the new word

and illustrate the picture. You can differentiate this activity by placing a variety of blends & digraphs & long vowel sounds in the flip book. You can also have

Students make their own flip books.


Instructional Plan Reflection

Pre-assessment:

On demand writing prompt- Read the sentence and have students write to the best of their ability and then draw an illustration to represent the

sentence. This is my cat. His name is Sam.

Scoring Checklist:

First sentence begins with a capital letter. Second sentence begins with a capital letter.

First sentence ends with a punctuation mark. Second sentence ends with a punctuation mark.

A name is capitalized. The month for the date at the top of the page is capitalized.

Illustration accurately represents the sentence content (cat in picture).

Student uses child friendly spelling to write sentences. Sentences have proper finger spacing.

*Setting Writing Goals with Data- complete this after pre-assessments are complete:

1st grade students example: http://growingfirsties.blogspot.com/2014/04/Data-Based-Goal-Setting.html

SWBAT

(daily learning objectives grouped

by formative assessment)

Instructional

Practice

Student

Strategies

Formative Assessment Activities and Resources Reflection

Day 1

SWBAT: explain what he/she

does during writing workshop.

W.1.3

WW

Student Draft

Anecdotal notes- student

participation during

workshop

Launching (Unit 1 Lesson 1) What is Writing

Workshop?

Materials:

Chart paper

Markers

Student writing paper

Pencils

Writing folders or a place for students to

store their individual writing.

Word bank of common summer activities

plus pictures to support ELL (optional).

Day 2

SWBAT find ideas to write about

during writing workshop.

W.1.3

W.1.5

WW

Referring to

class list of

ideas.

Student Draft

Anecdotal notes- student

is able to choose an idea

and write about it during

workshop

Launching (Unit 1 Lesson 2): Finding Ideas

Materials:

Denver writing poem

Journeys- Back to School (big book) or

other texts, such as: First Day Jitters by

Julie Dannenberg or The Night Before

First Grade by Natasha Wing

Chart paper

Markers

http://growingfirsties.blogspot.com/2014/04/Data-Based-Goal-Setting.html


Day 3

SWBAT sketch to help write

more details

W.1.3

W.1.5

WW Student sketch

and draft

Discussion with

a partner

Student Discussion collected by anecdotal

notes

Student Work- Collecting drafts of

students drawings

Complete a checklist

while circulating- students

able to describe drawing

of people/places using

rubric- one= beginning,

two= developing three=

secure.

Launching (Unit 1 Lesson 3) Using a Sketch

to Write More Details

Materials:

Chart paper

Markers

Whole-class experience to be made into a

class story

Day 4

SWBAT use writing tools in the

classroom writing center

W.1.3

W.1.5

WW, Centers Student practice

of workshop

routines

Use alphabet

chart / sound

cards

Checklist/Anecdotal

Notes- during the week

observe students using

problem solving or refer

students to different

resources instead of

providing answers. Pose

scenarios where students

would have to answer

what they would do to

solve problem.

Launching (Unit 1 Lesson 4) Introduction to

Writing Tools

Materials:

(Varies by classroom.) The writing tools

you want to introduce may include:

Pencils

Markers

Sticky notes

Paper choice [NOTE: you may need to

model using particular paper choices]

Writing folders (or a place for students to

store their writing)

Tape dispensers

Day 5

SWBAT stretch and write words

L.1.2.d

L.1.2.e

WW, Centers

Student practice

of workshop

routines

Use alphabet

chart / sound

cards

Checklist/Anecdotal










solve problem.

Launching (Unit 1 Lesson 5) Stretching and

Writing Words

Materials:

Simple story or use the example under

“Teach” below

Chart paper

Markers


Day 6

SWBAT use the words wall to

help write words in our writing

L.1.2.d

WW, Centers

Reference word

wall,

computers,

picture

dictionary

Use picture

dictionary or

environmental

print as tools

Checklist/Anecdotal



tools or refer students to

different resources instead

of providing answers.

Pose scenarios where

students would have to

answer which tool they

would go to.

Launching (Unit 1 Lesson 6) Using the Word

Wall to Help Write Words

Materials:

Chart paper and markers

Simple story partially written from

yesterday (use example in this

lesson or your own story)

Word Wall

Sticky notes

Paper choice or journal

Day 7

SWBAT create a quiet

environment for writing.

W.1.3

WW, Centers Reference

anchor chart

Refer to anchor

chart for teacher

and student role

during

workshop

Checklist/Anecdotal



tools or refer students to

different resources instead

of providing answers.

Pose scenarios where

students would have to

answer which tool they

would go to.

Launching (Unit 1 Lesson 7) Quiet

Environment for Writing

Materials:

Chart paper with headings: “Writing

Workshop looks like…” “Sounds like…”

“Feels like…” (such as the “Writing

Workshop” sample following lesson)

Markers

Day 8

SWBAT participate in whole

group sharing.

W.1.5

WW

Active

Listening

Taking turns

speaking

Reference Good

writers anchor

chart.

Student Work-

Turn and Talk/think pair

share to discuss

Launching (Unit 1 Lesson 8) Whole Group

Sharing

Materials:

“Whole Group Sharing” chart (sample in

resource section at end of this unit)

A student to share a story during ‘Active

Engagement’


Day 9

SWBAT stretch and write words

using the alphabet chart

L.1.2.d

L.1.2.e

WW/ Centers

Alphabet Charts

(Sound/Spelling

Cards)

Checklist/Anecdotal










solve problem.

Launching (Unit 1 Lesson 9) Using an

Alphabet Chart

Materials:

Chart paper

Markers

Alphabet Charts (Sound/Spelling Cards) [Note: Teacher may decide to

distribute personal copies of the

Alphabet Chart for students or have students use the Journeys

Sound/Spelling cards on the wall.]

3-4 words for sounding out in the Active

Engagement part

Optional: Dry erase boards

Day 10

SWBAT identify what to do when

he/she is done with a writing

piece.

W.1.3

WW, Centers Reference

anchor chart-

what to do

when finished.

Anecdotal notes- observation of students

going back to their work,

adding detail, pulling out

other pieces from their

folders to work on, etc.

Launching (Unit 1 Lesson 10) What to Do

When I’m Done

Materials:

“When I’m Done” chart (see sample at the

end of this unit)

Piece of modeled writing from lesson 1 or

3 or something you prepare

Chrysanthemum by Kevin Henkes or

another text with which your students are

familiar


Interim Benchmark Assessment: *Start with students that exhibit the most understanding of the skill first- have graphic organizer with different

prompts as a center activity for students to get use to over time. This benchmark can be given throughout the week during literacy centers or the work

period of writing workshop.

Task 2: Story Board and Share: Work with a small group of students (3-5) to complete this task. Note that this graphic organizer should be used

several times before this assessment is administered so that the students are familiar with the process. However, do not use the writing prompts

below during the practice writing sessions. Rather, choose a different writing prompt. Ask the students to organize ideas and information for

“writing” that shows a progression that recounts two events. Students can draw or write in the graphic organizer. Provide students enough time to

complete.

Task Prompt: Say, “I am going to ask you to tell a story to me using pictures or words. Using this story board, you will write or draw your story.

Make sure it has a beginning, middle with two events, and an end. When you are done, I will ask you to share your story with me. Think about your

ideas. You may begin to draw or write when you are ready.”

Let’s begin. (Choose one prompt).

1. Using words or pictures tell me about your favorite day at school.

2. Using words or pictures tell what you would do if you found a lost puppy.

Day 11

SWBAT identify the purpose and use

of writing folders.

W.1.3

WW/

Centers

Use green and

red dots in

writing folder to

find pieces to

revisit

Anecdotal

Notes/Checklist-

Looking for evidence of

students successfully

setting up writing folder

with green and red side.

Seeing students using

materials properly during

centers.

Launching (Unit 1 Lesson 11) Writing

Folders

Materials:

Students’ writing folders with a red

sticker dot on one side and green on the

other. Their writing should be placed in

the middle of their folders. [NOTE: You

may want to include alphabet charts,

dictionary, or any other resource in the

folder. If so, you should give lessons on

how to use the other resources.]

Location for storing writing folders

Samples of finished and unfinished pieces


Day 12

SWBAT continue a piece of writing

the next day.

W.1.3

WW

Centers

Refer to good

habits of writers

chart

Student Drafts.

Student Discussion and

Student Drafts:

Anecdotally take notes or

check off when hearing

students being able to

continue the same

narrative from the

previous day. Collect

student drafts of

narratives- provide

feedback on if they were

able to create a story from

personal that stayed on

topic and was sequential.

Launching (Unit 1 Lesson 12) Continuing a

Piece of Writing the Next Day

Materials:

Chart paper

Markers

Teacher writing folder with unfinished

paper

What is a Pal? by Nina Crews – Journeys

Unit 1 Lesson 1 (previously read to class

OR another text with which students are

familiar)

Day 13

SWBAT use known words to spell

new words.

L.1.2.d

L.1.2.e

WW

Centers

Reference the

word wall,

Alphabet Charts

(Sound/Spelling

Cards)

Look for labels

and

environmental

print

Checklist/Anecdotal










solve problem.

Launching (Unit 1 Lesson 13) Using Known

Words to Spell New Words

Materials:

Chart paper

Markers

Word wall words that can be used to spell

other words marked with an * sign (e.g.,

at*, play*, me*, can*)


Day 14 SWBAT write in complete sentences.

L.1.2.b

WW

Centers

Anchor chart


Drafts: Anecdotally take

notes or check off when

students’ include

complete sentences in

their writing. Collect

student drafts of

narratives- provide

feedback on if they were

able to create a story from

personal that stayed on

topic, included complete

sentences and was

sequential.

Launching (Unit 1 Lesson 14) Complete

Sentences

Materials:

“Complete Sentence” chart (see sample at

end of this unit)

Sentences from a simple teacher story,

written up on chart

Chart paper

Marker

Day 15

SWBAT visualize whether words are

long or short .

L.1.2.d

L.1.2.e

WW

Centers

Reference

Anchor Charts

Utilize tools

Partner work


Drafts: Anecdotally take

notes or check off when

students’ include words

that approximate the

correct length of an

unknown word in their

writing.

Start Model Curriculum

Task 1: Writing task-

On demand writing

prompt- Read the

sentence and have

students write to the best

of their ability and then

draw an illustration to

represent the sentence-

begin to assess students in

order to their

preassessment and

conferencing note data-

over course of week

during writing workshop

work period.

Launching (unit 1 Lesson 15) Spelling Long

vs. Short Words

Materials:

Chart paper

Markers


Day 16

SWBAT use spaces in between

words.

L.1.2.

WW

Centers

Student Draft Student Checklist

Note if students are able

to leave spaces between

words

Continue Model

Curriculum Task 1:

Writing task- On

demand writing prompt.

Launching (Unit 1 Lesson 16) Spacing

Between Word

Materials:

Chart paper

Markers

Prepared writing samples on chart

paper—one with spaces between

words, one without

Two of the same sentences - one showing

proper spacing and one with the words

squished together.

Day 17

SWBAT use periods at the end of a

sentence.

L.1.2.b

WW Editing

checklist

Edit with a

partner.

Student Work- Review

and provide feedback

while students edit with a

check list.

Continue Model

Curriculum Task 1:

Writing task- On

demand writing prompt.

Launching (Unit 1 Lesson 17) Using Periods

at the end of a Sentence

Materials:

“Complete Sentence” chart (see sample at

end of unit)

Chart paper

Markers

Color-coded sentence strips

prepared with subjects and

predicates (see sample sentences

in the Active Engagement

section)

Sentence strip pieces prepared with periods

Optional: Sticky notes


Day 18

SWBAT capitalize the beginning of a

sentence.

L.K.2.a

WW

Centers

Student Drafts

Anchor Chart

Student Checklist

Note if students capitalize

the first word in a

sentence

Launching (Unit 1 Lesson 18) Capitalizing at

the Beginning of Sentences

Materials:

Chart Paper

Markers

Piece of shared or modeled writing

from a previous lesson (prepare a

sample that has an error or two)

Mentor text

Day 19

SWBAT review of concepts: what to

do when you’re stuck writing a word.

W.1.3

WW

Centers

Reference

Anchor Charts

Utilize tools

Partner work

Checklist/Anecdotal










solve problem.

Launching (Unit 1 Lesson 19) Review of

Concepts: What to Do When You’re Stuck

Materials:

Alphabet charts (Sound/Spelling Cards)

Word wall

“When I’m Done” poster (see sample at

end of unit)

Writing folders

Topic list created in previous lesson

Day 20

SWBAT edit and revise his/her story.

W.1.5

WW Revision and

Editing

Checklist

Use revision

checklist

Revision and Editing

Checklist/Observation

Have students use a check

list that looks for the

following:

Written in complete

sentences.

Explains at least 2

things that happened

in a story.

Capitalization and

spacing between

words.

Punctuation mark at

end of sentence.

Rating Scale: one=

beginning, two=

developing three= secure.

Launching (Unit 1 Lesson 20) Preparing to

Publish

Materials:

Whole-class experience written as a simple

story (with errors) on chart paper

Mentor Text

Markers

Pencils, crayons, etc.


Day 21

SWBAT use a checklist to prepare a

writing piece for publishing.

W.1.5

WW Revision and

Editing

Checklist

Use revision

checklist

Revision and Editing

Checklist/Observation

Have students use a check

list that looks for the

following:

Written in complete

sentences.

Explains at least 2

things that happened

in a story.

Capitalization and

spacing between

words.

Punctuation mark at

end of sentence.

Rating Scale: one=

beginning, two=

developing three= secure.

Launching (Unit 1 Lesson 21) Using a

Publishing Checklist

Materials:

Chart paper

Markers

Mentor Text

Enlarged “Publishing Checklist” for

display (see sample at end of unit)

Copies of “Publishing Checklist” for

individual student use (sample at end of

unit)

Special editing pens for each student

(optional) or have them bring a pencil or

marker to the carpet with their folders.

Day 22

SWBAT learn what to do during a

partner sharing.

W.1.5

WW Active

Listening Skills

Expectations

for student

answers

Sitting in

Author’s Chair

Checklist/Anecdotal


observe students during

the sharing process- be

sure to check off each

student so that everyone

gets to practice sharing

and being an active

listener. Check off how

they answer- volume and

complete sentences, and if

their questioning is on

topic.

Launching (Unit 1 Lesson 22) Partner Sharing

Materials:

A piece of student writing for each

student (should be piece they are

planning to share for the publishing

celebration)

“Partner Sharing” chart (see sample at end

of unit)

Assigned partners

Sticky notes


Day 23

SWBAT share writing with peers.

W.1.6

WW Active

Listening Skills

Expectations

for student

answers

Sitting in

Author’s Chair

Student Work- Collect

final published piece and

assess with development

writing checklist.

Narrative piece - add to

writing portfolio.

Evidence of Goal

Conference:

Have a final conference

that celebrates progress

towards student goal and

what to focus on for the

next writing unit (set next

goal!)

Launching (Unit 1 Lesson 23) Publishing

Celebration

Materials:

Students’ writing piece for publishing

celebration

Sharing protocols (have the “Partner

Sharing” chart as a reference)

Summative Written Assessments

One published narrative piece from writers workshop **to be entered into writing portfolio

Model curriculum task 1 print conventions piece **to be entered into writing portfolio

* Evidence of Goal Conference: Have a final conference that celebrates progress towards student goal and what to focus on for the next writing

unit (set next goal!)

Summative Performance Assessment

Model Curriculum performance based tasks completed ongoing throughout literacy centers during second half of unit 1. Remediation and support

provided on an ongoing basis after reviewing initial data.

Possible Mentor Texts For Personal Narrative

Bigmama’s by Donald Crews

Kiss Goodnight by Amy Hest

Joshua’s Night Whispers by Angela Johnson

The Kissing Hand by Audrey Penn

The Hello, Goodbye Window by Norton Juster

Night Shift Daddy by Elieen Spinelli

Arthur Writes a Story by Marc Brown

The Listening Walk by Paul Showers

My Little Island by Frane Lessac

I Love My Hair! By Natasha Anastasia Tarpley

The Keeping Quilt by Patricia Polacco

Corduroy by Don Freeman

Flying By Don Crews

Text Resources

Launching the Writing Workshop by Lucy Caulkins and Leah Mermelstein

Journey’s Language and Literacy Teacher’s Guide

Olivia Wahl Unit 1 Writing on TBOE Website

Reading/Writing Connections in the K-2 Classroom: Find the Clarity and then Blur the Lines by Leah Mermelstein

The Continuum of Literacy Learning: Grades K-2 Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C Fountas

unit 1: what good writers do grade level: first grade timeframe… · · 2015-10-07first grade...

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