Rubric Area:
Content and Ideas
1. Writing Workshop mini lesson teacher modeling writing for the whole
class. We decide on a topic. Teacher begins recording on chart paper the
sentences as they say them. (It is important to for them to see that what
is said is what I write and what I write is what they said.) As I am writing
I talk. For example, "sentences begin with a capital". Teacher should
actually sound out words so kids hear what is being said. Teacher should
say, "A finger space goes between words." Once again explaining what a
word is. Teachers need to say, "At the sentence you put a period." She
should be explaining again that the end of a sentence is not necessarily
at the end of the line. Then the class reads the story whole group as
the teacher points to the words.
2. Writing workshop
mini lesson teacher modeling how to write a story. This minilessons
should be done many many MANY many times. Tell the children that today
during the writing workshop you will show them how to write a story.
Explain that they have a job to do while you are writing your story:
it will be their job to use their eyes, their ears, and their brains.
They are to use their eyes to watch everything you do. They are to use
their ears to listen to everything you say. They are to use their brains
to remember what they see and hear so they will know how to write a
story.
First, talk about
your story. What are some things that I know about that I could write
a story about?
I could write a story about...
I think I'll write a story about...
Where will my story take place?
Who will be in my story?
What will the problem be?
How will I solve the problem?
What words will start my story?
Second, write your
story using the chalkboard, chart paper, an overhead projector. Make
some or all of the following mistakes:
omit some words
omit some capital letters
omit some punctuation marks
use some incorrect words
Reread your story often while writing. Add any missing words. Correct
incorrect words by putting one line through the incorrect word. Correct
spelling and punctuation errors. When you are finished, have the children
tell everything they saw and heard you do while you were writing your
story. Record their responses on a chart. Post the chart for future
reference.
3. Writing workshop
mini lesson modeling how to write. Before each writing session, we did
a daily news or some kind of modeled or interactive writing. This helped
the children have clear expectations of what to do. I modeled what to
do when I came to a word that was tricky ('stretch" the word to hear
the sounds, clap long lords to hear the "chunks"), how to find words
on the word wall, etc. Included in that modeling session, I did a quick
McCracken lesson before I began writing. I gave them the tools they
needed to get started. We started the year writing diary type journals
because recalling daily events was easier for the kids than to make
up a story. This way they could concentrate on writing words. Once they
felt more comfortable in their writing (taking risks through invented
spelling and a bank of high frequency known words including using the
word wall) I began to model other types of writing. I would model for
a long time before I would require them to begin writing different genres
but they were always allowed to start earlier if they wished. Most did.
4. Writing Workshop
mini lesson think-alouds
Students should be writing with the teacher modeling all of the following
possibilities: Using a picture to guide writing, poems, letters, rhymes,
class books that link with literature, individual books, cartoons.
Rubric Area: Content
and Ideas Continued...
5. Writing Workshop mini lesson how to map a topic.
We choose a topic together and talk about how everything relates to
that topic. This mini lesson needs to be completed numerous times in
the beginning of the year and repeated once a week all year. Teachers
may model a variety of ways to brainstorm include ready made graphic
organizers, making a list, a semantic map, the brainstorm page of boxes,
and others.
6. Writing Workshop
mini lesson journals.
The class with the teacher guiding brainstorms topics. They chose one
and begin to write. Use a date stamp to record dates to document their
progress in the writing process progress. The journals help to show
where each child is at in their writing and documents improvements.
At the beginning it is not uncommon for kids to cry and say they don't
know how to write. Encourage them to get thoughts down on paper and
REMEMBER you must be doing teacher modeling how to write with the whole
class.
7. Writing Workshop
mini lesson brainstorming using a picture.
Pass around a picture. We discuss the picture and then teacher writes
a story using think-aloud technique. Teacher writes a story modeling
writing about the picture. Erase the story and have the class work together
to write a story. Write down exactly what they say. Then read it aloud
pointing to the words. Discuss if it sticks to the topic. Eventually
as the class stays on topic; individuals begin mapping a topic. Teachers
should go over and over the modeling. Keep checking the children's writing
to see that they are on topic only.
8. Writing Workshop
mini lesson kids pick their own topic to brainstorm.
While the students are writing, the teacher walks around watching that
the kids are writing on topic. If a child is not on topic, then provide
the scaffolding for the child to succeed. Model for that one child like
you did for the whole groups.
9. Writing Workshop
mini lesson modeling taking mapping and writing a story.
Once the kids are keeping their brainstorm paper on topic, teacher should
begin modeling mapping and writing a story, while checking off the mapping
words. After several teacher think-alouds the kids begin to map and
write stories themselves.
10. Writing workshop
mini lesson Using the senses.
Get the five senses involved. Ask probing questions that stir memories.
Christmas was fun. How was it fun. Who came? What did they wear? Think
about Christmas. Could you hear the sleigh bells jingling. How did Christmas
dinner taste? Was the turkey juicy or dry? Did your aunt's special pudding
make you gag? How did it taste? How did it smell? What sounds did you
hear? What did you see? Was the present as big as a tree? Was the dinner
disgusting or the best turkey you've ever eaten?
11. Writing workshop
mini lesson First grade awareness of beginnings and endings.
Fostering an awareness of good beginnings and endings may be developmentally
more realistic, and therefore more effective, than demanding revision
from primary students. A first grade teacher I know found that out the
hard way. She was continually frustrated because her students could
spot good leads, as well as extraneous words in their endings, but still
opposed revising their work to bring them out. "I finally realized how
hard physically it is for some of these kids to grip that pencil and
put any words on the page-of course they refused to cut!" she explained.
After much thought, she decided to have students underline or star strong
potential leads and endings in their writing, using bright colored markers;
she didn't require them to begin or close their pieces with those words.
12. Writing Workshop
mini lesson endings.
When kids write a story that just stops in the middle the teacher encourages
the child to add on an ending.
Rubric Area: Mechanics
/ Conventions
1. Writing Workshop mini lesson editing.
The kids check for spelling and punctuation themselves first then with
a partner. At this time they ‘re responsible for having what they have
been taught done correctly. Some teachers make an "I CAN DO"list for
each individual student. (see examples at end of packet).
2. Writing Workshop mini lesson edit in conference in first grade.
It is great that you are doing writer's workshop with your first-graders.
The question of editing is a big one, at this level. We need to remember
that if students are going to "publish" a piece to be posted in a hallway
(or the like), the writing should be as correct as possible. The general
public does not understand the developmental process of writing at an
early emergent and emergent level. When I work with students at these
levels, I edit with the child sitting right next to me. I decide which
errors need to be
discussed with each child. All the children have different needs. I
only discuss one or two things with a child on a piece. I have the children
write in pencil. They skip spaces so we have room to edit on the same
paper. If I were to discuss all the errors with each child, I would
have two problems: first, the child would be overwhelmed; and second,
it would take forever. I find that selecting one or two things usually
helps to move the child along. I focus on putting a period (or whatever)
at the end of sentences and on starting sentences with capital letters.
If the child has that, I begin to work on other things. I will repair
spelling and grammar errors for the children. As the year moves on,
I begin to talk about peer editing and we move to that. The children
work with a partner to help fix their piece before they bring it to
me. Then when I edit, I have both of the children there--thus getting
two birds with one stone. The issue of copying work over is a major
one. Children seem to hate it. I do require this once in a while because
I want them to take something all the way through the writing process.
I also want them to improve their handwriting. Most often, I get volunteers
to input the stories on a computer before we post them or put them into
notebooks for others to read. We keep the rough drafts in a portfolio
so the children can see growth over time. They make illustrations to
go with their stories before posting them in the hall.
3. Writing Workshop
mini lesson Words that the child is accountable for
In the writing folder, there is a paper with the heading, "Words I know".
Once a child has demonstrated consistently the correct spelling of a
word, it is added to his words I know sheet. If the child writes a words
I know word wrong, he is held accountable to fix it. Classroom word
walls may provide other words that the child can be held accountable
for.
4. Writing Workshop
mini lesson I am learning to and I can!
To help assist teachers in keeping track of the stars and wishes that
each child has, there is a paper in the writing folder with the labels,
"I am learning" and "I can!" When the child does something consistently,
the teacher records the date under the "I can!"
Rubric Area: Style
1. Writing workshop mini lesson Language Experience Story.
After a field trip, the teacher gathers the children around chart paper.
They write about their common experience.
2. Writing workshop
mini lesson Letters after field trip.
After a field trip students can reflect on what they've learned. The
kids will have a hands on experience. They will discuss what they've
experienced, including questions and discussions about the field trip.
3. Writing workshop
mini lesson Developing Idea Charts.
Each question should be on its own chart. Each chart needs to be developed
on different days.
What Can Stories
Be About? Teacher could say, "I could write a story about a zoo because
I have been there." Students will be encouraged to share places they
have been." Suggestions: soccer game, vacation, visiting Grandma, birthday
party, pet, school, going to a friend's house.
Who or What Can
Stories Be About? Read a story. Who is in the story? Who is in (name
another book you've read the class before today)? As they name characters,
the teacher should point out the generic name (child says: Stuart Little;
teacher writes: mouse). Suggestions: princess, ghost, teacher, birthday
party, dog, parents, children.
Where Can Stories
Take Place? Teacher asks, "What is a setting?" Read a story. Ask the
student to identify where and when the story took place. Then brainstorm
other settings that a story could take place in. You could hold up books
and ask them, "Where is this story?" "What about this one?" Suggestions:
store, school, home, castle, cave, museum, fire station.
What Kinds of Problems
Can Be Found in Stories? Read a story. What is the problem? Make a list
of problems the class has experienced. You can include problems that
no one has experienced. Suggestions: getting lost, losing something,
being scared, getting hurt, getting angry, being wrongly accused.
How Can Stories
Begin? Teacher should read the beginnings of several books. Reread as
necessary. Have the students look for beginnings in the books in your
classroom.
4. Writing Workshop
mini lesson SPIN A STORY
*****Teacher has 6 spinners.
Time Animals Characters
Setting Feelings Weather
Monday bat child street mean snowy
morning bee magician beach sad windy
today dragon cowboy house sleepy cloudy
night bird astronaut forest hungry foggy
200 years dog king island happy sunny
October cat Indian airplane angry hot
2001 A.D. horse pirate ship stupid cold
afternoon lion parent park scared rainy
*****The child spins
each spinner, records the words on his/her brainstorm paper and then
writes a story incorporating each word into the story. The spinners
give the children the key words. The storyline is up to them.
Rubric Area: Style continued...
5. Writing Workshop mini lesson Adding Description with 5Ws and more.
First the class read a nonfiction book. Then the students offered sentences
about the main ideas. The teacher lists these on chart paper writing
big enough so the children can see the words. Teacher doesn't correct
grammar or ideas. Then the teacher cuts apart the story into sentences
and tapes them in sequence on board so writing can be added under the
headings. Then teacher rereads their story and asking 5W questions,
encouraging details. The teacher guides them to add more details. This
needs to be modeled over and over and over.
First Draft:
Firemen put out fires on houses.
They save animals.
They have a firedog called Dalmatian.
They have a red fire truck.
They have a siren on the top.
They have a firehouse.
Second Draft:
Firemen are always ready to help. Firemen put out fires on houses. The
fire is very hot and smokey. They feel hot and sweaty. They save animals
that can't get out of the fire. People love their pets. They have a
firedog called Dalmatian that have really good noses and ears. Sometimes
the dog finds kids in a fire. They have a red or yellow fire truck.
On the truck there are ladders, hoses, tools, and everything else they
need to put out a fire. They have a siren on the top of the truck, which
makes lots of noise so people can hear them coming and get out of the
way. Firemen have yellow and red suits that are fireproof. They have
masks to help them breathe. They have a firehouse where they eat and
sleep for two days at a time so they are ready for the fire. Firemen
are our heros! Firemen put out fires on houses. They save animals. They
have a firedog called Dalmatian. They have a red fire truck. They have
a siren on the top. They have a firehouse.
6. Writing Workshop
minilessons making writing experiences authentic.
Write a letter to the principal telling him that they want a better
lunch selection. (or tell him/her that he/she is doing a great job).
Once my kids were a little more confident in their writing, I would
allow them to use journal time to write important notes. (For example,
if their ball went on the roof at recess they could write a note to
the janitor. Our janitor LOVED this and we always got our balls back
first.) Or if there was a problem/argument at recess..... I would tell
them to write it down so they wouldn't forget and I would solve the
problem when I had both sides in writing...... etc. When I taught 2nd
grade (though you could easily adjust this to 1st as the kids get more
proficient) I would have the kids write a letter to their parents every
Friday telling them of what we had done all week. the parents loved
this!
7. Writing Workshop
mini lesson Story Starter.
Occasionally kids will benefit from being given several story starters
from which to choose one to write about. Some teachers have ideas listed
on sheets of paper. Other teachers have ideas listed on laminated shapes
and hanging on a metal ring. The idea is to help the students brainstorm
and think of new ideas to write about. This should not be the only way
you encourage kids to write.
ICE CREAM STORY
STARTERS
I had to make up a new ice cream flavor.
Take a Big Lick: Pick an ice cream cone and write a delicious story!
The cones are all gone. What shall I use?
I dreamed I worked in an ice cream factory.
We opened the shop door and all the ice cream was gone!
A strange smell was coming through the ice cream store.
As I reached for my ice cream, my money had disappeared.
The first lick was good, but then I found...
Rubric Area: Style
continued...
8. Writing workshop mini lesson frame sentences part one.
The teacher asks a question then records on the chart paper or sentence
strips all the children's answers. It is important that the teacher
writes large enough so the children can participate in a shared reading
of the answers. Some example questions:
What can you see?
I see
I see
I see
I see
I see
I see
What can you do?
I can
What goes up?
A _________ goes up.
What can your legs
do?
Legs can
Teachers leads
the children in a discovery time by asking them questions. How does
each sentence begin? Are the sentences the same in any way? Where? Where
does it say, "My legs can pedal my bike." Using picture cards to assist
the students, they can begin rereading the sentences in a pocket chart.
The children could then write their word on the line of a framed sentence
and draw a picture to go with it. The pictures with the framed sentences
could be made into a class book.
9. Writing workshop
frame sentences part two.
First do the kindergarten frame sentence mini lesson. Then extend it.
Write one of the "I can" statements on a sentence strip. If the sentence
reads, "I can walk" then the following is how to extend it.
A ______ can walk.
A ______ can walk.
A ______ can walk.
But a _____ can't walk.
Using pictures and/or
words, generate a yes pile and a no pile. Have the students write their
own verse.
Rubric Area: Organization
1. Writing Workshop mini lesson expanding "I like".
Children pick a favorite sentence from a story and expand on that one
sentence.
For example, a child writes a story.
I like my mom.
I like my dad.
I like my dog.
I like my friend.
Then the teacher
has the child pick one sentence to write another story from. Child picks,
"I like mydog." The child brainstorms different things about a dog:
bark had since a puppy
brown fetches
furry
Rubric Area: Organization
continued...
2. Writing Workshop mini lesson beginning, middle, end in first grade.
The first step of this mini lesson is to model it several times with
your class. Discuss how a beginning is telling your reader what you
are writing about; middle is your mapping; and end would retell the
beginning with a feeling of excitement or strong emotion.
3. Writing Workshop
mini lesson create blank 3 page booklets.
To provide the structure many early writers need, add a front and back
of construction paper to three pages of paper stapled together. Parent
volunteers or handy kids can staple them together for you. The student
must write a short story with a beginning(page 1) middle (page ) and
end(page 3). One suggestion is to give each child a sticker as a brainstorming
tool.
4. Writing workshop
mini lesson sentence structure (telling sentences)
OWL (observation, wonderings, links to child's life) Read a book, answer
each question, write sentences about the book. For example, complete
this activity using the book,
The Frog Prince.
Step 1: Children sit in a circle.
Step 2: Read book to the class.
Step 3: Use as many copies of the book that you have access to.
Step 4: Pass the book around the circle.
Step 5: Have each child look at the book and say a sentence beginning
with:
I noticed that...
or I saw...
or I observed...
Step 6: Repeat activity beginning with I wonder...
Step 7: Repeat activity beginning with This book is linked to me because...
After oral minilessons above are completed numerous times the children write their
answers. Then have students write 3 sentences using OWL including I
noticed...; I wonder...; I linked this book to me because... (In kindergarten
this is only an oral activity.)
5. Writing workshop
mini lesson questions using specific words
Define and model asking questions starting with specific words:
what does would where
when do may did
why is can which
who how could are
6. Writing Workshop
mini lesson Guess What?
***Teacher picks one prompt.
***The students brainstorm all the different things they could put in
their pocket. Teacher lists the possibilities on the board.
***The child then puts the item he'll pick in the center of story mapping.
He builds a story around that word.
***Child begins his story with the prompt. Then continues writing until
the story is complete.
***Group shares stories showing all the possibilities.
Suggested PROMPTS:
In my pocket I keep
I turned the corner and I saw
I went upstairs and I met
Late at night I heard
I looked under my bed and there was
On my feet I put
In my cup I tasted
What I liked best for lunch is
I opened my window and in came
I opened the door and saw
In the kitchen I smelled
In my sock I felt
In the cage I saw
On my head I put
