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Writing Mini Lesson 12:20-12:30

Writing Mini Lesson 12:20-12:30. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals

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Writing Mini Lesson 12:20-12:30

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  1. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 1: Understanding a Small Moment Story *Before this lesson: Clean out folders by sending home stories with post-its/choosing a piece to file and RA A Chair for My Mother so students are familiar with the story Materials: A Chair for My Mother by Vera B. Williams, pre-stapled booklets of 3 pages Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  2. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Work with students to write Small Moments – Touch each page and say what you will write – get students to say stories orally and then plan how they will go on paper, help them use a storyteller’s voice – start them off if their stories sound more like lists than stories (I rode my bike. I went home.) Look for students writing in Small Moments who can share. Sharing Have a student who wrote in Small Moments share their story or read it myself. Compliment student on doing any of the following: writing something true that happened in their lives, telling what happened first, next, last, zooming in on something and telling details. Say: Writers do these things! Let’s keep trying to write true stories just like Vera and (name of student) have done.

  3. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 1, Mini-Lesson 2: Discovering One Small Moment Materials: Small Moment story to write, Booklet to sketch story in, Notebook to write down ideas for chart, Chart called “Writing Small Moments” Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  4. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Continue to help students touch each page and say what they will write…Also go back to helping students start to put some words down – listening for and recording the first sound, go back to finished work and add details, say “I’ll do the best I can and keep going”. While helping students with Small Moments: “As a reader, I’d love to hear more about that.” Sharing Watch to see if a lot of students are questioning what counts as a “Small Moment” – find 2 examples of students’ work – one that would be a Small Moment and one that wouldn’t – ask students to be writing teachers and decide if they fit the Small Moments criteria: It is a true story? Is it about a Small Moment? Does it make sense?

  5. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 3: Establishing Long-Term Partnerships Materials: Writing partner for myself (student or adult), Preplanned partnerships (mixed ability), Papers with partnerships written on them arranged on carpet as a seating chart (one person is Partner 1, other is Partner 2), paper with my name and partner’s name Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  6. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: It’s been great to hear your stories today – I bet your partners are dying to hear what you’ve written. Put Partner 2’s story between you – just like if you were sharing a book during reading time. (Instruct Partner 2 to read story, point to words while reading, then have a talk just like they had during minilesson – Will you add on or are you done? After you’ve both read to each other, go back to your writing. When conferencing… Meet with partners – read one partner’s story and say “I’m a little confused, aren’t you? Let’s ask the writer to tell the story again and see if we can figure out what happened first and next and next? So watch how I tell the writer I’m a little confused”…or, if story makes sense orally but not written say to partner, “Aren’t you wondering why she didn’t write any of this great story? We better ask…Watch how I do that” Sharing Give students 2 min to talk to partners about what they wrote – tell them to use 1-inch voices and stop instantly when I say “Stop and look” – Give 2 more minutes to plan what they will write next, then practice “Stop and look”

  7. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 4: Stretching One Small Moment Materials: The Kissing Hand Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  8. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: Writers may I stop all of you? Reread “Writing Small Moments” chart and ask students to give a thumbs up if they’d done it. If you haven’t done these things be sure that you do! When conferencing… Use conferences to see if students are following advice of minilesson – touching each page to plan writing. Find exemplars of good work to share. Sharing Writers I want to show you a great example of zooming in on a tiny moment. __ could have written about his whole day, but instead he decided to zoom in on one tiny moment. (Have student read story.) What ___ did is what writers do all the time – zooming in on one part of the day and writing about it with lots of details. I know many of you are also zooming in on a tiny, tiny moment. Great work!

  9. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 5: Stretching and Writing Words Materials: 3-page story I made with only pictures (no words), chalkboards/chalk Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  10. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… “What are you working on as a writer?” Help students to write Small Moment stories – if too broad say “What exactly did you do?” or “What exactly did she say?” “So am I right that the story goes like this..?” Help students with print work. Sharing Point out work of student who stretched out word to hear/record sounds. Point out benefit of rereading as you go to hear all sounds. Right now, will each of you reread your work to your partner? Put one booklet between you and your partner and point to the words as you read. Check that each of you has put down all the sounds that you hear. Then talk about the story, just like you talk about books after you finish them. Then switch to the other partner’s story.

  11. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 6: Sketching Rather Than Drawing Materials: Chart paper with line down the middle, Chart: “Writing Small Moments” Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  12. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: Writers please get with your partner. Show each other how much writing you’ve gotten done today. Did you write more than yesterday? Partners, if your writing friend hasn’t gotten much writing done, be a teacher for your friend and say “You gotta write!” Then help your friend get started writing down words. When conferencing… Possible conferences: “Sketch instead of draw,” “Try a sentence instead of labels” – Use Unit 2 Assessment Checklist – Work with students who still can’t record sounds with letters Sharing Thumbs up if you had more time to write words today because you sketched first. Let one student share who decided to add words to a piece that had previously just been a detailed picture or to just do a quick sketch on each page and then get started on words. Make that point that that is such a great idea because that student had time to write more words than if they did a detailed picture. Suggest that students might go back and add words to old pieces that just had detailed pictures.

  13. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 7: Planning Details Materials: Shared class experience to write about Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  14. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… When students ask for spelling help, say “You know you how to tackle a word like that! What do writers do first when they want to spell a word?” Remind students to use high frequency words, word endings, punctuation, etc. Sharing Have student who wrote with tiny details share their work. Say that you have a really good picture of that story in your mind because of all the details the student included. Let students read their stories with their partners and notice the details they’ve included.

  15. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 8: Internalizing Story Shapes Materials: Story that I will tell across fingers Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  16. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Help students tell their stories across their fingers. Confer with students who are still not writing in sentences and help them to write a short sentence by sounding out words. Sharing Demo stapling a new page onto a booklet to add more details to stories. (If there is a student who wanted to add more to a story but did not have room, share this situation with the class and suggest adding on more pages.)

  17. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 9: Storytelling with Partners Materials: Story to tell Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  18. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: Stop students while writing to highlight a partnership that is doing a great job planning their stories together. When conferencing… Continue to help students tell stories across their fingers – touch each page and say what you will write. Encourage more details – as a reader, I’d love to hear more about that. Sharing Let partners share their stories with each other. “Partners, listen. Did the writers include everything? Did they leave anything out? Give each other tips on how to make these the best stories in the world.” Circulate among students, pointing out partners who are looking right at each other as they share – remind students to tell stories across fingers or by touching each page of their booklet – help students to ask partners “How will you start your story?” “What exactly will you say?”

  19. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 10: Writing Some Words in a Snap Materials: Story I told yesterday, partly written but stopped before I get to some high-frequency words, student clipboards/paper or chalkboards/chalk Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  20. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Work with individual students to write the words they should “just know.” If students are stretching these words out, stop them and say “Oh, the. You know the!” Then encourage them to check words using the word wall. Sharing (Have students bring back clipboards or chalkboards.) Share success story of student who used the word wall. Point out that the smartest way to use the word wall is not to copy from it, but to put the words in your mind to learn them and then try to write it without looking. Have students work with partners to try writing several words they should know “in a snap.” Tell them if they don’t just know the word, they can use the word wall to help them.

  21. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 11: Focusing On the Most Important Part Materials: Unfocused and zoomed in version of the same story to tell, Have students bring writing folders to the carpet Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  22. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Mid-Workshop Teaching Point: Stop students to practice strategy of stretching out words to record sounds: Say the word slowly, write down the sound we hear, reread, say the word, write down the sound, etc. Practice doing this with the whole class with a word one student is trying to write – have them record the sounds on the back of their papers. Today and every day when you want to spell a word, stretch it out using this strategy. I can’t wait to hear the beautiful words you write! When conferencing… Make sure students can get started without me – step back and tell students I’m just going to research and admire the work they are doing. Then continue to help students sketch rather than draw, add details, stretch out words, tell stories across their fingers. If several children are having the same problems, pull a strategy group. Sharing Have student who wrote a really focused, zoomed-in story share their story. Discuss how this makes such a beautiful Small Moment story.

  23. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 12: Revealing Internal Stories Materials: Writing that has an example of an “inside part” of the story Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  24. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Continue to use Unit 2 Assessment Checklist Sharing Writers it was amazing to see your writing change today when you told not just the outside story but also the inside story of what you were feeling and thinking in your stories. Share example of student who did this. Would you all reread what you wrote today and if you find a place where you wrote the inside story, put one finger on that part and give me a thumbs up.

  25. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 13: Writing Close-In Story Endings Materials: Story of shared experience with weak ending, Story rewritten without ending on chart paper, Class story from previous session on chart paper Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  26. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop When conferencing… Work with students on endings. Read students’ stories out loud as if it’s the greatest piece of literature in the world, then pause when its time for the ending to see if they suggest one. Teach students that to come up with an ending, you reread the whole story to get a running start on the end, then try out one ending to see if it fits. If not, reread the story again and try out a different possible ending. Sharing Share close-in ending student wrote. Ask students to reread endings and decide if they think their ending is great or so-so or sort of terrible. Ask students who decided their ending is sort of terrible to raise their hands. Say: Good for you to see that! I’m exactly the same as you. When I reread my writing a lot of times I think “Oh, no! I could do much better!” Smart work! Will you revise your endings tomorrow? Give students a sticky note if they need to revise their endings tomorrow.

  27. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 2, Mini-Lesson 14: Revising and Editing with Partners Materials: 2 pieces of writing that needs revising/editing, Copies of one of the pieces of writing for each partner pair Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  28. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop

  29. Writing Celebration12:20-12:30 Unit 2, Mini-Lesson 15: Reading Aloud for Visitors – An Author’s Celebration Materials: Students finished books, Sheet for each writer for comment *Invite another class to come in to serve as buddies that students can read their stories to – rehearse with buddies what their job will be – to listen to stories and provide comments about what they liked about the story (Have buddies sit beside the students at their spots on the carpet.) Writers, welcome to Room 411’s writing celebration! We learned to catch Small Moments from our lives and to write about them. We took these Small Moments and stretched them long in our writing. You wrote these moments with so many details that any reader can get a really clear picture of the story. Give yourselves a pat on the back! Writers and friends, we are going to celebrate this wonderful writing by having each writer read his or her piece to your buddy. Buddy, your job is to be a good listener and then tell the writer what you liked about his or her writing. You may also ask a question. Once you tell the writer what you liked, you may write your comment on the sheet for each writer. (Let students read their stories to their buddies and give the buddies time to give a verbal and written comment to the writers. When they are finished, give all the writers a round of applause. Call all students back to the rug.) Thank you, buddies, for celebrating our hard work with us. Congratulations, writers, for writing the stories from your lives in such magical ways.

  30. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop

  31. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  32. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop

  33. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  34. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop

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