writing lessons

TITLE LESSONS10 Things I know About Whales

Non-Fiction Writing

A Day of Autumn

IdeasFluencyABC Books

Different levels for K-

2nd.3rd: M is for Michigan,Q is for Duck, Tomorrow’s Alphabet

Word ChoiceVoiceAbuela

IdeasWord ChoiceVoice

Africa Calling

Word ChoiceVoice

WRITING LESSONS

Read the story. What is interesting about its layout? Students pick an animal they want to research and find interesting facts about it and follow this author’s organization style.

Read the story. Brainstorm what they think of in autumn. Students write their own story.

Read parts of the books to model

examples of what K, 1st, and 2nd graders may write when creating an ABC book. Then show them the last 4 books for examples of what they could create using interesting sentences. Students move to writing 5 letters a day.

Read and brainstorm the places they flew to. Discuss the places they would like to fly to if they could fly. Students move to writing their own piece focusing on exploding each moment.

Read the story. Discuss what they felt the author did well. Students move to writing about an area they know remembering to use great word choice.

Agate

IdeasFluency

All the Places to Love

IdeasFluency

All You Need for a Snowman

Sequence/Enumeration Always in Trouble

IdeasDetailsSequencingAmazing Grace

IdeasVoice

Read the story. Discuss the author’s Big Idea. Why is it important that we view others as well as ourselves as special? Create a see/saw writing piece about what makes someone else special and how you are different yet still special.

Descriptive writing. Brainstorm important personal places. Use sensory details so vivid it will put the reader right at the spot.

Read the story. Students write how to build a snowman remembering to add all the important detail.

Brainstorm items dogs could do that might get them in trouble. Read the story. Discuss what the dog did throughout the story. Discuss how they could take an idea and follow this organization style. Students move to writing about their own pet or a possible pet following the days of the week sequencing.

Read the story. What is special about Grace? Brainstorm what they have wanted to do and why. Students move to writing about a time they were told not to try or a time they felt maybe they shouldn’t try.

An Egg is an Egg

OrganizationAnd if the Moon Could Talk

IdeasDetails

Apple Pie Tree, The

Sequence/Enumeration

Arty Facts

Craft library


Bad Case of Stripes, A

IdeasFluency

Bats at the Beach

IdeasDetails

Read the story. Brainstorm what the moon would see in their neighborhood. Students move writing about their neighborhood using the author’s organizational style.

Discuss how this author uses sequencing to write her story. What other topics could they pick that would lend itself to sequence writing. Students move to writing on their own topic.

Read the story. Ask the students what makes this story unique compared to others. What other sequence writing could someone do? Review sequence words. Students move to creating their own sequence piece.

Discuss as a class how important it is to be true to yourself and to be an individual. We are all special, move to writing about their own likes and dislikes.

What are some things you can do at the beach? Read the story. Discuss what the bats did at the beach. What are other places that would be interesting to write about? Students move to writing on their own topic.

Follow the author’s organizational style.

Bear By Himself Brainstorm and chart what the students like to do alone.Read the story. Discuss what would have made the story better (fluency). Students move to creating their own piece focusing on fluency.

Word ChoiceFluencyBear on a Bike

IdeasFluency

Best of Friends, The

IdeasFluency

Boot Weather

Directionality

But No Elephants

New ending

Read the story. Brainstorm what these friends liked. What do you think makes a good friend? Move to writing about it.

Read the story. What are the key words in the story? Chart them. What would make the story more interesting? Students move to writing their own “directionality” story.

Read only to the part where the elephant has an idea to help. Students write their own ending to the story.

Read the story and discuss the places he went. Students move to writing where they would go on a bike, raft, boat, hot air balloon and spaceship

Butterflies in My Stomach and Other School Hazards

Read the story. Students write their own and illustrate.

Metaphors Use with:A Chocolate Moose for DinnerThe King Who Rained

A Little Pigeon Toad

My Momma Likes to Say

Cactus Poems

IdeasVoiceWord Choice

Canoe Days

Word Choice

Cat’s Colors

Word ChoiceVoice

Cesar Takes a Break Read the story. Where did Cesar go throughout the story? Brainstorm places Izzy could visit if she could.Students move to writing a story about Izzy and the places she would visit.

Read 5 poems. Some model the 1st

person. Brainstorm what things in nature they could write about. They need to have schema on their topics. Students move to writing using this same style (does not have to rhyme).

Read the story under the document camera. Have some of the great word choices covered and see what the students can come up with….then share what the author used. Students move to writing about a memorable time with their family or friends.

Read the story. Discuss how the sentences could be more interesting. Students follow the same pattern of the story to create their own story.

Creative writing sentence fluency

Charles of the Wild

Use with

The Dog Who Cried Wolf

Compare/ContrastCheerful Quiet, The Read to just before the final solution.

Discuss what ideas he tried. Student move to writing how they think it will be solved. Brainstorm opening sentences so they are not retelling the whole story.

FluencyWord ChoiceVoiceChild’s Calendar, A


Come Along Daisy Read the story. Discuss what Daisy’s poor choices were.Write about a time you didn’t listen…give

Knowledge/Experience details.

Come on, Rain!

Word Choice

Read both stories. Complete a Venn diagram. Students move to writing one way they are alike and one way they are different.

Read the story. Discuss what is special about the months. Students choose a month to write about.

Read the story under the document camera. Cover great word choices and see what the students come up with. Students move to writing about a summer’s day using increased word choice.

Could Always Be Worse

Organization

Courage Read the story and have students share their favorite example of courage and list them.

(compare this book to the older version of Courage)

Select a word different word…like freedom. Students brainstorm possible sentences… Freedom is when the bell rings on the last day of school. What other words could work?They chose their own title and create a story using the author’s style.

Knowledge/ExperienceCrazy Like a Fox: A Simile Story

Similes

Creatures at my Feet

Ideas/word choice

Dear Mr. Blueberry Letter writing…Brainstorm things they think most people don’t believe in. They move to writing a letter about 1 thing trying to convince me that I should too.

Letter WritingDear Santa Claus

IdeasFluency

Students write to Santa telling him ways they have been good this year. Ask Santa wonders that they have.

Read the story. What was the author’s message to us? How could they write about their day following this style? Students move to their own writing.

Read the story under the document camera. Discover all the similes. Students move to writing as many similes that they can.

Read the story. Think about the woods, a field, a pond, a beach, or any place they know a lot about. Students move to writing about the 5 senses of their place.

Desert Voices

Voice

Desert Voices

Animal perspective

Don’t Forget to Write

Letter Writing

Don’t Let the Pigeon Stay Up Late

IdeasFluency

Don’t Take Your Snake for a Stroll

Creative writingIdeasOrganizationDot, The

Ideas

Brainstorm things they felt they couldn’t do at first. Students move to writing about one of them.

Read a poem that is written in 1st voice. Write one whole class. Students move to writing their own animal piece. Repeat this process for 3 days.

Read some of the poems that are from the animal’s perspective. Students pick and animal that they have schema on and write in this way.

Read the story. Brainstorm what made the girl’s letters interesting. What will make their letters interesting? Brainstorm how to start, paragraphs (new topics), wrap up.

Read the story. Review all the reasons the pigeon gave to stay up late. Brainstorm some of theirs. Students move to writing their own sequence story about staying up late…remembering to keep their sentences long enough.

Read the story. Students think of their own animal and what could happen if they took it on a walk.

Everyone Needs a Rock

IdeasFluency

Extraordinary Gift, The

Ideas

Eye Guess

Ideas

Feel the Summer

Knowledge/Experience

Fine, Fine School, A


Flower, TheUse withTin Forest, The(craft library)

compare/contrast

Read both stories. Create a class Venn diagram. Students move to writing about one way the stories were alike and one way they were different.

Read the story. What other items could you write about? Follow the organization of the story but with your own idea.

Read the story. What other things that we see in our world could be made even better? Students move to writing about their own thoughts following the author’s style.

Read the story. What was unique about this story? What other ways could you start a guessing book? Students move to writing their own.

Discuss what they liked about the story. Chart what they could write about if they were creating a book called Feel the Winter. Students move to writing their own story concentrating on word choice and detail.

Read the story to the class. Talk about how Thornapple is a fine, fine school. Move to writing about it.

Froggy’s Halloween

Fluency

Frosty the Snowman

Organization

Ideas

Gardener, The

Letter Writing

Giraffes Can’t Dance


Giving Thanks

IdeasFluency

Students write about what they are going to be for Halloween. Give details as to why they picked it. Move to how they will be safe when they are trick or treating.

Read the story and discuss the adventures. If you made a snow dog, what adventures could you go on? Students move to writing their own story following the same pattern as Frosty the Snowman.

Read the story. What made her letters interesting? Brainstorm and chart what they could write to next year’s teacher. Review the letter format. What do you do when you start a new topic in your letter? What should be in a closing paragraph? Students move to writing their letters.

Read and discuss the story. Brainstorm things they had to learn that was challenging. Students write about a time they learned something new…what was easy about it and what was hard about it?

Read the story. Students write about what they are thankful for.

Giving Tree, The

IdeasFluency

Grumpy Cat

Problem solving

Hailstones and Halibut Bones…poetry

IdeasWord ChoiceVoiceHairy, Scary, Ordinary

Adjectives

Handmade Secret Hiding Places


Happy Birthday Grampie

IdeasFluency

Read and brainstorm what the tree gave to the man. Students write about who they could give a gift to, what it would be, and why. They need to remember that the tree gave of itself…so…their gifts have to be something that does not need money to buy it.

Read the story. Write about a time you were not happy about something and how it ended up good yet different.

Discuss how the author took the idea of color and created a book. Students choose colors and create sentences that “grab you”.

Discuss adjectives. How can they make your sentences stronger? Read the story. Students move to a free write using an adjective in every sentence.

Read the story. Brainstorm all the places that would make a good hiding place and what you would use it for. Students move to writing about their place or a place they would like to have.Read the story. What nice thing did the girl do for her grampie? Students move to writing about a time they have done something nice for someone.

Have You Filled My Bucket Today?

Ideas

Hello Ocean

Word ChoiceVoiceOrganization

Hello, Goodbye Window, The


Hello, Harvest Moon

Alliterations

Hey Little Ant

See/saw

Hole Is To Dig, A

IdeasFluency

Read just the beginning of the story. Discuss the ideas the author used. Brainstorm new ideas. Students move to writing about ways they could fill some ones bucket.

Discuss how the author uses the 5 senses in his writing piece. Students select their own idea to write about using the 5 senses. Each sense should have a least 3 sentences using good detail.

Read the story. Brainstorm places that hold special memories for the students. Move to writing about that one special place to them.

Read the story. Discuss alliterations…chart some from the story. Students move to writing their own.

Read the story. What is the organizational style? Students pick another animal and follow this author’s style.

Read the first part of the story and discuss the pattern. Brainstorm new ideas. Students move to their own writing following this pattern.

Hoops

Word Choice and Style

How Do I Love You?

Organization

How Do You Know It Is Spring?

OrganizationHow Does the Wind Walk

Word Choice & Pattern

How I Spent My Summer Vacation


I Know Here andWhat You Know

Knowledge/experienceI Like Myself

IdeasFluency

Read the story. What are things you like about yourself? Students move to writing about all the things they like about themselves and why.

Read the story. What did they notice about the style (the author did not lead with the words “playing basketball”…they had to figure it out. What are some topics they could write about that they could use this style? Students move to creating their own story.

Read the story. How did the author organize it? Students move to writing their parents a Valentine card following this same pattern.

Read and discuss the style. Students write their own text modeling this style.

Read the story. Discuss the pattern. Students move to writing their own story about rain or snow following the pattern.

Read the story. Brainstorm places they went. Students move to writing about something they did over the summer remembering to add detail.

Read the stories. Discuss the author’s purpose. Students move to writing about their home and what they love about it.

I Love the Rain

IdeasFluencyPersuasive WritingI Need A Friend

IdeasOrganization

I Wanna Go to Grandma’s House


I Wanna Iguana Letter writing…

Brainstorm a pet they would love to have but mom/dad say NO! Students move to writing a letter convincing their parents why they should be able to get their pet.

Letter WritingI Wish Tonight

Ideas

I’m a Michigan Kid

FluencyWord ChoiceVoice

Read the story. Write about the things you like that your friends my not. Give multiple reasons why you like it.

Read the story. Discuss the author’s style. What are some new ideas they could write about? Students move to writing using the author’s style.

Read the story and discuss what the little girl did at her grandmas. Brainstorm things they like to do at a relative’s house. Students move to writing about it.

Write about your wishes using paragraphs. Give at least 3 reasons why the wish is important to you.

Read the author part first. Read some of the children’s pieces from the book. Students write about a place in Grand Rapids they love and write about it beginning with …I’m a Grand Rapids kid.

I’m In Charge of Celebrations

Ideas

If I found a Wistful Unicorn

Ideas/organizationIf You Find a Rock Read the story. What made the story so

great? What other items could you writing about? Chart their ideas. Students move to writing about one of the ideas.Example: A Stick…

Craft library fishing, drawing, knocking down an apple, etc…

Ideas

Imogene’s Antlers

OrganizationIdeas

Important Book, The

OrganizationIdeasIt’s Fall

5 SensesIdeasWord Choice

Read the story. Discuss the celebrations the author wrote about. Brainstorm unique celebrations they could write about. Students move to writing about celebrations they would create if they could. They need to say why and what it would look like.

Read the story. Students follow the author’s pattern to create their own story.

Read the story. What did the girl use her antlers for? What could she do with the peacock feathers? Students write their own story choosing an animal part that they would wake up with.

Read and discuss the author’s style. Students choose different items to write about using the author’s style.

Brainstorm how we know it is fall. Read the story. Students use their 5 senses to write about fall.

Voice

Brainstorm how we know it is fall. Read the story. Students use their 5 senses to write about fall.

It’s Winter

5 SensesIdeasWord ChoiceVoice

Journey of Oliver K. Woodman

Letter Writing

Let’s Go Swimming with Mr. Sillypants

Ideas

Library Mouse

Creating books

Lilly’s Purple Plastic Purse

Knowledge/experience

Listening Walk, The


Read the story. Brainstorm all the places he went. Where else could he go that you have scheme on? Students move to writing places they would take him.

Read the story. How did Mr. Sillypants overcome his fear of swimming? What fears do they have? How could they get rid of them? Create a see/saw writing piece about fear/overcoming it.

Read the story. Teach students how to make foldable books. During For the Love of Writing they can write books.

Read the story. Discuss Lilly’s problem. Students share problems they have had. They move to writing about a time that their day didn’t go as expected.

Read and brainstorm all the sounds that the child heard while taking a walk. Brainstorm other places you could be and what sounds would you here. Example: my backyard, the beach, the airport, etc… Students pick a place and write about the sounds.

Read the story. Chart all the things the child did in the snow. Chart what is unique to winter. What could be listed under our 5 senses? Brainstorm some of their ideas. Students move to writing about the 5 senses of winter using word choice and detail.

Long Night Moon

IdeasWord ChoiceLook Who’s Counting


Magic Bicycle, The

Knowledge/ExperienceMagic Finger

IdeasFluencyMaking the World


Marshmallow Clouds

Creative writing

Max’s Words

Word Choice

Read the story with shorter sentences than how it is written. Then read the story and discuss how it could be improved even more. Students move to their own counting story focusing on word choice.

Write about your experience of learning how to ride your bike.

Brainstorm what bothers them what others do. What if they had a magic finger? Write what they would do.

Read the story. Brainstorm things they love in nature and chart. Volunteers describe them in a sentence. Students move to writing about the things they love in nature and why.

Read the story. Could this story really happen? Students move to writing about how they would get to a cloud and what they could do.

Read the story. Why are words so powerful? If they could think of one word that would hold meaning for them, what would it be and why?

Me and My Flying Machine

IdeasFluencyMiss Alaineus Read the story. Ask students what her

mistake was. Did it turn out okay? Why?Have they ever made mistakes? Ask if anyone wants to share. Students move to writing about a mistake they made and the outcome.

Knowledge/ExperienceMoon Was the Best, The

Word ChoiceVoiceMuldoon

Ideas/organization(days of the week)

My Prairie Summer

Letter Writing

Mysteries of Harris Burdick, TheIdeasWord ChoiceVoice

Read the story. Discuss all the places he went. Ask how the story ended. Students move to writing about their adventures in a boat that they made.

Read and discuss the story. Students write about special places using good word choice.

Read the story. What is the pattern at the end of the book? Students move to writing about what their pet would do each day of the week.

Read the story. What makes Emma’s diary so good? What would make your letter to next year’s teacher good? Students move to writing their letter remembering to use detail.

Create a story about one of the pictures in the book.

Nature Spy

Ideas

Night in the Country

Sequence/enumeration

Night is Coming

Ideas

Night Noises


Nothing To Do!

Ideas

Odd Velvet Writing to a prompt…Would you like to be friends with someone like Velvet? Explain your answer using detail from the text.


This author models the night progression with the subtly of language. Ask the students how we know the night is progressing towards bedtime. Students move to writing about what happens after they get home.

Read the story. What is happening with the animals? Students move to writing about what would happen once night comes.

Read and discuss what the story was about. Brainstorm what types of parties they have been to. Students move to writing about a party they enjoyed.

Read the story. Discuss all the ideas this child had to stay busy. Brainstorm things they like to do. Students move to writing about their day following the style of the author.

Read the story. Go outside and find two things the can carry in to write about. Student move to writing in detail about their two objects found in nature.

Old Black Fly

Word ChoiceVoiceDirectionality

Oliver Button is a Sissy

Detail

Other Way to Listen, The

IdeasFluencyOur Tree Named Steve

IdeasFluency

Read and discuss the story. Brainstorm things they could hear but don’t have to see. Students move to writing about this topic.

Read the story. Discuss all the reasons why the tree was so important to the family. Brainstorm things that are important to hour family and the reasons behind it. Move to writing about it.

Discuss the pattern of the ABC story. What made the word choice interesting? What other titles could be created (Old Buzzing Bee, Wriggly Old Ant, Slippery Old Snake, etc.)? Students write their own story but instead of focusing on an ABC story, they should focus on the 7 days of the week.

Read the story. Brainstorm ideas of things you couldn’t do at first. Students move to writing about a time that they learned to do something that was hard.

Owl Moon

Organization

Pain and the Great One, The

Ideas Fluency

Pet That I Want, The

FluencyWord ChoiceVoicePictures from our Vacation

Students should have at school 5 photos.

Knowledge/Experience After reading the story, discuss what is missing in the pictures that the little girl took. Show my photos and share what is missing from them. Students have 5 photos from home. They will be writing about one picture a day giving the details (telling the story) that the picture could never tell us.

Piggie Pie

Story Continuation

What was it in the author’s style that kept your attention? Share my writing piece about my day on the river. What real thing could they write about that would make me not want to stop reading their story? Students move to writing…remembering to focus on “anticipation”. In other words…building up for the final outcome.

Discuss the theme of this story. Brainstorm how they think they are the Great One and how they think they are the Pain. Move to writing about each one with many examples.

What would make this book better? Write one together as a class. Students move to writing about a pet they want using the author’s style.

Students continue the story by taking the wolf or witches character. They decide how the story will end.

Place to Dream, Review Position and Evidence.

Ramona is a show-off. Explain why you agree or disagree with the statement. Use examples from the story to support your answer. Go on an Evidence Hunt with a partner. Move to writing independently.

Ramona Quimby, Age 8Page 133Position/Evidence(3rd grade)Place to Dream, A

A Gift for Tia RosaPage 170

Position/Evidence(3rd grade)Place to Dream, A

The Lost LakePage 299

Position/Evidence(3rd grade)Pumpkin Eye

5 SensesWord ChoiceVoicePup Just For Me, A Read the story. Discuss the author’s

style. Students move to writing about a pet that they want using the see/saw style.Example: I want a dog that can run fast. I do not want a cat that can scratch me.

Organization

Would you describe this story as happy or a sad one? Use examples from the story to support your answer. Go on an Evidence Hunt with a partner. Move to writing independently.

Would you have liked to go on the camping trip with Luke and his father? Explain why or why not using evidence from the story. Go on an Evidence Hunt and move to independent writing.

Read the story. Write a 5 sense poem. Create a pumpkin out of cut paper to go with their poem.

(see/saw)

Quick as a Cricket

IdeasWord ChoiceVoiceQuiet Place, The

FluencyWord ChoiceVoiceRainbow of Friends, A

IdeasWord ChoiceVoiceRecess Queen, The


Red Sings From Treetops


Relatives Came, The

Detail

Read and discuss the story. Brainstorm what problems the students have seen or have had at recess time. Students move to writing about a time they had trouble on the playground…or…witness something.

Read the story. Discuss the author’s style. Brainstorm other sentences they could use if our theme is summer (or any season). Students move to writing about summer (or any season) using color words and word choice.

Read and discuss all the activities the family did together. Model listing things I did with my sister up north. Pick one and “explode” that moment in time. Model sentence fluency as I write. Students move to creating a list and choosing one to write about.

Read the story. Students move to creating their own comparisons to animals. They should add length and word choice to their sentences.

Write about your quiet place. If you don’t have one, write about the perfect place.

Draw names of two students at a time and take their picture. The pairs write nice things about each other.

Rollercoaster Narrowing the topic…After reading ask the students what this author did well. Brainstorm things they could write about. Move to writing about 1 topic but remembering to “explode” that one idea.

Narrowing the Topic

Rosie and Michael

IdeasFluency

Scaredy Squirrel

OrganizationIdeas

School

Sentence fluency and ideas

Sea of Wonder

The Pizza MonsterPage 185

Position/EvidenceSea of Wonder

Sunken TreasurePage 264Position/Evidence

Would you hire Olivia to solve a problem? Explain why or why not using evidence from the text. Go on an Evidence Hunt and move to independent writing.

Would you want to be a member of Mel Fisher’s Crew? Explain why or why not using evidence from the story. Look for evidence and move to independent writing.

After reading the story students discuss all the reasons why Rosie and Michael were friends. They move to writing using the same see/saw style that the author used.

Read the story. What is the squirrel afraid of? Tell them what I am afraid of and how I handle it. Brainstorm their fears. Students move to writing about what they are scared of and what happens if they encounter it.

Discuss what a wordless picture book is. Why would there not be words? Put the first picture under the document camera. Students write and sentence to go with it. Share…repeat this process.

(3rd grade)Seashore Book, The


Seasons Read and discuss the author’s style. Move to writing 2 things about each season.Example: Spring is warm and new. I love to fly kites on a windy day.

IdeasFluencySecret of Saying Thanks, The

IdeasFluency

Secret Shortcut, The Read the story. Discuss and list on chart paper all the things that happened to Wendell and Floyd on their way to school. Give students a large piece of construction paper and tell them they will be drawing a map creating a brand new shortcut to their school or friend’s house. Brainstorm and chart what creative things they might encounter on their way to school (volcanoes, bottomless pits, quicksand, etc.). Students move to drawing.

Organization Day 2: Students will begin writing about their map.

Would you want to be a member of Mel Fisher’s Crew? Explain why or why not using evidence from the story. Look for evidence and move to independent writing.

Read and discuss all the things this author wrote about. Brainstorm places they could write about that they have good scheme on. Students move to writing about their own place focusing on word choice.

Discuss what they little girl was thankful for in the story. Review who the author modeled fluency. Brainstorm what they are thankful for. Students move to writing about their own ideas.

Directionality Opening sentence…Make sure to discuss the sequence words. Have students go to a new paragraph each time there is a new sequencing word that leads to a different event.

IdeasSerendipity

OrganizationIdeas

Shelia Rae, the Brave

Ideas/fluency

Sisters

Organization(see/saw)

Sleepy Book

Word ChoiceDetailIdeasOrganizationSnow Crazy

IdeasFluencySnowflake Fell, A

(Poetry book)

Read the story. Have students choose a sibling or fiend to compare and contrast themselves to. Follow the author’s organizational style. Write about he the differences first and then similarities. Make sure to use good word choice and transition words.

Read the story. What made the sentences interesting? What topics could you create your own story? Students move to writing their own piece.

Read the story. Brainstorm the events. Students move to writing about their day in the snow.

Read some winter poems. Chart winter words. Students move to writing a 5 sense poem.

Brainstorm the meaning of the title. Read the 3 dictionary definitions. Read the first half of the story. Brainstorm other serendipities. Students move to writing their own serendipities. Finish reading the story and share theirs.

Read the story. What were the things she was not afraid off? Brainstorm some of their fears. Students move to writing about things they are afraid of and why.

5 SensesWord ChoiceVoice

Read some winter poems. Chart winter words. Students move to writing a 5 sense poem.

Snowmen all Year

Sequencing…seasons

Some Things are Scary


Somewhere in the World Right Now

IdeasFluency

Spots

Adjectives

Spring

5 SensesIdeasSpring Thaw

Craft library

IdeasFluencyOrganization

Brainstorm what they think their mom, dad, grandparent, friend, sibling is doing right now. Move to writing…focus on sentence starters.

Discuss adjectives. Read the story. Put pictures under the document camera and students write adjectives for them.

Read the story. Brainstorm signs of spring. Students write a 5 sense poem.

Read the story. How did the author show good fluency? What was her style? Brainstorm and chart the signs of fall. Students move to writing about fall using the author’s style.

Read the story. What are the four seasons? Brainstorm what the snowman would do in the other seasons and why he would like the approaching winter. Students move to writing 2 things about the 3 seasons and then why the excitement for winter.

Read the story. Discuss the author’s style. How did he start each sentence? Brainstorm other possible themes. Students move to picking their own theme and writing in that same style.

Squish! A Wetland Walk

Word ChoiceVoice

Stone Crazy

IdeasFluency

Swim Polar Bear, Swim!


Swimmy

IdeasFluencyTenth Good Thing About Barney, The

IdeasFluency

Thanksgiving at the Tappletons

Sequencing/enumeration…

Discuss how this author moved through Thanksgiving Day. Model a piece of my writing that models a similar style. Students move to sharing with a partner about one day in their life that they could write about. They move to writing.


Read the story. What is something your parent/family member taught you to do? Write about it.

Read the story and discuss the theme…cooperation. Students write about why it is important to cooperate at school or home.

Read the story. Brainstorm the good things about their pet or past pet. Students move to write the 10 good things about their pet in complete sentences.

Read the story. Review the different habitats. Write sentences about what they would like to see if they went on a walk in a habitat of their choice.

Brainstorm ideas they could write about. Discuss how the author took a small idea and exploded it. Students move to writing about one idea using the author’s organization style.

That’s What a Friend Is Read the story. Brainstorm things your friends have done for you. Now focus on one friend.

Knowledge/Experience Prompt: Who is your friend and why? Think of at least 3 things they have done for you…explode each moment so it does not turn into a list.

The Midnight Farm

Number book & Word Choice

The Paperbag Princess

Ideas

The Quiet Book

Ideas/organization

The Year a Maple Hill Farm

SequenceThree Questions, The Before reading write down these three

questions: When is the best time to do things?Who is the most important one?

Ideas What is the right thing to do?Discuss their answers.Read the book and stop at page 6.Go back to the 3 questions on the chart. Their answers should become more thoughtful. Students will move to writing their answers. Finish the story.

Reading the story. Discuss the months of the year. Students move to writing one quality sentence about each month.

Read the book. What is the organizational style? Students move to writing a number book about a certain place while working on word choice.

Read the story but stop reading just before the end. Students create their own ending to the story.

Read the story. Brainstorm other quiet times the author did not think of. Students move to writing about them following the author’s style.

Thunder Cake


Today I Feel Silly and Other Moods That Make My Day

IdeasToot and Puddle

Letter Writing

Tree is Nice, A

Ideas

Turning of the Year, The

OrganizationIdeas

Twelve Days of Christmas in the North Woods

OrganizationIdeas

Students can write about Christmas or Winter but focus on the 7 days in a week.

Read the story. Why was the girl scared? How did the grandma help her? Brainstorm times they were scared. Students write about a time they were scared remembering to use good word choice to enhance the piece.

Read and chart the different moods. Brainstorm sentences they could write. Students move to writing about the different moods.

Read the story. Discuss why Toot wrote to Puddle so often. How are letters and e-mail different? Who could you write to let them know what is going on in your life? What could you write about

Read the story. Brainstorm and chart all the ways trees are useful. Students move to writing about them and remembering to explode each one with detail.

Read and discuss the organizational style. Students model the organization of this text to create their own Turning of the Year.

Two of Them, The


Up North at the Cabin Narrative…Discuss traditions. Brainstorm some of theirs. Read a few pages from the book and discuss. Students move to writing about a tradition remembering to explode each moment so it can be visualized.


Up North in Michigan

Knowledge/ExperienceWalls Are to Be Walked

Ideas

Wave(wordless book)

Word choiceWe Are All Special

IdeasFluency

Brainstorm ways one of their relatives is special to them. Students sit knee to knee with a buddy and share. They move to writing about their relative.

Some of my most cherished memories are from my family trips up north…share some. Brainstorm what they have done with their families. Students move to writing about them.

Pre-read question…Why would it take a long time to walk home? Read the story. Students move to writing their own walking story.

Show a page at a time under the document camera and students write a sentence about each page.

Read and brainstorm ways each of us are special. Students move to writing about ways they are special moving to ways their family members are special.

We’re Very Good Friends My Sister (Brother) and I

Ideas/fluency

We’re Very Good Friends, My Brother and I

OrganizationIdeasWelcome to the Ice House


Wemberly Worried

IdeasFluency

What am I? Creep Crawlies

Riddles

What Are You So Grumpy About?

Ideas

What Brothers Do BestWhat Sisters Do Best

Ideas

Read the story. Discuss with students some ideas that they could write about. They move to writing about family members.

Read the two stories. Brainstorm what they like to do with their siblings. Students move to writing about their brother or sister following the author’s style.

Read the story. Students think about their own sibling or friend. Discuss their ideas. Students move to writing about their sibling or friend following the author’s style.

Read the story. Review all the animals the author wrote about. What made this story interesting? What other habitats could you write about? Do you need to have scheme on the habitat? Why? Practice with the ocean. Students choose their own place and begin writing.

Read the story and discuss all her worries. Brainstorm some of their worries. Students move to writing about things they worry about and why.

Read one riddle. Discuss what they think riddles are. Read the rest of the book. Students move to creating their own riddles.

Read the story. Brainstorm things that make them grumpy. Students move to writing about things that make them grumpy and why.

What Do You Like?

FluencyWord Choice

What’s Up, What’s Down?


When I Grow Up

IdeasFluency

When I Grow Up

Ideas/fluency

When I Was Little

Ideas

When it Starts to Snow

A Snowflake Fee

Snowmen at Night

Snow MusicWhen Morning Comes

Word ChoiceVoice

Just show the students the front covers of the books. Discuss what was it about these titles that made me want to open the books. Have them pick a title and write a story.

Read and brainstorm all the things that were seen in the story. Brainstorm things they see in the morning. Students write about what they see remembering to add detail.

Read the story. How could this story be made better? Students move to writing a similar story using better fluency and word choice.

Read the story. Take the students outside with clipboards. They take notes on what they see when they look up and down. Come back into the classroom and discuss adjectives. Students create a see/saw book in the same style as the authorRead the story. What were the things turtle wanted to be when he grew up? Why do you think he wanted to be those things? Brainstorm different things they want to be when they grow up. Students move to writing about what they might want to be when they grow up. They should give 2-3 reasons why.

Read the story. Students move to writing about 3 things they might be when they grow up and why.

Read the story. Students move to writing about what they did when they were younger.

When Sophie Gets Angry…Really Really Angry

VoiceWhere Does the Butterfly Go When it RainsIdeas/sentence fluency

Where I Live


Where I Live

Knowledge/experienceWord Choice5 senses

Who Wants a Cheap Rhinoceros?

OrganizationIdeas

Wilfrid Gordon McDonald Partridge

IdeasFluency

Read the story. What style did the author use (see/saw)? As a group, choose another animal and brainstorm all the pros and cons to owning that animal. Students move to choosing their own animal and writing using the same style.

Have students share about one favorite treasure they have (an item or a memory). Then read the book. Students move to writing about the meaning of their item or memory.

Read the story and discuss what Sophie does when she gets angry. Write about when you get angry and what happens.

Read the story. What are some things that they do when it rains? Students move to writing about it.

Read the story. Brainstorm the different places that were special where she lived. Students move to writing about where they live focusing on word choice and fluency.

Read the story. Discuss what made the book enjoyable to listen too. Students will move to writing about where they live thinking of all the details that they could add.

Willy the Wizard

Creative writing

Yes, Please! No, Thank You!

Organization(see/saw)

Read the story. Discuss if the shoes were magical. Students move to choosing something they find that they can wear that is magical and their adventures.

Read the story. Brainstorm what would be fun and the downside to it. Students move to writing their own Yes, Please! No, Thank You! Story

writing lessons

Documents