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Talking drawingwritingsummary


Notes from the book Talking, Drawing, Writing by Martha Horn and Mary Ellen Giacobbe. Good lessons for starting the writing workshop in grades K and 1.

Notes from the book Talking, Drawing, Writing by Martha Horn and Mary Ellen Giacobbe. Good lessons for starting the writing workshop in grades K and 1.

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  • 1. Kindergarten: Talking, Drawing, Writing Unit<br />Reading Standards<br />
    • define (role of author/illustrator in text)
    • 2. name (author & illustrator of text)
    • 3. compare/contrast (experiences and adventures of characters in familiar stories)
    • 4. engage (in group reading activities with appropriate K text)
    Writing Standards<br />Text types and purposes: Write Narrative and other creative texts<br />
    • Narrate (single event – loosely relate linked events)
    • 5. Use (drawing, dictating, writing)
    • 6. Tell (events in order they occurred)
    • 7. Provide (reaction to what happened)
    • 8. Tell topic or name of book
    Writing Process: use the writing process<br />
    • Respond (to questions/suggestions)
    • 9. Add (details)
    Language Standards<br />
    • Print many letters (upper case & lower)
    • 10. Use nouns & verbs
    • 11. Produce and expand complete sentences in shared language activities
    • 12. Use question words (who, what, where, when, why, how)??
    • 13. Write letter(s) for most consonants and short vowel sounds
    • 14. Spell simple words phonetically
    • 15. Relate antonyms to frequently occurring verbs & adjectives ??
    • 16. Recognize/name end punctuation
    • 17. Capitalize pronoun I, first word in sentence
    K-Letter ID (DIBELS) -Letter ID/Sound (Phonics Street)-Write your name-Phonemic Seg (Jan)-Letter ID (untimed)-Dictation sentence Sept: I like to eat oatmeal for breakfast. Jan: I wish I had peanut butter on my sandwich.May: This is a fine day for swimming at the beach. -DRA (kids who know more than 40 letters)-H.F. word list (Richardson)1x a month-Letter ID untimed (kids who know less than 40 letters)-Letter Sound-phonemic segDRA (May – goal D instructional)Read/Write A-C sight words (J. Richardson)-letter tracing – less than 40 letters-sound boxes -working with sounds/letters (p.64-68)-phonemic seg/blending<br />20288252445385<br />Selecting mentor texts – consider:<br />
    • Illustrations (text and pictures working together)
    • 18. Amount of text (for models for writing select books with less text)
    • 19. Human characters (better model since that is what students will likely write about)
    • 20. Ordinary, everyday topics as the focus of the book (haircuts, park, having a brother or sister, playing, taking care of pets, etc). topics students connect to through experience or emotion
    • 21. Books that represent your students (class, culture, ethnicity, etc.)
    • 22. Written in first person (mostly since that is what student writers will do)
    • 23. Favorite authors (using many books by the same author/illustrator)
    • 24. Genre – variety (personal narrative, poetry, information texts, etc.)
    Mentor Texts brought up often in Talking, Drawing, Writing<br />
    • My Big Brother by Miriam Cohen,
    • 25. Matthew and Tilly by Rebecca Jones,
    • 26. My Best Friend Moved Away by Nancy Carlson,
    • 27. My Dog Rosie, My Cats Nick and Nora , Our New Puppy, by Isabelle Harper,
    • 28. Sit Truman! By Dan Harper
    • 29. Bigmama’s, Shortcut, Night at the Fair, Freight Train by Donald Crews,
    • 30. Two Girls Can Fly by Keiko Narahashi,
    • 31. The Paperboy by Dav Pilkey
    • 32. Goal by Burleigh,
    • 33. Karate Hour by Nevius,
    • 34. Bippity Bob Barbershop, I Love My Hair!, by Tarpley
    • 35. Ballerina Flying by Brandenberg,
    • 36. Roller Coaster by Marla Frazee,
    • 37. Subway by Anastasia Suen,
    • 38. Come on, Rain! By Karen Hesse,
    • 39. We Keep a Store by Anne Shelby
    • 40. The Colors of Us by Karen Katz,
    • 41. Mama Elizabeti, Elizabeti’s Doll and Elizabeti’s School by Stuve-Bodeen.
    • 42. I Am A Ballerina by Coulman
    • 43. Ginger by Voake,
    • 44. Dim Sum for Everyone! , The Ugly Vegetables, Kite Flying By Grace Lin
    • 45. Sally Goes to the Beach, Sally Goes to the Vet by Huneck
    • 46. The Stray Dog by Simont,
    • 47. Leon and Bob by Simon Jam
    • 48. Good Boy, Fergus! By David Shannon
    Timeline: Rough Estimate<br />
    • Week 1-2: Read Alouds – Tell Stories orally,
    • 49. Assessment: dictation sentence (Sept: I like to eat oatmeal for breakfast.
    • 50. Assessment: writing sample for portfolio (give a prompt agreed upon by the team)
    • 51. Read Aloud daily
    • 52. Tell stories orally
    • 53. practice using tools in the room (crayons, etc.),
    • 54. Teacher prep the drawing and writing books and determine where you’ll store them.
    • 55. Coming to the rug procedures.
    • 56. Talking/listening to a partner procedures.
    • 57. During the first day of school, start interactive writing lessons in which teachers and students compose messages (share the pen) as they put words on paper (spelled/punctuated correctly)
    • 58. Week 3-4: Read alouds, Introduce Drawing and Writing books,
    • 59. first drawings,
    • 60. rereading work and
    • 61. adding details
    • 62. moving on to the next page
    • 63. Week 5-6: Read alouds, drawing people,
    • 64. Draw a face
    • 65. Shapes of people (use ovals)
    • 66. drawing clothing,
    • 67. other ways to draw people,
    • 68. drawing people in action,
    • 69. drawing people from the back,
    • 70. drawing hair,
    • 71. drawing eyes, ears, skin, etc.
    • 72. Planning Your Drawing
    • 73. Safe Drawing
    • 74. Week 7-9: Read alouds, Adding words
    • 75. Sounds in words (initial consonants)
    • 76. Sounds in words (whole sentence)
    • 77. Looking at the illustration to remember the text
    • 78. Listening for sounds (going back and touching)
    • 79. We write differently (we are beginning and hear different sounds)
    • 80. Some words you don’t have to sound out (sight words, etc)
    • 81. Writing big words (middle sounds/end sounds)
    • 82. Management (doing good work and finding a quiet place to work)
    • 83. Week 10-11: Introducing Booklets (telling many parts of a story)
    • 84. Introducing booklets: telling many parts of a story
    • 85. Procedures for getting booklets
    • 86. Rereading your work: helping readers understand your story
    • 87. Writing folder: a place to keep your writing
    • 88. A story is about one thing
    • 89. Week 12-13: Moving Writers Forward (Revision/Editing)
    • 90. Consistency in Clothing
    • 91. Writing a Whole Story about One Little Part
    • 92. Highlighting the Important Part of the Illustrations
    • 93. Sense of Time: Revealing the Daytime
    • 94. Writing with Specific Information about a familiar topic
    • 95. Including feelings
    • 96. Adding pages to include more parts
    • 97. Using a caret to insert a missing word
    • 98. Noticing ideas for writing
    • 99. Writers return to topics they know and love
    • 100. Proofreading your work
    • 101. Leaving spaces between words
    • 102. Endings: thinking about how to end your story
    • 103. Including exact words people say
    • 104. Week 14-15: One Teacher, One Classroom (lesson for April for K)
    • 105. Giving readers important information
    • 106. Including the important parts: being specific about one part
    • 107. Including the important parts: deciding what to put in and what to leave out
    • 108. Including the important parts: being even more specific in a published piece
    • 109. PUBLISH
    • 110. CELEBRATION
    • 111. Authors’ final thoughts: Do not use Talking, Drawing, Writing as a manual – watch your students and do what they need.
    Chapter 6: Assessment<br />
    • Meet as a team of teachers and discuss the work of 1-2 children. Discuss: observations about what the child knows and can do, what would make sense to teach next, and how to possible teach it.
    • 112. It is difficult at first to find the language to discuss children’s work but it gets easier with time and practice
    • 113. Cumulative Writing Record (CWR): accumulative list of what an individual child knows about craft and conventions of writing at any given point as well as a plan to teach. Looks like….
    • 114. Date pages of DW bookTopicWhat I notice before readingKnows About Craft (sense of story, organization,information, voice ..) as shown in drawing and wordsKnows about conventions (spelling, punctuation, letter formation, spacing, etc.)Needs to Learn Does pages in orderClip on next blank pageNo date recordedPages done in random orderLots of pages skippedPage clipped randomlyCan read easilyExamples: Writes about what she knowsTells story in picturesKnows that letters have a place in the telling of a story (although sometimes random)Includes information in pictureSkin colorSize of peopleClothingDepicts settingRereads her work and makes changes (reversed D changed to D)Adds words to pictures (With Help)Tells story in picturesPuts details inMost illustrations are aerial viewsSometimes sacrifices accuracy/detail for speedExtends thoughts on the pageDraws people realistically (all body parts, hairdos)Shows back view of peoplePicture and text go togetherUses color to make things look realWrites what happened in B-M-E)Expressions on faces match what happened in textDraws people in different positions (sitting up, side view)Added a page to include another partDeleted a page because had too manyStarts most stories with _____Ends most stories with ____Examples:Listens to sounds in words (WH)Knowledge of beginning consonant sounds: W, D, H (with help)Labeled names independently (first consonant)Writes left to rightWrites these letters to go with the pictures: m c tWrites numbersUses mostly uppercase lettersPuts letters on page – usually randomWrites B for beach (with help)Hears sounds in words (brsday, cand str)Writes independently (I weah TV)Writes letters to represent sounds he hearsKnows about leaving spaces between wordsUses exclamation mark appropriatelyLabels _____Copied the word _____Starts to write his name using capital ___ and then all lowercaseWrites words in columns or wherever there is spaceUses some sight words: Randomly uses upper and lower caseDates writingUses inguses new sight word ____puts a period where wants reader to stopColor skin so it looks realListen to sounds independentlyWork on drawing people to make them look more readHow to write words independentlyListening for initial soundsAdd text independentlyGo back and touch as you write to make sure it makes senseInclude details in all storiesExtend thoughts on each page: get him talking, telling moreTell more parts of the storyUse mostly lowercase lettersWrite words left to write and top to bottomTell a story with more than one partRecord titles of storiesDate writingsWhen adding a page, reread whole story to figure out where new page belongsLeave spaces between wordsUse periods more consistentlyOther ways to begin stories
    • 115. ML – mini-lesson IW=interactive writing Conf=conference RA=read aloud MM = morning meeting WS – word study Conv = conversation
    Talking, Drawing, Writing: Lessons for Our Youngest Writers by Martha Horn and Mary Ellen Giacobbe<br />Chapter 1: Storytelling<br />1ST DAY(s) OF SCHOOL Summary: <br />
    • Writers Workshop might be a combination of a read aloud/child interaction with the story/teacher telling a story of our own/and asking a child to tell a story of his/her own. Takes 35-40 minutes.
    • 116. Next day, another read aloud (or same read aloud) teacher may or may not tell her story, but instead, and might ask 1-2 children to come up and tell their stories. Model after how these stories might sound as a book (page by page).
    • 117. By the 2nd/3rd week, children begin to tell their stories in their drawing and writing books. Tell students ordinary everyday stories with specific information and feelings.
    Objective: What can they already do when they come to school? They can talk – tell stories. Children learn that they all have a story to tell (and it is different and unique from that of the author they read or the teacher) and they learn to be a community together. <br />Lesson 1: Read aloud and tell a story (make a connection)p. 7 “Boys and girls _____ wrote and illustrated this book about ____ because it is something he/she knows. That is what writers and illustrators do: they write and draw about what they know. In this classroom this year, you’re going to get to tell and draw and write about things that you know, too. As we were reading ____, I got thinking about something we used to do in my house when I was a girl, but my story isn’t about _____, it’s about ___.” Teacher tells her your story. <br />Lesson 1 continued or Lesson 2: Students tell stories and ask questions to clarify or state understanding<br /> “The story I read you this morning was a story that _____(author’s name) knows. The story about _____ is one that I know. I wonder who wants to tell a story about something that you know.” <br />As children tell stories – clarify – reorder and ask if your reordering is correct – tell back what you understand and write down what the student’s story idea is for future reference. Point out to students that this is how we can respond to stories 1) showing we understand or 2) asking a question to get more information.<br />Lesson 1 continued or lesson 3: Show how an oral story might be put on paperP. 19 “We’ve learned two ways that we can respond to the person telling the story. One way is to say that you understand, the way that ___ (insert student’s name) and ____ did, and another way is to ask a question if you’re not sure about something, or you need more information, the way ____ did.”<br />P. 20 “If the story you told was in a book, it might go like this…. Here on the front, there would be a title. Maybe your title would be here at the top, maybe it would be in the middle or even down here, wherever you decided to put it, and somewhere here, on the cover, readers would see your name. On this first page, you’d tell the first part of the story. What was the first part of your story? (tell it for student) Here, maybe there’ll be a picture of you _____ Then here, maybe there would be some words like _____ just the way you said it to us. On the next page, there would be the part about ____. Maybe the words would say….. just the way you said it to us”. (continue to recap the story and model how each page would have a different part but don’t leave time for the student to explain. Show the children a possibility of how the stories could be told later one. ) <br />Examples of how some Teachers Begin to introduce the Drawing & Writing Book (p. 233-235)Teacher 1: First 2 weeks – read stories and tell stories. End with interactive writing lessons – which lead into word-study work. Do a sketching lesson. By 8th day, introduce the drawing and writing book to 1/3 of the class while others are working on choice. Show them books and give them a chance to work on first page. Do that again on 9th day with 1/3 of class and 10th day with the rest. ON the 11th day, model a lesson with your own drawing and writing book. Begin lessons after that with someone telling a story, a mini-lesson to present a piece of information that they’ll need when they work in their books.Teacher 2: start on 2nd day of school. Show them how I draw a picture from a story I told them the day before. Give them their books but give them just a few minutes to work. Three days a week do a read aloud, listen to kids stories. Do sketching lessons on the other days. By 2nd week in October they work in drawing and writing book on all five days. Teacher 3: interactive writing every day = mostly labeling things in the room at this point. Sketch 2x a week. Tell stories daily and once a week I choose one of those storytellers to draw the story they wrote on a big piece of paper and then we spend time talking about when they’ll put where on their drawing. Then during interactive writing they come up with sentences for their pictures. And as a class we write. Introduce writing and drawing books about the 3rd week of school. <br />Chapter 2: The Drawing and Writing Book<br />Drawing and Writing book: each student has a copy and a teacher has a larger version (18 x 24) of the same book (for whole class lessons). Has a nice cover and at least 30 drawing pages inside. <br />Lesson on where to keep the Drawing and Writing Book:<br />MaterialsAssumes students have had time for students to practice with the coloring crayons already. Teacher needs to have predetermined how to store drawing and writing books.Connection Boys and girls, these are beautiful books. We want them to stay beautiful so we have a special place to keep them.TeachShow them the colored plastic file holders and explain, “if your name is written on the cover in red, it will go in the red file… if your name is written in blue it will go in the blue file, etc. ___ would you come up and show us how carefully you will place your drawing and writing book in the file holder. All students take a turn putting away their book. Now imagine it’s time for writing. How do you think we might get your drawing and writing book from the file? ____ would you show us how you’ll find it carefully and bring it to the table. “ Look how she is carefully looking through all those other books to find hers. Look at that book next to hers was coming out when she lifted hers out but she was so careful and kept it in its place. She is carrying that book like she really cares about it and placing it on the table that she thinks would be a good spot for her to work. Now pretend the music (to clean up) has started and it’s time to put the book away and come to the rug. Can you show us how you’ll do that. So now you know about where to find the book, keep it, how to treat it, where to put it back carefully. And you know that when you work on a page you think about how to do your best. Today and tomorrow morning I want you to think about your story and what part you’ll tell on your first page because tomorrow you’re going to get to work on that first page.(assume students have already had an opportunity to use the pencils, crayons, etc. in the room and know how to use them and put them away, etc.) (recommend using colored pencils, multicultural pencils, and felt-tip markers for writing words/letters and outlining and putting in details). (only have one filled basket of materials the first day of school. Have students fill the baskets of crayons, colored pencils, etc. with you and discuss their use, rules, etc. as you do so throughout the first week of school). Active InvolvementContinue to practice setup/clean up as needed.LinkWork TimeShare Time<br />Lesson to introduce the Drawing and Writing Book:<br />MaterialsTeacher version of Drawing and Writing book, clip/flag to mark page, drawing tools (crayons, colored pencils), knowledge of stories children have told.ConnectionWe have been telling stories for the first 9 days of school. ____ you told us about _____ and ____ you told us about ___ (give a few examples of children’s stories). Using words to tell a story, the way you do when you sit in the storytelling chair, is one way to tell a story. Another way to tell a story is to tell it on paper. TeachYou remember the story I told you about _______. Well I like that story, so I’m going to tell it in my Drawing and Writing Book. You can see that this is my drawing and writing book because my name is right here, on the front. Inside (open page), there are blank pages where I can draw and tell my story. And see this clip/flag at the bottom of the page? That lets me know that this is the page I’m working on. So, I have this big page to tell the story of ______ and I’m thinking of what I want to draw. I can’t really tell the whole story because that story has a lot of parts and I have this one page to work on, so I’m thinking of telling about one part. Let’s see, there’s the part about _____ and ____ and ____ and ____ (hold up a finger for each part). I’m trying to decide which part to tell on this page. Hmmm.. Here’s what I am thinking I want to do. I want to tell a part that _______ (even if students shout out suggestions – determine the part you draw on your own to model that writers are the decision makers for their stories). So let’ see… first I have to decide how I want my book to go. This way? (I point to the way it is standing vertically) or do I want it to go this way (horizontally). I think this way (select one) will give me more room. Right here I’ll draw ______ and here (point to page placement) I’ll draw ____. Now boys and girls, I’ve never drawn ____ before. In fact, I’m not really sure I can even draw a ___ but I’m going to try my best. I’m going to close my eyes because sometimes it helps me to first picture in my mind what I want to draw (close eyes, think, then begin). Begin drawing and think aloud as you draw. (discuss why you make characters have certain expressions, movements, colors of skin, etc.) Draw for a few minutes but don’t finish.Well, I have a lot more left to do, but I’m going to leave it for tomorrow and I’ll come back at it and ask myself what I else I want to do. As I work on my story, you might have been thinking about the story you want to draw in your drawing and writing book. I’m sure you won’t be writing about ____ (what you wrote about as the teacher) because that’s my story, and you have your own stories. And tomorrow you’re going to have a chance to start your story in your drawing and writing book. Yours looks like mine, only smaller. When you get it, you’ll see your name on the front of your book, just as my name is on the front of my book. Inside yours has blank pages too. Where you’ll be able to draw your story. The pages are a beautiful kind of paper special for drawing. When you get your book, you’ll see a clip at the bottom of your page, just as I have a clip on mine. It’s there to remind you this is the page you’re working on today and it will help you find the page easily. Active InvolvementThey could turn and talk about what part they think the teacher should draw. Etc. Who thinks they might know what they want to draw in their Drawing and Writing Book? Have a student come up and tell his/her story. Help – push for specifics. So of all those parts, what part do you think you’ll draw in your Drawing and Writing Book? (student picks a part from the parts you’ve explicitly stated). Take out students book and ask to open to first page. I’m going to put the clip on for now; later we’ll talk about how to use it. As you work in this book, you just look for the clip and that will tell you what page you’re working on that day. Have student use her hand to touch the paces on the first page of her book to show where the different parts of the drawing will go. Prompt her “And where will you begin the part about…? What will be over here, behind…? So when we get ready to work in our drawing and writing books, you know just what you’re going to do. Who else thinks they know what they will write about in their drawing and writing book? Another student comes up and tells his story. Follow the same procedure.LinkSo when we get ready to work in our drawing and writing books, you know just what you’re going to do. Work TimeEnsure all students have a story to tell. Today is just getting them reading to draw (not drawing yet).Share Time<br />Lesson: T- adding to the Drawing and Writing Book, S- begin their drawing and writing books:<br />MaterialsTeacher’s drawing and writing book, student drawing and writing books, colored pencils, etc. ConnectionYesterday I showed you how to begin drawing a part of my story. Today I’m going to add to it. TeachWhile I was waiting for you to come to the rug, I opened my Drawing and Writing book to the page I worked on yesterday and I asked myself, what else do I need to put in so that when people read my drawing they’ll know what my story is about? I decided to put this ____ here because _____ and I made ___ because of _____. I want it to look just the way that I remember. That’s important because you want readers to know what your story is about when they look at it. That means putting the information that will help them understand. I think I’m going to put a _____ here because of ____, but I’ll work on that later, because right now it’s time for you to work in your books. Remember yesterday when we talked about the drawing and writing books? ____ do you remember how to get your drawing and writing book? Would you please get it and bring it over here? (notice he is looking through the books and taking his out carefully and fixing other books so they are nice and neat for the next person). Would you open your book to the first page? Look the clip is already there so you’ll know the page you’re working on. Yesterday you told us what you planned to draw on the first page. You told us ….. Put your hand on the part of this page where you’ll draw the _____. (have student show where different parts of the illustration will go). Seems like you are ready to start. This is what all of you will need to do as you go to your tables to work. Think about what story you want to tell. Think about one part you want to tell about. Then think about what you’ll draw to show that part of the story and use your hand to plan where things will go on the page. Active InvolvementTurn and tell partner what story you’ll tell?LinkWhen I call your name, you may get your drawing and writing book and go to your quiet work space and begin to think about the story you want to tell, the part you want to draw, and begin to plan what parts you’ll draw on your page. Then you can begin drawing. Work Time*assume teacher has talked already about picking a good work space in the room – away from friends – quiet, etc. Make many “I notice” comments about things kids are doing well with materials, drawing, seat selection, etc.Share TimeBefore students come back discuss how to put their books away and some possible issues that could come up (In this lesson or a previous one think about “what if someone is front of you putting away their book? What if someone is taking a long time and you want to get to the rug? ) then have them hear the music and return to the rug. “Let me tell you what I noticed today…”<br />Lesson: Rereading Your Work and adding details<br />MaterialsConnectionYesterday you started working in your drawing and writing books. I noticed (give examples of drawings you see in books and what stories they represent). You all worked hard in your books yesterday and today you’ll get to work on those stories some more. I want to tell you what writers do when they go back to work they started. TeachWhen you go back to your table the first thing you do is open your book to the page you worked on yesterday. Take a good look at your drawing and then ask yourself a very important question “what else do I need to put in so readers will understand my story?” Writers ask themselves that question because they want readers to understand their stories. Remember when I went back to my story about ____ and I added the part about ____ (point to your example). So now I’m asking myself, what else do I need to put in my story so readers understand? I’m going to draw _____. Being drawing. Then I ask myself “is there anything I need to change so readers will understand?” Yesterday I made ___ a ____ color but I forgot that it’s really ____. So today I’m going to change that by coloring over the ___ color to make it look right. It doesn’t look exactly right – sometimes you mess up and you fix it the best way you can. Active InvolvementCall up some students and ask them “What else could I put on the page to help readers understand my story” “What could I change so readers understand?” with their current drawings. LinkToday when you sit down to write, you’ll do what ___ (Students) just did. You’ll open your book, read the picture you worked on yesterday, and ask yourself those questions “what information to I need to add or change so readers will understand my story?”Work TimeStudents add to the first page of their drawing. For students who are ready – model how to move on to the next page during a conference.Share Time<br />*Could do another lesson on this strategy of adding/changing the picture and use a student’s work as the example piece rather than your own. <br />Lesson: Moving on to the next page*model this in individual conferences with some students prior to teaching it to the whole group. <br />MaterialsA child who has finished a page in their book and is ready to move on to another page. ConnectionI’m looking at this story I’ve been working on, and I think I’m finished. I’ve added the ____ and ___ and I’ve fixed _____. I think I’ve done everything I can to make this the best story it can be. As you work on your stories, at some point you’re going to decide what I just decided: I think this is the best I can do. It’s just the way I want it for now. So let me show you what to do. TeachFirst I undo the clip that marks the page I’m on. To undo it, all you do is lift this colored part up and bring it around – it’s really easy. I reach over here on the back to the other side and do the same thing, bring the colored part around. Then I squeeze these two colored tabs, and when I do, this part that’s holding my pages together is going to open up. Watch. I just slip it off this whole stack of pages, turn over this page I just finished, and then clip it on this next page so I’ll know that this is the page I’m working on. I squeeze tightly so it opens really wide – see how wide? Then I hold the book with this hand to keep the pages together and I just slide the slip right on. That can be tricky! Now look , the tabs are sticking out! I don’t want to leave it like that because the book doesn’t lie flat if they are sticking out. So I just gently fold them down. Yesterday ___ was working on a story about ___ and had some parts to add. He completed that and is ready to fish up. Walk student through changing the clip to the next page. Active InvolvementLinkSo today when you take out your drawing and writing book, you’ll open it to the page you’ve been working on and you’ll know that page because the slip is there. Then you’ll decide what else you’re going to do to make your story just the way you want it. If you decide that you have your story just the way you want it, you can open the clip the way Jeremy and I just did, flip the page, and put your clip on the next page so you’ll be ready to start your next story. Work TimeShare TimeHave a student share who you noticed adding/changing their drawing. <br />Chapter 3: Sketching<br />Support drawing in the classroom by:<br />
    • Create a drawing center (interesting pencils, sketchbook per child, things to draw)
    • 118. Have students bring in objects they know and love to sketch.
    • 119. Draw the same thing over and over (like faces) – get good at it.
    • 120. Provide time to draw in writers workshop and throughout the day
    Lesson one – you draw a part of something, kids do so in their books (step by step ): and animal like a monkey (draw parts one section at a time and then have kids try in phases like that)Lesson 2: Drawing a face lesson (Think Aloud) <br />“When we drew the monkey, you saw the round shape of the face, the half round shapes for the ears…… It seems to make as though you really must have been using your eyes to look closely and tried to make him look real. That’s what we do when we sketch – we use our eyes and look closely to notice shapes and lines and then use them to make our drawings look real. When we look closely, we call that observing – paying attention to what we see. Today we’re going to look closely at a model and see as much as we can about her face and draw what we see to make it look as real as we can. Maybe you’ll remember some of the things we see today for when you are drawing faces at other times this year.” <br />Get a model in the room and you do a think aloud as you draw the model’s face. Talk about the shape of the face, eyes, nose, mouth, etc. Lesson 2 continued or 3: Students turn to draw the model’s face. Kids spend time trying to draw while you go around and help them). (students have pencils – without erasers)<br />Chapter 4: The Craft of Drawing<br />
    • Teachers look at 1) their own writing, 2) children’s writing) 3) picture books to consider what and how to teach student writers.
    • 121. As you do read alouds, point out the pictures to the students and how the author/illustrator has included the MOST important information in the drawings. Some example read alouds are My Dog Rosie, My Cats Nick and Nora, and Our New Puppy by Isabelle Harper and Barry Moser.
    • 122. In picture books, authors/illustrators 1) draw about what they know, 2) draw characters in a variety of ways (facing forward, from the side, from the back, in action, just a part), 3)include tiny details, 4) reveal feelings, 5) reveal the place through little details 6) get a big message across in tiny detail 7) point your eye toward what they want you to pay attention to 8) use simple and honest words that sound like real talking 9) tell readers something and show what they mean 10) tell one part on each page and build upon it 11) use illustrations and words to tell the story. They work together.
    • 123. Don’t expect kids to do these things but we draw their attention to it so they begin to pay attention to details
    Lesson: Drawing People (drawing people to look real rather than like stick people)<br />MaterialsPossible mentor text: My Big Brother by Miriam Cohen, Matthew and Tilly by Rebecca Jones, My Best Friend Moved Away by Nancy Carlson, My Dog Rosie by Isabelle Harper (a book with a picture of characters standing), transparency paper/marker (KEEP THIS – you’ll use the drawing you make today in the next lesson)ConnectionOpen your sketchbook to pictures of people, and show some that students have done (those of stick people and those where they actually sketched using ovals and circles)“Remember when we talked about how to draw people using ovals to make them look more real (show pictures). We used an oval for the head, an oval for the torso (middle section) and ovals for the arms and legs. You sketched people like that too (show examples). I’ve noticed that often when you are drawing stories, you make stick people. However, in most of the books we read, the illustrator makes their people look real by filling them out and using ovals can help you do that.”TeachPut a piece of transparency of the page of a book (like page 1 of My Big Brother) where there is a character or two that you can draw. Use ovals to trace the shapes of the characters bodies. Think aloud as you trace. “Here is the oval for the little boy’s head, here’s the oval for his torso……” When you finish remove the transparency and lay it against a white piece of paper and next to the book’s illustration. Notice how they are similar. “Maybe the illustrator used ovals to do their drawings, maybe not, but either way the author/illustrator made the people look real. Using ovals is one way that can help you make people in your stories look real. Active InvolvementLinkSo today, when you draw people in drawing and writing books, try to remember what you know about making people look real. Use ovals to shape people so they look filled out.”Work TimeShare Time<br />*You may want to do a lesson now on how to draw OVALS lightly (sketches) prior to showing kids how to put clothing on the characters.<br />Lesson: Drawing Clothing on People<br />MaterialsTeacher’s Drawing and Writing Book, overhead transparency, black pen, colored pens, 1-2 drawing and writing books of students where they’ve drawn real-looking people, Read Aloud mentor text (ex: My Big Brother by Cohen)Other mentor text examples: Bigmama’s by Donald Crews, Two Girls Can by Keiko Narahashi, The Paperboy by Dav PilkeyConnection“I see in your stories that you’re remembering what you know about drawing people.” Show some of the children’s real-like people drawings Instead of just drawing stick people. You’re really thinking about what you’ve learned about drawing people and making them look real by using ovals. But I’m also noticing that when we look at the illustrations in the books we read like _____ (mentor text), we don’t see those ovals. Usually we see people dressed in clothes. Today, I want to show you how to put clothes on people I n your stories so we won’t see the oval shapes underneath.”TeachLet’s take a look at the transparency of the people that we made the other day. It’s all ovals, isn’t it? But when I look at our book, we don’t see ovals. I think it’s because _____ (illustrator of book) asked himself, “Now, what kind of clothes will these characters be wearing. Then he made them wearing clothes. So, you could put clothes on like this.” Lay the transparency back over the illustration of the book and use colored markers to quickly trace over the clothing the character is wearing so the ovals are covered. Active InvolvementLinkToday when you open your Drawing and Writing Books to the page you were working on yesterday, look and see if you’ve put clothes on the people you drew. If not, ask yourself what clothes these people should be wearing and see if you can draw the clothing so readers won’t see the shapes underneath, but instead will see people as you want them to look.Work TimeShare Time<br />Lesson: Other Ways to Draw People<br />Materials1-2 drawing books where students have drawn real looking people without using ovals, a large piece of paper or your drawing and writing book at the easel, books to reference real looking people (examples: Goal by Burleigh, Karate Hour by Nevius, Bippity Bob Barbershop by Tarpley)Connection“We’ve been talking a lot about using ovals to draw people so they look real. (draw a person and explain as you draw how you’re using ovals). This is one way to make a person but some illustrators we know didn’t use ovals to draw their people. I’ve been noticing that in class there are illustrators who don’t use ovals and their people look real. Show an example. Today I thought we might try to get a few illustrators in this class to show us how they draw people. That way we’ll have a few different ways to try. Teach____ I was wondering if you could come up here and show us on this paper how you draw a person. As you draw, I’d like you to talk out loud and explain to us what you’re doing. ….. (student does a talk aloud with help) It seems you learned how to draw a person already dressed so that’s another way to draw people and make them look real. Active Involvement(have other students show how they make real looking people)LinkToday we got to see how ____, _____, _____ draw real looking people. You may want to try drawing people the way that they do or you may decide ovals are the best way for you or another way. The important thing is to try and make your people look real.Work TimeStudents continue with stories they are working on and try other ways to draw people.Share Time<br />Lesson: Drawing People in Action<br />MaterialsTeacher’s book with people drawn in action made using ovals (PREP required prior), if it exists – a student example of a character drawn in action, mentor text example of character in action (ex: Goal by Burleigh, Karate Hour by Nevius, Two Girls Can Fly by Narahashi, Ballerina Flying by Brandenberg, My big Brother by Cohen)ConnectionToday I want to talk to you about how to draw people so they look like they’re doing the things that the story says they’re doing. I think that’s what _____ did in this illustration (show a student example if you have one). It looks like you were trying to show the person doing ______. Right? In this book (show mentor text pictures) the illustrator ______ showed the characters in action too. You can do that too! We use the same parts, ovals, no matter what position the people are in. Show your notebook. On this page it looks like a person is running and I used the same parts (oval for head, torso, upper arm, lower arms, hand, upper leg, lower leg, and foot). In this one, the person is sitting down but again I used the same parts (oval for head, torso, upper arm, lower arms, hand, upper leg, lower leg, and foot). TeachLet me show you how I tried to draw my people in the positions to show what they’re doing. Remember that story I told you about ________. In that story ___ (character) is _______ (action of running or sitting down, etc.). I used the same parts (ovals) but I put them in different positions. Demonstrate a few examplesActive InvolvementLinkWhen you got back to your work today, think about what the people in this part of your story are doing. Look and see if the people are in the positions they should be in so that the story makes sense. And remember, if you use ovals to draw your people, you’ll still use the same ovals, just in different positions. Work TimeShare Time<br />*You may want to do a few lessons on different positions for characters. You may also want to do a lesson on how to put clothes on people in action. <br />
    • Lesson: Drawing people from the back
    MaterialsA page from a child’s story where he/she has drawn a person going somewhere, viewed from behind.Blank page of teacher’s drawing and writing book. Bigmama’s by Donald Crews or Shortcut by Donald Crews or Night at the Fair by Donald CrewsConnectionRemember the other day when ____, _____, and _____ showed us how to draw people so they look real? And then we spent time looking at how to draw people running, sitting, etc. Well, in all of those pictures we saw the front of people. We saw their faces and the front of their bodies. In most of our stories that is how we’ll see people. But sometimes, we want to draw a person when they’re going somewhere and we see them from the back. Like ______ you wrote that story about _____ going to ____. TeachIf you have a student who has written and drawn the back of someone in a story that makes sense. Have that child demonstrate. Or, demonstrate using a story someone has written that shows someone going somewhere or doing something (bowling) where you see their back. Or use your own story to demonstrate. If we look at this book by Donald Crews (Bigmama’s) we can see this person going into the room. The door is open and we see him from the back. On this page we see a girl at the edge of the pond. It looks like she’s jumping. It seems like Donald Crews did just like what we did. When he shows people going somewhere or looking at something, we see the back of the person, and we see where they are going. Active InvolvementIn all of these lessons – maybe students could do a practice sketch at the carpet to try the lesson prior to go back to their own drawings/writings? <br />
    • Lesson: Hairstyles
    MaterialsWork of a student who showed attention to the hairstyle. Roller Coaster by Marla Frazee, Subway by Anastasia Suen, Come on, Rain! By Karen Hesse, We Keep a Store by Anne ShelbyConnectionWhen I was looking at ____’s drawing and writing book, I noticed that her hair looked different in a lot of pictures. When I looked closely, I noticed that the hair was different in many of her stories. It reminded me of how when authors draw pictures to tell their stories, they try and make the people look real. TeachShoe examples of different hairstyles in the students drawing and discuss why the hair is different. Marla Frazee does the same thing. When she illustrated Roller Coaster, she put a lot of people in her story. She drew them how they really looked on the day at the fair. (discuss how some had short hair, long hair, parts in different places, pony tails, braids, hair behind the ears, etc.) She was trying to make the people look as real as possible and one way to do that was to make their hair look the way it really looks. Active InvolvementLinkBoys and girls, as you draw your people today and every day, remember that one way you can make the people look real is to draw their hair like it really is. Is it parted on the side? In the middle? Is it in a ponytail, braids, or straight down? Is it yellowish, reddish, orangish, brown, black?Work TimeShare Time<br />
    • Lesson: Skin, Eyes, and so on
    MaterialsStudent’s work that shows writers attending to the skin color of people in their stories. Multicultural crayons and/or pencils. Mentor text (The Colors of Us by Karen Katz, Subway by Anastasia Suen, Roller Coaster by Marla Frazee, Two Girls Can by Narahashi). ConnectionYesterday we saw that one way of making the people in our stories look real is by drawing and coloring their hair so that it looks just like their real hair. I noticed yesterday that ____ did that (show a piece of work from yesterday). I also noticed that ____ did something else to make the people look real. She thought about the color of the skin of the people in the story. TeachShow a student’s (or students) work and how they colored the skin, face, hands to make the person look real. These illustrators wanted to make sure that the people in their stories looked like themselves. In the book The Colors of Us by Karen Katz she does that too. Authors and illustrators pay attention to the color of skin to make the characters in their stories look real.Active InvolvementLinkToday and every day remember when you color the skin of people in your stories, it’s another way to make them look real. And remember too that there are multicultural colored crayons and pencils to help you try and make the person’s skin color look real. Work TimeShare Time<br />*Additional lessons might include showing students how to mix colors to get the right shade or Discussing paying attention to eye color to make people look real.<br />
    • Lesson: Clothing Really Helps Readers Know Something About People
    MaterialsMentor Text: My Big Brother by Cohen, I Am A Ballerina by Coulman, Mama Elizabeti, Elizabeti’s Doll and Elizabeti’s School by Stuve-Bodeen. ConnectionWe’ve been talking a lot about how illustrators make people look real. One way to do that is dressing them the way they really looked in the story you’re telling. Today, I want to talk to you about how the clothing people war in stories helps us know something about them. TeachLet’s look at these people in _____ (picture book you’re using) again. Discuss the type of clothing the characters are wearing at different locations or for different activities, etc. Discuss what you know about a character by what he/she is wearing in the pictures. Discuss several pictures from different picture books.I think (list authors you’ve discussed pictures for) thought carefully about how the people in their stories would be dressed because they know that the kind of clothes people wear and the way they wear them gives readers a peek into their lives, which lets readers get to know the people in the stories better. And you know, _____ (student in the class) did the same thing (give a classroom example). Active InvolvementLinkSo as you begin work today. Look at your illustrations and ask yourself, Do the clothes that the people in my story are wearing help readers know something about them? If not, see what you can do to make the clothes, and the way the people are waering them, help readers to know something about those people. Work TimeShare Time<br />
    • Lesson: Planning How to Draw Your Story
    MaterialsMy Cats Nick and Nora or My Dog Rosie, or Our New Puppy by Isabelle Harper, any book with specific information the page but not too much information, a small mirror, student and his/her drawing and writing bookConnectionOne thing I love about this book (select a mentor text) is the illustrations. When I open the book and look at the illustrations, I think the author/illustrator must have really thought carefully about how he wanted to draw them, because when we look at them, we know just what is happening. Look at this page. Discuss what you see o the page and how it tells you exactly what’s happening. I wonder if the illustrator had a photograph of the characters when he got ready to draw and if he just looked at the picture and drew what he saw. I know that some illustrators have people pose for them, take a picture with a camera, and then draw from the picture. But you don’t have pictures o the things you want to draw, your pictures are in your mind and you just have to remember them. So let’s imagine the illustrator didn’t have a picture to look at. I’ll bet he would do some things to help him remember just what to draw.TeachFirst, I bet he’d think really hard about what _____ looked like. Maybe he’d close his eyes to help him remember. (close your eyes and do a think aloud of what you’re seeing as you pretend to be the illustrator)Then maybe he planned where he was going to draw those things. Maybe he said “I’ll put the ___ right here in the middle and the ___ right here because that’s where they were that day….” I can imagine that when he tried to draw ____ he acted it out – pretended he was doing it so he could feel what it would look like. Maybe he even had a small mirror and held it up and looked at himself so he’d know how to draw it. Model going through these steps with your own story: 1. Think 2. Close your eyes and remember 3. Use your hand to plan where things go 4. Act it out Active InvolvementWho has a story in their mind that they plan to illustrate today? Tell us what you’re going to draw on this page (have the student do the steps in front of the class)LinkWhen you begin working, you might try some of those things. Remember when you decide what you want to draw, think hard, try closing your eyes to remember. Then you could use your hand to help you plan where to draw the parts of your story. You might need to act something out or study someone who is doing what you want to draw. When you get back to your tables, don’t forget those things. They might help you think about how to make your illustration the best it can be.Work TimeShare Time<br />
    • Lesson: Safe Drawing (students are drawing the same thing for each story)
    MaterialsA student’s drawing and writing book (a student you’ve conferred with who was drawing the same pictures for different stories and after conferring improved)ConnectionI’ve noticed that sometimes a lot of your drawings can look the same even though your stories are about different things. TeachUse a student’s example with permission to demonstrate. Sometimes we do that because we aren’t sure how to draw what our story is really about. If we really want our readers to understand and know what happened in our story, then we have to draw what it is about. Show how a student was timid to draw something because they couldn’t but when they described what it looked like using shapes, they could draw it and did successfully. Sometimes closing our eyes and trying to remember how something looked is a good way to begin.Active InvolvementLinkYou have interesting stories to share and you want to be sure to draw a part of the story that will really let your readers understand your story. If you draw the outside of a house or a building and the story takes place inside, your readers will miss your good story. If you think you can’t draw it, just close your eyes and try and picture how it looked and try your best. Work TimeShare Time<br />Chapter 5: Writing WordsThis is different than interactive writing (which is spelled/punctuated correctly – shows students what writing should look like in the real world). This writing is done independently and students use what they know about making meaning with words. It might include random letters, sound spellings, one letter per word sentences with no spacing, etc. Tells us what they understand about writing words and what they need to learn.Prompts:<br />
    • If there were words on this page, what do you think they’d say?
    • 124. If you were going to write the word ____, what letter would you write?
    • 125. If you were going to write one word about this story, what would it be?
    • 126. Lesson: Listening for Sounds in Words (Labeling pats of the illustration with initial consonants)
    MaterialsDrawing and writing of a student who has put some labels on his/her drawing, teachers enlarged Drawing and Writing book with a story almost completely illustrated, thick markerConnectionYou already know that one way to tell a story is by drawing the picture, the way I’m doing here and the way you are doing in your Drawing and Writing books. Another way is to write words that tell about the pictures the way ______ did in the story she shared yesterday (or share it today). Today I’m going to put some words on my page to help readers know what my story is about. That’s something you may want to do in your story too. Now you might be thinking, but I don’t know how to spell the words, and that might be true, because when you’re five or six you’re just learning bout letters and sounds and you won’t know how to spell a lot of the words in your story. But I’m going to show you how you can being to write words – any word you want.TeachFirst you think of the word you want to write. I’m thinking, hmm, what word might I want to write for this picture that will tell something about it? Well, this part is really about the _____ (place) isn’t it? So I think I’ll write _____(place. Ex: playground). Let’s see, where can I write the word _______. I think I’ll write it here (point to the top where there is spaced for words).Now, I actually do know how to spell that word because I’m a grown-up and I’ve been writing words a long time. But if I were five or six, I probably wouldn’t know how to spell it so here’s what I’d do. I’d say the word slowly, stretching the sounds and blending them together. I’d say it again, slowly and I’d listen for the sound ad the beginning, /p//p/ and I’d think, What letter makes that /p/ sound? Some of you are saying P and that’s what I think it is too. P for /p/, so I’m going to make a P right here. I have to remember how to write P so I’ll look at this alphabet chart just like we do when we’re writing together. If I don’t remember what a P looks like, I can start with A and read A-B-C-D-E…. all the way to P. I know that P is for pig, and here’s the picture of the pig, so this must be the letter P. Take a close look at the picture of the letter P and trace it with your finger in the air. Now I’ll write it. I’ll make P right up here, for playground. Repeat this process for other first sounds of the important people, places, etc. on the illustration.Now when people look at this page, they can read the story by looking at the pictures but they’ll be able to read it another way too. They can look at the letters and words: S for sand and swing, S-A-M for Sam, P for playground and playhouse, etc.Active InvolvementLinkHere’s what I want you to think about today and every day as you write. When you’re learning to write words, you can’t possibly know how to spell every word correctly. But what you can do is give it your best try. First think of what you want to say. Say the word slowly. Listen for the sounds in the word. Ask yourself, What letter makes that sound? Write the letters for the sounds you hear?Work TimeShare Time<br />
    • Lesson: Listening for Sounds in Words: Writing a Whole Sentence
    MaterialsPiece of writing by student with one-letter-per-word sentence, piece of writing by student with some parts of illustration labeledPrevious writing conference with a student in which you helped him/her write a “sentence.” Steps to help the student (who is doing some labeling). 1. Ask, “If there were words here to tell about this story, what would they say?” 2. Student tells sentence. Count the words in the sentence together. 3. Ask “what was the first word again?” Say word together. 4. Watch my mouth (say the word). Now you say it. 5. Ask, What do you hear when you say /_/ (insert word). 6. What letter makes the / / sound? 7. How do you make the letter ___? 8. Continue with remaining words in the sentence.ConnectionBoys and girls, remember the other day when ____ shared her story about ______? When ___ went back to work yesterday, she did something else to help readers understand her story. TeachHold up students book. She put some letters on her page to help readers like us understand her story. Right here’s a ___ (letter). (ask student to come up and read their piece of writing to the class.) Tell us what you wrote. (student tells story). Continue on through each word the student has written a letter for – the student’s sentence.In the process, you could model or show how a student crossed out a letter that was made wrong and remade it (during a conference) That’s what writers do. When they write something and it’s not the way they want it, they cross out and try again. ______thought about the words she wanted to write, she listened to the sound she heard and the beginning of each word, and she wrote the letters for those sounds. And now ____ can read what she wrote on this page. Would you touch those letters and read it to us one more time? Active InvolvementLinkWhen you sit down to work today, you might want to try what ___ did today. They thought about what they wanted to write, they listened for the sounds at the beginning of the words, and they wrote letters for the sounds they heard. Maybe you’ll decide to label parts of your illustration, or maybe you’ll want to write a whole sentence.Work TimeShare Time<br />
    • Lesson: Looking at the illustration when you can’t read the text
    MaterialsConnectionYesterday, when _____ was telling her story, I noticed something. I noticed how going back to look at the picture helped her remember her words. TeachLet me show you what I mean, at first when I pointed to these letters over here, I asked her, “What does this part say?” I noticed how she looked at those letters carefully, like she was studying them, trying to remember. I thought maybe she had forgotten what she had written. That can happen. Sometimes when you come back and look at the letters you wrote the day before, you don’t remember what they say. So here’s what I did. I turned the book this way (turn it vertically) and I got ____ remembering and telling us what she had drawn in this picture. Looking at the picture helped her remember the story. Then when she looked at these letters again, she was thinking, oh yeah, I wrote words to go with that story, let’s see…. And that’s when she said, “___ ____ ____ ___” Going back to the illustration like that is something that might help you, too”Active InvolvementLinkSo when you look at your words and just can’t remember what you wrote, go back and look at your illustration. Tell yourself the story you drew, and I’ll bet that will help you remember what your letters and words say.Work TimeShare Time<br />
    • Lesson: Listening for Sounds: Going Back and Touching
    MaterialsA student who knows many letters/sounds but doesn’t write them independently and an illustration in his Drawing and Writing Book that is almost complete, felt tip penConnectionAsk student if he’d like to tell his story to the class. Have student point to his illustration and explain. Ask, So ____ if there were words to tell about this part of your story, what do you think they would say? Student tells sentence. Repeat sentence and raise a finger for each word in sentence. Have students count and tell how many words. Do you think we can write those words?TeachLet’s think about how it starts. 3. Ask “what was the first word again?” Say word together. 4. Watch my mouth (say the word). Now you say it. 5. Ask, What do you hear when you say /_/ (insert word). 6. What letter makes the / / sound? 7. How do you make the letter ___? 8. Continue with remaining words in the sentence. After student writes each word, have them go back and touch the words from left to write and read them. If student doesn’t know how to make a letter, make it on the chart paper and let him copy it. If a student says an incorrect letter but one that makes sense for the sound say The letter you’re associating with the sound you hear makes sense based on what you know right now. Look what ___ is doing. He is thinking about what he wants to writing, saying the word slowly, and writing the letters for the sounds in each word. Then he’s remembering to go back and touch. Do you know why we go back and touch? Because it helps us not to get mixed up and lose our place, it helps us remember what word we need to write next, and it helps us learn to read. Right now___ is reading his work! Active InvolvementDuring this work, the whole class will make the sounds for the words and help the student out if he gets stuckLinkBoys and girls, what ___ showed us today is something you can do too. You can write words to go along with your drawing because you know how to : Think of what you want to write, Figure out what word comes first, Say the word slowly, listen to the sounds in the word, write the letters for the sounds you hear, then go back and touch before reading the next word. And if you forget what you’re wanting to write, go back and look at the picture to help you remember.Going back and touching helps you make sure you have all the words you need and helps you to get mixed up. And, it helps you to know how to read what you wrote. Work TimeShare Time<br />
    • If a student doesn’t know many letters for their words, focus on helping them learn and write ONE letter when you conference with him/her by teaching him/her many words associated with that letter and having the student come up with associations and then practice making the letter.
    • 127. Lesson: Valuing Differences in How We Write Words
    MaterialsChart paper and marker, dry-erase board or chalkboardConnectionWe’ve been talking a lot lately about writing words. We said that when you want to write words that you think you won’t be able to write, you: Saw the word slowly, listen to the sound sin the word, think – what letter makes that sound, think about how to make that letter, and write it down.You are writing letters and words to help readers understand your stories. I was looking at your writing last night and I saw how a lot of people are writing stories about ____ (example: cousins). And you know what else I noticed? Each one of those writers wrote the word ____ (example cousins) in their story but they didn’t all use the same letters. TeachLet me show you what I mean.When ____ wrote this story about his cousin, he wrote k for cousin (write K on chart paper)____ wrote ksn____ wrote cousin: kz_____ wrote it: cz____ wrote it: csinEach of these writers said the word slowly, listened to the sounds, and wrote the letters for the sounds they heard. Sometimes they heard different sounds. That’s what happens when you’re learning to write words. Their words look different because each one of these writers knows different things about how letters and sounds work.The more slowly you say the words, the more sounds you will hear and the more letters you will be able to write. You writers write words differently for the sounds you hear, but what is important is that everyone is trying hard and doing their best. Active InvolvementLinkSo today and every day as you write, I want you to remember that if you can say the word, you can write it. When you’re learning to write words, you can’t possibly know how to spell every word correctly. But you can write the letters for the sounds you hear. Someone else around you might write the same word and they may hear different sounds and they way they write the word might look different form the way you write it. And that’s okay when we’re just learning to write words. So remember to say the word you want to write, listen to the sounds in the word and write letters for the sounds you hear, even if you word looks different form the way your friend wrote it. That way, you’ll be doing your best.Work TimeShare Time<br />
    • Lesson: Some Words You Don’t Have To Sound Out
    MaterialsPiece of writing from a student who has used sound spelling as well as written a word he knows how to write correctlyConnectionI noticed something ___ did yesterday in his writing. It’s something that writer’s do and something that the writers in this class can do, too. ___ may I share your story with the boys and girls? Why don’t you come up. TeachI’m going to read your picture from yesterday. Point as you recall the parts of the story. And you wrote some words here. Would you read what you wrote? (student reads words which include letters for words and one word spelled out)Look at that. He said the words he wanted to write, he listened to the sounds he heard at the beginning, and he wrote the letters for those sounds. And right here, he remembered how to write the word ____ (example: my), so he wrote the whole word! How did you remember that word, ____? (student points to the chart with text that children had written during an interactive writing lesson or some other print in the classroom) So you remember the word ___ is one we’ve been suing a lot when we write and you remembered how to write it. Active InvolvementLinkBoys and girls, when you’re working on your stories and writing a word that we have all been using a lot, make sure you do what ___ did: write it the way you know how. Maybe you’ll remember seeing that word in the classroom and you’ll use a chart to help you or maybe you’ll just remember how to write it. What are some other words that we’ve been using a lot that we might all know how to spell? (examples: the my we me I)Those are words we use a lot so you’ll probably know how to write them all yourself. So don’t forget, listen for the sound and write the letters for the sounds you hear, but if you know how to spell the word, write it the way you know.Work TimeShare Time<br />
    • Lesson: Writing Big Words We Use in Telling Our Stories
    MaterialsChart paper, marker, dry-erase, or chalkboardConnectionI’ve noticed that you’ve been working really hard on your stories, putting information in your pictures so that readers can understand them, writing letters and words to go with your pictures the way writers do. But lately some boys and girls have been asking me, ‘How do you spell…’? Or when they’re writing words, they say ‘Is this write?’I know that when you’re writing a story, you want it to be your best, so you care about how you write the words. But you can’t possibly know how to spell al the words when you’re just learning to write. You’re telling such interesting stories and you use the exact words you need to tell your story. You use big words because you need those words so we could understand the story you are telling. If you had thought how to write all those big words correctly, you might not use those big words in your story. So I want to show you what you can do if you want to write one of those big words, and what you can do when you want to write a big word and you’re worried about how to spell it.TeachYesterday when ___ drew his story, he wanted to write _____ (ex: fountain) but he didn’t know how to spell that big word. Instead of asking me or instead of looking in a book to find that word, he did a smart thing. He said the word slowly, and he listened to the sounds, like this: /f/ /ou/ /n/ /t/ /n/. Try it with me. Children repeat the word - ask them to close their eyes and try it with you again, slowly. ____ said it again and again, slowly /f/ /ou/ /n/ /t/ /n/ and then he listened really carefully to the beginning part of the word. He said, /f/ and he thought, I know what letter makes /f/ it’s F. Like /F/rank. And he wrote F on his page. I’m going to write and F right here on the chart paper for the beginning of the word fountain.Then he said the word again slowly /f/ /ou/ /n/ /t/ /n/. Slide your finger under the F and beyond and continue saying the word emphasizing the sound. Children call out W, A, N. People are hearing a lot of different sounds. Let me show you what ____ did. He said fountain like this /f/ /ou/ /n/ /n//n/. He was listening carefully to the middle part of the word. He said /n/ /n/. I hear N and he wrote N just like this, next to the F. Then he went back and touched the letters he wrote, /f/ /ou/ /nnn/. As you read, move your finger along under the F N to the employ space and say /t/… continue process.I’m noticing boys and girls that as you’re saying the word slowly and listening for sounds some of you are suggesting letters different from the ones that ____ wrote. That’s because you’re hearing some different sounds so if you were writing this word, you probably would have put a W for the /w/ sound in fountain. When you’re learning how to write words, people may hear different things, and that’s because everybody is trying their best. So you need to remember, always write the letters for the sounds you hear. You might not write it exactly like we’d find in a book, but that’s okay for now because you’re just learning about sounds and letters and how to use them when you write. Finish spelling word.Active InvolvementLinkHere’s what I want you to think about today and every day as you write. When you’re learning to write words, you can’t possibly know how to spell every word correctly. But what you can do is try your best: First think about what you want to say, Say the word slowly, listen to the sounds in the word. Think about the letters that make those sounds, think about how to make those letters, write the letters for the sounds you hear.Work TimeShare Time<br />
    • Lesson: How to Do Good Work During Writing Time
    MaterialsTeachers Drawing and Writing bookConnection(Do this lesson when children seem to have forgotten how to attend carefully to their work)Boys and girls yesterday during writing time it was really noisy in here. It got so loud that I couldn’t even hear _____ when I was talking with her about her writing. And not only was it noisy but some boys and girls seem to be rushing through pages. Sometimes it looks like scribbles on the pages. It’s almost like you forgot how writers do their good work. So today I want to help you remember. I’m going to work like a 5 year old should. I want you to watch me. While I work, I’m going to think out loud instead of in my head because I want you to understand how a writer thinks hard about how to do their best work. Then, when I’m finished, I’ll ask you what you noticed. I’m not going to talk to you, and I don’t want you to talk to me. Just watch me. Teach Let’s see, I’m going to tell about when I _______________ (tell a story). How will I make _____? Well it’s the shape of ______ (continue to talk about discussing what colors you choose, which items you select to draw and why, making changes and errors as you go, etc. Then add words to your drawing with a sentence). When children call out say things like I really don’t like it when other kids at the table say the letter for me. I know they’re trying to help me, but it doesn’t really help me, because I’m trying to hear the sounds myself.If kids continue to talk say I just have to find a spot where people won’t be telling me things! It just isn’t quiet enough here! And pick up your things and move to a different spot in the room. Ah it is much better here. I can really do my work when people aren’t always talking and telling me what to write. (continue working). Hmm… it seems quiet back there. I think I’ll go back to my spot. This is nice. Nobody is telling me what to write. This is how I like it when I’m doing my work. …….. It’s okay for you to talk to me now. I want to find out what you learned when you watched me. When I was working what did you notice? (discuss)Active InvolvementLinkJust like I worked hard and did my best today, you want to always do your best too. To do your best work you need to think about what you want to draw, think about how you’ll draw it, try to draw it the best you can, think about the words you want to put on your drawing, say the words slowly and go back and touch, and always make sure you are working in a good spot and doing your good work. If you aren’t, you’ll be helping others to do their good work too..Work TimeShare Time<br />
    • Chapter 7: Introducing Booklets
    • 128. Students are ready to move beyond single-page stories
    • 129. Booklet = pages of copy paper stapled together with a color cover (start with 5 pages – 1 beginning page, an ending page, and 3 pages for the middle part of the story)
    • 130. Booklets can be introduced to individuals during conferences or to the whole group at once
    • 131. Booklet = pages of copy paper stapled together with a color cover (start with 5 pages – 1 beginning page, an ending page, and 3 pages for the middle part of the story)
    • 132. Lesson: Introducing Booklets: Telling Many Parts of A Story
    MaterialsSample Drawing and Writing book with a detailed illustrationSample booklets (one with unlined pages, and one with 1-2 lines per page)My Dog Rosie by Isabelle Harper (shows one idea per page) (read aloud to class earlier in day?)or Ginger by Voake, Matthew and Tilly by R Jones, My Cats Nick and Nora by I. HarperPremade booklets and a spot in the room where they’ll be kept.ConnectionUsually when you work in your Drawing and Writing book, you tell about one part of a story. And when you tell one part of a story, you can tell a lot about that part. Look at what ___ told us about his story (show a drawing by a student). But, when you work in your Drawing and Writing Book and tell one part, that means you have to leave parts out. In this picture we don’t see ____ doing _____ (discuss additional parts of the students story that were left out of the drawing). There are many parts to ____’s story but because he only had one page, he told about only one part. Sometimes though authors want to tell more than just one part. The story is so special, they want to tell many parts. It’s like what Isabelle Harper and Barry Moser do in their book My Dog Rosie. TeachThey could have told us just one part, like giving Rosie a bath. But no they wanted to tell a lot of parts. So they wrote the story in a book with lots of pages, and they put one part on each page: on this page they told the part about feeding Rosie his breakfast, on this page they told the part about giving him a bath…… One part on each page, and they tell the whole story.At this point, use your own story, or that of a volunteer to ORALLY tell the story, and point to the pages in the book where you would write/draw that part of the story. Then discuss adding a cover to the book (students staple their cover and pages together in the book’s lessons) Once you have retold a student’s story twice, give him/her the booklet and have him begin writing. It seems like you’re ready to write that whole story. I know you probably will get started on only one page today; it takes a while to write a whole story in a book like that, especially when you work hard to make your illustrations the best they can be and think hard about what you write. If you don’t want to put a title on yet, that’s okay because sometimes writers don’t know the title until they’re finished. But remember to write your name on the cover. Active InvolvementLinkToday during writing time you have a choice. You can continue in your Drawing and Writing Books telling a part of your story on one page, or you may tell your story in a booklet like this, where you tell many parts. Remember that each page will have a different part. Who thinks they will work in their Drawing and Writing Book today? Okay you may get started. For the remaining students, show them where the booklets are kept and how to get a booklet (because you aren’t going to put them together and staple them for each child). Show students where premade booklets are kept (and how some have lines and some don’t). Don’t forget when you get to your place to work, put your name on the cover of your book , because all authors’ names are on the covers of the books they write. Work TimeShare Time<br />Lesson: Rereading Your Work: Helping Readers Understand Your Story<br />MaterialsStudent booklet where child has worked on only one page and has more to do on that page. ConnectionYesterday, we talked about different ways you might choose to tell your story during writing time; in your Drawing and Writing Book or in a booklet. Today, I want to talk about how you continue working in a booklet if you started one yesterday.TeachYou already know how to continue in the Drawing and Writing Book. When you leave the rug and get your book, you open to the page you were working on yesterday, look at that page, and ask yourself some questions:-What other information do I need to include so readers will understand my story?-What do I need to add to the picture?-What words do I want to write?Then you put that information in the picture or you add words, so your story is the best it can be. When you’ve made it your best, you start a new page. If you are working in a booklet, you do the same thing. If you started a booklet yesterday, this is what you do when you sit down to write. Open the booklet to the first page of the story and ask yourself “What Other information do I need to include so readers will understand my story?”“Look at your pictures and ask, What do I need to add to the picture?If you wrote words, look at the word and ask, What other words do I want to write?Then add that information to your picture or words so your story makes sense and it’s your best. Then you turn the page and do the same thing. If there’s nothing on that next page, ask yourself, what happened next? And draw and write the next partGive example/model.Active InvolvementLinkWhen you sit down to write, open your book, read the page or pages you worked on yesterday, and think about those questions that writers ask 1)What information do I need to include so readers will understand my story 2) What do I need to add to the pictures so readers will understand 3) what words do I need to add so readers understand? When you’ve made it your best, you move on to the next page. Work TimeShare Time<br />Lesson: Writing Folder: A Place to Keep Your Writing (page 166-167, 172)<br />MaterialsTwo pocket folders with fasteners in the center, in multiple colors, Folder Inserts (My Finished Writing, My Ideas for Writing, My Proofreading List, Alphabet chart, list of names of students in class,)ConnectionWriters have places where they keep their work so they’ll always know where it is. You writers have a place where you keep your Drawing And Writing Books. You know that if your Drawing and Writing Book has a red label with your name, you keep it in the red file, and if your drawing and writing book has a blue label, you keep it in the blue file, …. Some of you have been telling your stories in booklets, and you’ve been keeping your booklets inside your Drawing and Writing Book. That has been a good idea so far, but as you write more and more, your booklets will be spilling out of that Drawing and Writing Book – it will be a mess. So you’ll need a special place to put your booklets where they can be nice and neat so you can find them easily. Today I’m going to give you a writing folder and show you some things about this special place for your stories. TeachShow folder. Your folder will be the same color as your Drawing and Writing book. So if your name is in yellow on your drawing and writing book, you’ll have a yellow folder. …This folder has two pockets and some pages in the center which we’ll talk about another time. In this front pocket you’ll keep the story you’re working on. When you finish, you’ll put your story in the back pocket. Then what do you think you’ll do?“Get another book!” Yes, and that new book you’re working on will go in the front pocket.The pages in the center of your folder will help you keep track of your stories and all the things you know as a writer. I’ll show you these later, for now don’t worry about them and don’t write on them yet.Today, when you go to the writing center, you are going to take your new folder. When you get to your workplace, if you’ve finished a story, put it in the back pocket of the writing folder. Then close the folder and put it on your table. Then when you are done working today, put the booklet you are working on in the front pocket and then put your materials away. have a student practice. Active InvolvementLinkToday, when you go to the writing center, you are going to take your new folder. When you get to your workplace, if you’ve finished a story, put it in the back pocket of the writing folder. Then close the folder and put it on your table. Then when you are done working today, put the booklet you are working on in the front pocket and then put your materials away. Work TimeShare Time<br />Lesson: A Story Is About One Thing<br />MaterialsTeachers enlarged Drawing and Writing BookTeachers enlarged booklet with several pages finished and the last page needing workColored pencilsConnectionWhen you work in the Drawing and Writing Book, you tell about one part, like ____ did yesterday. …If you write in a booklet, like ___ did yesterday, you tell a part of the story on each page, but the whole story is about one thing. Remember yesterday how I started to write my book about ______? Well yesterday I went home and work on it.TeachRead story you’ve written page by page. On the fourth page, add something little to the drawing, say the words slowing modeling how you listen for the sounds as you write the last three words of the sentence you’ve started. Now, I ask myself as I turn the page, And then what happened?Explain what you plan to do next, use your hand to show them where you’ll draw different things and then draw. Don’t do the whole drawing or add the words, although tell them what you think the words might be. It takes a long time to write a story like this and to make sure it’s just about one thing. I sure didn’t do it quickly. I worked on it a long time. Each time I went back to it, I had to make sure I kept telling all____ (the topic of your whole story). Each day you have to go back and make sure your story is about one thing.Active InvolvementLinkToday, go back and reread what you wrote/drew yesterday and ask yourself, No what else do I need to put in here so readers will understand this one story I’m trying to tell. And ask you’re working make sure that all the pages tell parts of the same story. Work TimeSome students will need to continue to work in the Drawing and Writing Book – they may not yet have a sense of story enough to make booklets. To encourage these students, you can add pages to their Drawing and Writing Book such as the names of all the students in the class, or a page where they can mark how many pages they’ve written, etc. This may be a motivator if they feel they aren’t getting to do something special while others are in the Drawing and Writing book (p172). Share Time<br />
    • Chapter 8: Moving Writers Forward
    Making Sure Stories Make Sense<br />Lesson: Consistency in Clothing<br />MaterialsMatthew and Tilly by Rebecca Jones, Roller Coaster by Marla FrazeeMy Best Friend Moved Away by Carlson, Subway by Suen, The Paperboy by Pilkey, Bigmama’s by Crews, ConnectionRemember the other day when we read Roller Coaster by Marla Frazee and you were noticing the characters standing in line, and you could recognize the same characters from page to page? Writers and illustrators work hard to tell their stories so that readers will understand. TeachPoint out various pages where the characters look the same as they have on other pages (same size, skin color, kind of hair, clothing the same if the same day, clothing different if action happens on a different page). Show how authors have different clothing to show that things happen on different days. Show how we know actions happen on the same day if the clothing stays the same. Active InvolvementLinkWriters and illustrators want their stories to make sense to readers, and you need to do that in your stories, too. So if you are writing about a person, dress them so that your story makes sense. If the events of the story happen all in one day, the people will be wearing the same clothes from page to page. If the events of the story happened on different days, they will probably be wearing different clothes. Work TimeShare Time<br />
    • Other related lessons:
    • 133. Consistency in setting (the setting changes when the events happen in a different place),
    • 134. consistency in physical features,
    • 135. rereading your work for consistency.
    • 136. Writing About What’s ImportantLesson: Writing a whole story about one little part
    MaterialsStory a child has written about one little partRoller Coaster by Marla Frazee, Shortcut by Donald Crews, Dim Sum for Everyone! By Grace Lin, The Paperboy by Dav PilkeyConnectionI have a book here by ______ (student) . Show a story that is about a smaller moment such as what happens in the first few minutes of school. Or look at a picture book and show how sometimes an author tells about a short bit of time in a whole story book. TeachSometimes writers want to tell a story that happens in a whole day, or more than one day, but sometimes they want to tell a whole story that takes place in one little bit of time. Like how Marla Frazee tells the story of that first ride on the roller coaster – that whole story is about something that probably lasted 10 minutes. And Donald Crews wrote about when kids took shortcuts home. That whole story happened in just that little time of the day when it’s starting to get dark. These stories show us that you can tell a whole story about something that happens in just a little bit of time, because that thing was the most exciting or the most important or the saddest or the funniest.Active InvolvementLinkAs you think about stories you might write, you may discover that you have a long story with lots of different parts but you want to tell just one part of it. You can think about the stories we’ve looked at to remember how writers tell whole stories that happen in just a short bit of time. Work TimeShare Time<br />
    • Other lessons:
    • 137. getting ideas for stories within a larger story in books we’ve read (memories in My Best Friend Moved Away by Nancy Carlson),
    • 138. remembering the stories you tell during the day to your teacher or friends,
    • 139. choosing a title that reflects what the story is really about.
    • 140. Writing About What’s Important
    Lesson: Highlighting The Important Part of the Illustrations<br />MaterialsThe Paperboy by Dav Pilkey, My Dog Rosie and MY Cats Nick and Nora by Isabelle Harper, Subway by Anastasia Suen, Karate Hour by Nevius, Sally Goes to the Vet by HuneckConnectionLast night I was thinking about how Barry Moser sometimes helps readers pay close attention to a particular part because it gives information that is importantTeachLook at this page in “My Dog Rosie.” (show page of dog holding leash)Here we see Isabelle pulling Rosie on the leash, but we see only part of Isabelle and part of Rosie. We see the leash wrapped around Isabelle’s arm and her two hands pulling on the leash- and that look on Rosie’s face! I get the feeling that Rosie is being stubborn and Isabelle is pulling hard, and you know what? I think that is exactly what Barry Moser wants us to see. Then here (turn to illustration 2 pages later) she is taking the ball from Rosie, and again we see only part of Isabelle and part of Rosie. We see the top half of Isabelle, how she’s really concentrating and using two hands to get the ball out of Rosie’s mouth, and we see a close-up of Rosie with the ball in his teeth. I’m sure Barry Moser did that on purpose because that’s what he wants us to pay attention to. could give another example from My Cats Nick and Nora (page with doll carriage) – girls in background, focus is the cats in the carriageActive InvolvementLinkThere’s another reason that illustrators show only part of a person or a thing or a scene. They want you to pay close attention to a particular part of the picture because it is giving the information that is most important. If you have something that is very important that you want your readers to pay attention to, you might try that technique. Work TimeShare Time<br />
    • Other lessons:
    • 141. sometimes illustrators show a whole scene but reveal only part of an object to get the reader wondering, pondering asking questions (ex: Paperboy on the page where the boy is in the garage preparing the newspapers only part of the bicycle wheel is visible),
    • 142. illustrations sometimes extend off the page (bring the reader into the setting/room),
    • 143. putting information in the forefront and making the background less prominent
    • 144. Time and Place
    Lesson: Sense of Time: Revealing the Daytime<br />MaterialsThe Stray Dog by Simont, Sit, Truman! By Harper, Bigmama’s by Crews, Sally Goes to the Beach by Huneck, Sally Goes to the Vet by Huneck (shows a sun with rays coming out of it)a child’s story set during the day where there’s sun or blue sky and student story where there is no sun or blue shy to show daytime.ConnectionI’ve been noticing how you let readers know what time of day it is in your stories. ____ here is an illustration you did when you ______. We can see that you have the sun up in the blue sky. Right away we know it is daytime. ____ you wrote about ___. We can tell it’s daytime because we can see the blue sky and sun. That’s a good way to show readers that it is a sunny day, isn’t it? But I’m noticing that illustrators in the books we read show daytime in many different ways. TeachI was just noticing the kind of day it is today. Would you say it is a sunny day? We can tell it is sunny, can’t we? When I look out the window, I know it is sunny, but I don’t see the sun. I’m also noticing that the sky isn’t blue. There are little patches of blue here and there, but the sky is mostly whitish. I don’t even see clouds. You don’t always need to see the round sun or blue sky to know it is daytime. I think Marc Simont knew that when he wrote The Stray Dog. For example on these pages (flip pages) when they get back to the picnic to see if they find the stray dog and the dogcatcher comes, I notice there is no round sun up in the sky. I also notice there is no blue to show the sky but I still know it is day. I’m starting to see that one thing illustrators do is make sure the picture looks bright when they want readers to know it’s day. Show a student example without a sun or blue sky but where you know it’s daytime and discuss how you know (ground, grass, because of what’s happening, street, etc.)Illustrators use bright colors in the background, or sometimes no color at all so the page is bright and we know it’s day.Active InvolvementLinkYou might keep these different ways of showing daytime in mind as you draw your stories. Maybe you’ll think about what these illustrators and writers did and try out different ways of letting readers know what time of day it is in your stories. Work TimeShare Time<br />Other lessons:<br />
    • time passing within a day (changing of sky color etc.)
    • 145. time passing within a short time (Dim Sum For Everyone! By Grace Lin reveals a change in the plates on the table)
    • 146. Variety of ways to show night (lights on in buildings, car headlights, darkening of sky, stars, moon)
    • 147. Being Specific in Texts
    Lesson: Writing with specific information about a familiar topic<br />MaterialsMy Dog Rosie by Harper, other books by Harper (My Cats Nick and Nora, Our New Puppy), The Sally books by Huneck (books where the character’s actions match in pictures and words)ConnectionI was noticing that something that Isabelle Harper and Barry Moser did as the author and illustrator of My Dog Rosie that helped me understand a lot about Rosie and the little girl in the story. They told so much about what the little girl and Rosie do when they’re together, that as a reader, I could tell how much they enjoy being together. TeachOn the first page they wrote, ‘When Grandpa goes into his room to work, it’s my job to take care of Rosie.’ Then on each page, they wrote and draw a picture of each thing the girl does when she takes care of Rosie….. They go on to let their readers know all the other things she does when she’s at Grandpa’s taking care of Rosie. As a reader, I’m so glad they didn’t just say ‘I take care of Rosie, I do lots of things, It is fun, I love Rosie.’ I wouldn’t know about the exact things she had to do when she took care of Rosie,. And when they tell me those things, I can tell that she loves Rosie. Active InvolvementLinkToday when you write, think about the things your characters are doing and try to include what they’re doing in your stories. Work TimeShare Time<br />
    • Being Specific
    Lesson: Including Feelings<br />MaterialsWriting of children in class who include specific examples, Sally Goes to the Vet by Huneck, My Big Brother by Cohen ConnectionI’ve noticed how writers in this classroom are including exactly what the people in their stories are doing. For example…. (share examples of what individuals have done) Showing the exact things people in your stories are doing really helps readers understand the story, doesn’t it? Well, today, I want to talk to you about another way writers help readers understand: sometimes they do it by including feelings.TeachShare a story by a student (_____ tells the exact things the people in her story are doing – such as _____, _____, _____ and by including those things she helps us understand her story, doesn’t she? She does something else that helps readers understand. She lets readers know how she feels. On this last page it says _____. Just those words let us know how she feels and that she is sad about ____.Active InvolvementLinkToday as you work, think about what you need to include in your story so readers will know not only what happened but also how you felt. When you include those things, they help readers understand your story better. Work TimeShare Time<br />
    • Other possible lessons: including thoughts
    • 148. Revision
    Lesson: Adding Pages to Include More Parts<br />MaterialsThe story of a student (told on multiple pages) who you conferred with and took their booklet apart so they could add pages to it to tell more parts of their story.ConnectionBoys and girls, remember when ___ read her story ____ and showed us how to add more information to each part of her writing? It sure was a lot of work, and because she was thinking and working like a writer, we know what she saw and noticed at ___ (location of story). She won’t have to be with her readers so they will know all that information. They can read it for themselves. But something else happened to ___ as a writer. She was thinking about her story and she has even more parts to write I her story.TeachWhen you started writing in booklets the booklets were five pages with a cover stapled together. We talked about how sometimes you might have to add pages to take some out. Well yesterday, when I was talking with ___ about her story ___ she told me she didn’t have any room to write the part about the ____. She has so much information to share with her readers, and it won’t all fit in just five pages. So, she went over to the writing center and got some of the same kind of paper that is already in her booklet. And counted out three pages and put them at the back of her booklet and then used the stapler remover like this….. Then she put all the pages back together and stapled the book together again. Now her booklet has the pages she needs to tell her whole story and who knows as she’s writing she may think of even more things and want to add more pages to tell those other parts.Active InvolvementLinkWhen you start writing, you aren’t sure how long your stories will be. In this class we have booklets made of five pages and a cover and that’s a place for us to begin. However, sometimes in your writing you have more information and ideas and you’ll need to get more paper so you can include all the information you readers will need to really understand and enjoy your stories. And now you know how to add those pages using the stapler and stapler remover.Work TimeShare Time<br />
    • Other lessons:
    • 149. Taking pages out (because you have too many)
    • 150. Taking pages out (because you no longer want that part of the story)
    • 151. Moving pages around so the order makes sense
    Revision: Lesson: Using a Caret to Insert a Missing Word<br />MaterialsA child’s piece of writing where he/she has used a caret to show a missing word(s)a booklet you wrote with illustration and text with a missing wordConnectionYou know how we’ve been talking about different ways that writers change the information in their stories? We said they might add more information on a page or they might add pages or take some pages out? Well today I want to show you what writers do when they discover they’ve left out a word.TeachShow an example from a student conference where a student left out a word (ex: Me my cousin played hide-and-seek” Show how the student then used the little caret mark to insert the missing word. It’s called a caret. It’s just like the pointy end of an arrow, and it tells your eyes, Look up. There’s something that belongs here. It’s not like the carrot you eat. You write it this way (caret) which is different from carrot. Some words sound the same but they’re not the same at all. When I went back and read my own story (open booklet) I found I had done the same thing. (retell what’s happening on the page that you’re showing). When I read the words like this (ex: It cold but we played anyway) I thought, wait a minute , that doesn’t sound right. I wanted to say ‘it was cold’. So I’m going to do what ____ did. I’m going to use a caret to put in the word that I left out.I make the caret down here, along the line where the words go, and I make it pointing up here, where I’m going to write the word. Now, do you know why we put the word that belongs down here (point), up here (point)? We write the missing word up here because there’s no room for it down here where it belongs, and there is room up here. That’s why we have things like carets – because all writers, kids, and grownups leave words out sometimes, and carets let us slip the word in where it goes. So now when readers read this arrow, they’ll know what to do. They’ll read it and look up and their eyes will go up here and read the word ____ and then they’ll come back down and keep reading. And now it sounds right.Active InvolvementLinkSo if this happens to you – you’re writing and you realize you’ve left out a word – you’ll know what to do. You can use a caret to put in the missing word. And that’s why it’s always a good idea to go back and touch, like we do when we write together, because that helps us know if we left out any words. Work TimeShare Time<br />
    • Other possible lessons:
    • 152. Attaching a strip of paper to the side edge of the page so you can write in the information you wanted to include what can’t fit within the text on the page
    • 153. Covering over a section (of drawing or text) with a piece of paper so you can rework a part
    Topics<br />Lesson: Noticing Ideas for Writing<br />MaterialsEnlarged “My ideas for writing” sheet to model for students, student folder with insertsSit, Truman! By Dan Harper or any book that will remind you of a storyConnectionYesterday, I was reminding you how you’re always telling stories, to me and to each other, and that those stories you tell might be things you want to write about. Today I want to talk to you about other ways of noticing ideas for stories that you might want to write about sometime. TeachSometimes when I’m working on one story, it reminds me of something. I get an idea in my head and I think, now, that’s a story I want to write! I don’t want to start writing about the new idea because I’m already working on a story, but I also don’t want to forget the new idea. When that happens, you want to do something with that idea right away so you won’t forget So if you’re working and you get an idea for another story, this is what you can do: stop writing and go to the My Ideas for Writing page, and make a quick sketch or write some words so you don’t forget the idea. Or sometimes you get ideas when you’re listening to other people share their stories. Yesterday ___ shared a story about ___. As I was listening to his story, it reminded me of my story – not about ___ but about ____. Now I just couldn’t get up as ___ was sharing her story to write down my idea. So I held on to that idea in my mind, and after school yesterday, I went to My Ideas for Writing page and made a quick sketch of _____ to remind me. And when I was reading the book Sit, Truman! To you this morning, I got to this page about Truman playing Frisbee, and I was thinking about playing Wiffle ball with my dad and uncles and cousins when I was little. Now I know I have a story about that but I couldn’t just stop reading and get up to write my idea down. So right now I’m going to make a sketch here on My Ideas for Writing Page next and put some words to help me remember. (model)Sometimes when these ideas come to you, you can go right away and write them down and sometimes you have to hold on to them and write it down later.Active InvolvementLinkSo here’s what I want you to do: pay attention to the stories you tell. Pay attention to those ideas you get when you’re writing. Pay attention when other people are telling their stories. Pay attention to stories that people read. Very often, something in those stories might remind you of an idea for a story. If that happens, maybe you can turn to your My Ideas for Writing page right away and make a sketch or write some words to remind you of your idea for a story. And maybe you have to hold on to your idea until there is good time to write it down. The important thing is to get those ideas down. That way, all your good ideas for stories will be waiting for you when you’re ready to start a new story.Work TimeShare Time<br />
    • Other lessons:
    • 154. How to record ideas on my ideas for writing page
    • 155. Recognizing ideas for stories in those you’ve already written
    Lesson: Writers Return to Topics They Know and Love<br />MaterialsDrawing and Writing book and booklet where a child has written about the same topic in different ways. Books by Donald Crews (Bigmamas, Shortcut, Freight Train)Books by Isabelle Harper (My Dog Rosie, My Cats Nick and Nora, Our New Puppy)Books by Natasha Tarpley (I Love My Hair!, Bippity Bob Barbershop)Books by Christy Hale (Elizabeti books)Books by Stephen Huneck (Sally series)Books by Grace Lin (Dim Sum for Everyone, The Ugly Vegetables, Kite Flying)Any books by the same other on the same topic.ConnectionShow and discuss a story by a student on a specific topic, and then another writing by that same student on the same topic (but a different story line). You know a lot about this topic, don’t you? What’s interesting is that even though you’ve written about this topic more than one, and the stories are about the same thing, they’re not the same story. Authors often go back to a topic they’ve written about before and write about it again, and sometimes again and again and again, but each time they write about that topic they write about it differently.Teach____ (authors) all have done that too: they’ve written more than once about something they know well and something it seems they care about. We know that Barry Moser and Isabelle Harper love those dogs and cats, don’t we? They wouldn’t keep writing about them over and over again so carefully if they didn’t. give other examples of authors writing about the same topic in various books but in different ways.These authors wrote more than once about something they did a lot, about something they know well, about something they love. Writers find those topics that they care about, and they don’t write about them just once; sometimes they keep coming back to them, over and over again. And each time, the story is different.Active InvolvementLinkAs you think about ideas for your books, you might want to go back to your Drawing and Writing book and look there. You may have written about things you care about that may be good ideas for stories. Or you may look through your booklets and think, Hmm, I think I have another story about that, and you might want to write that story. Work TimeShare Time<br />
    • Other lessons:
    • 156. How to look through the drawing and writing book to see if there are topics to revisit
    • 157. How to look through booklets to see if you want to write about those topics again
    • 158. Writing about the same topic in a different genre (letter, informational text, etc.)
    Proofreading (Editing)<br />Lesson: Proofreading Your Work<br />
    • MaterialsInsert in student folders (My Proofreading List), Enlarged My Proofreading List to use as a model, ConnectionBoys and girls, I know that as you write, you ask yourself questions that writers ask:Does my story make sense?Do I need to add more information to the pictures?Do I need to add more information in the words?Do I need to take some information out of my pictures or words?Have I written my words the best that I know how, reading each word carefully and touching each letter and making sure I have a letter for each sound I say and hear?These are things you do as a writer so your readers can understand your stories. When writers think their stories are finished, that they make sense and they’ve put all the information in the pictures, and put information into words so readers can read their stories easily, they usually do one more thing. They call it proofreading. May want to also use the word editing? Proofreading means checking for things like putting your name on your story, giving the story a title, putting the date on it, numbering your story, and writing the title on the My Finished Writing page in your folder. They’re things that can be helpful to you are a writer and me as a teacher.TeachIn your folders you have a page called My Proofreading List. Writers proofread for things like the items on this list. (maybe this could be a poster on the wall or taped to tables instead of in folders)-I can write my name on my writing-I can write a title on my writing-I can write the date on my writing-I can number my finished writing-I can write the title on my writing on the page called My Finished WritingI want to show you how to use this proofreading list so that you can proofread when you’re finished with your work. From now on, when you’re finished writing your story and have it just the way you want it, you’ll open your folder to this page called My Proofreading List and proofread for the items on this list. What you do is read each item, one at a time, and check to see that you’ve done that thing. Using a student story that has been finished – go through it with the student in front of the class using the proofreading list.Active InvolvementLinkAre there any boys and girls that might be finishing a story today? Before you put your story in the back pocket and begin a new one, open your folder to the My Proofreading List and read each one of these reminders on the list and check to see that you’ve done each one. Work TimeShare Time
    ConventionsMost conventions are taught ongoing in INTERACTIVE WRITING SESSIONS where the class and teacher compose a text together and the teacher helps the children write the message conventionally. The below mini-lessons are done IN ADDTION TO the interactive writing sessions.<br />Lesson: Leaving Space Between Words<br />MaterialsA student example where words are written with no spacing and another by the same student where spaces were left between wordsConnectionBoys and girls today I want to remind you about leaving spaces between words when you write. You know about that, don’t you? When we write together, like we did this morning, we always leave spaces between the words. TeachLet’s take a look at this sentence we wrote today and add to our list of What Writers Do. Help me read it. Point to the words as you read together. This is easy for us to read, isn’t it? One of the reasons it’s easy is that we just wrote it a little while ago. Another reason is that there are spaces between the words. When there are spaces, we know which letters go to which words. Yesterday when I was reading with _____, she started reading the words and she stopped , she pointed, and she went slowly because she was trying to figure out which letters went with which words. That’s because the letters were all close together. You don’t want you readers to have t work that hard to read your writing. So one thing writers do is leave spaces between the words so readers will know which letters belong to which words. show another page of the students book that she was coached to leave spaces and compare it to the page where there were no spaces. Look at the different between the two pages of these books! I think ____ really understands about leaving spaces in her writing! Active InvolvementLinkYou want to remember that too. Sometimes when you’re just starting to write words, you can’t remember about the spaces because you’re working so hard to remember the sounds of the letters. But if you can, try to remember how we leave spaces between words when we write together. It really helps readers to read what you wrote. Work TimeShare Time<br />
    • Other lessons:
    • 159. Capitalizing the word I
    • 160. Using periods to show readers where to stop
    • 161. Using question marks
    • 162. Using exclamation marks
    • 163. Using mostly lower case letters
    • 164. Using a capital letter at the beginning of the sentence.
    • 165. Putting quotation marks around the words people say
    Beginnings, Endings, and Titles<br />Lesson: Endings<br />MaterialsA sample from a child who wrote an unusual ending (not the same old: and then we went home or and then I went to bed, etc.)Matthew and Tilly by Rebecca Jones, Ginger by Charlotte Voake, My Best Friend Moved Away by nancy Carlson, Roller Coaster by Frazee, Leon and Bob by Simon James, The Stray Dog by Marc SimontConnectionToday I want to talk to you about endings of stories. I noticed something ___ did when he wrote the ending of his story (read student story that has an unusual ending). When I got to the last page, I just knew the story had ended. He let readers know one more really important thing and what he likes most about it and he wrote it so it sounds like books we read. Telling what is most important is one way of ending a story but there are other kinds of endings too. TeachAnother kind of ending is one Rebecca Jones uses in Mathew and Tilly. In that story Matthew and Tilly have a fight, remember? And we hope they become friends again, and right there, on the last page, we see that they do. Here, let me read it to you: I’m worry, he called. So am I, said Tilly. And Matthew ran downstairs so they could play. Together again. The story ended happily, the way we hope it will. In Ginger, there is a different ending. When we get to this page – And now Ginger and the naughty kitten get along very well….. we think the story is over. We think they live happily ever after, but these three dots tell us something else is coming, so we know it’s not over yet. And when we turn the page, we learn that they get along very well.. most of the time. The author surprises us by showing us that they are good friends, but that sometimes they still annoy each other. It is a surprise ending.Active InvolvementLinkThere are a lot of different kinds of endings. You can leave your readers with one really important piece of information, you can end your story with a good feeling that everything is okay again, or you can end your story with a surprise. There are other ways too. I notice that some of you end your stories like this: And then we went home or And then I went to bed. Those might actually be the best endings for your stories. But as you start to pay attention to the ways authors end their stories, you might think of other endings and try one for your story. Work TimeShare Time<br />
    • Other lessons:
    • 166. Beginnings:
    • 167. How to begin a story (teacher thinks aloud about a different way to begin a story)
    • 168. Same topic, different beginnings (look at how three authors who wrote about the same topic began their stories differently)
    • 169. Sometimes the simple beginning is best (I went to my cousin’s house)
    • 170. Endings
    • 171. Teacher model different types of endings for her story
    • 172. Revealing how you felt, what you thought, things the readers wouldn’t know unless you told them
    • 173. Referring to conversations you’ve had in read alouds about different types of endings
    • 174. Titles
    • 175. Titles that make the reader want to open the book
    • 176. Titles that tell the reader something, but not everything about the story
    • 177. Titles are usually short
    Make Characters Come Alive<br />Lesson: Including Exact Words People Say<br />MaterialsMy Big Brother by Miriam Cohen2-3 different ways that students use characters’ exact words (from their booklets)Good Boy, Fergus! By David Shannon, Ginger by Voake, My Cats Nick and Nora and Our New Puppy by Isabelle HarperConnectionIn MY Big Brother, Mariam Cohen and Ronald Himler help us to know the boy and his brothers and his mother. In the illustration, Ronald Himler shows us what they look like. Right here on the first page we see the boy who is telling the story, and his brother. Then on this page we see there is another little brother. And on this page, where they’re getting ready for church, we see the mother. From these illustrations we learn something about what they look like and where they live and how they dress when they’re doing different things. Not only do we get to know them by seeing them, but we also get to know them by hearing the words they say. TeachLike on this page, where the older brother is helping his little brother shoot the ball in the basket, he says “Good shot, little brother!” When I hear the words the big brother says, I feel like I know him a little better Just by hearing the words he said to his little brother, I know that he’s a kind, older brother. give other examples of conversation (quotations) used in the text. I know something about the character from his words that I didn’t know just by looking at the pictures or reading the words the author wrote. Some people in this class do the same thing. They let us hear the people in their stories by including the words they say. (give examples of speech bubbles or words used in the story)Active InvolvementLinkAs you work on your stories, think about what these writers did. If the people in your story are saying things, you might want to include their words. Because sometimes, just hearing the exact words people say helps us to know them better.Work TimeShare Time<br />
    • Other lessons:
    • 178. Using speech bubbles to show people talking
    • 179. Two people talking (dialogue)
    • 180. Chapter 9: One Teacher One Classroom(in the book these lessons are presented in K in spring)
    Including Specific Information that Readers Wouldn’t Know<br />Lesson: Giving Readers Important Information<br />MaterialsThe Paperboy by Pilkey, Dim Sum for Everyone! By Grace LinConnectionToday I want to talk to you about something two authors have done that I think will help you in your writing. TeachIn this book, Paperboy by Dav Pilkey, he could have said, ‘I woke up. I went downstairs. I delivered papers. Then I went home.’ But he didn’t say just those few things. He said, ‘The mornings of the paperboy are still dark and they are always cold, even in the summer. And on these cold mornings, the paperboy’s bed is still warm and it is always hard to get out, even for his dog…but they do.’He made sure to tell the reader these important things about the story. He wanted us to know how the paperboy felt about getting up, that he got up when it was cold and still dark out and that it was hard to get out of his nice, warm bed. give another example from another book.So if you were going to write a story about going shopping with your mom, do you need to say, ‘We drove to the store. We got out of the car. We walked into the store’? No because readers probably would know that you did that. Instead you tell all the important things the reader might not know. For example why you decided to buy what you did. Active InvolvementLinkToday I want you to be thinking about some things that are important to you about your story, things that your readers might not know. When you go back to your seats to work, make sure you put those important parts in your stories. Work TimeShare Time<br />Lesson: Being Specific About One Part<br />MaterialsStudent example with specific informationThe Paperboy by Pilkey, Dim Sum for Everyone! By Grace LiniConnectionRemember yesterday we talked about The Paperboy and how the writer chose to write about the important things? The writer wrote about something he knew. Dav Pilkey seems to know something about being a paperboy. And in his writing he told us things we might not know. In your writing you have a chance to tell people something about you – things that other people might not know.TeachWhen you’re writing about going to the movies, do you need to say, After the movie we got into the car? No, because most readers could probably figure that out. But if after the movie you stopped and got a slushy, then that would b something the reader didn’t know and you would have included something that was important to you. Give an example from a student bookletActive InvolvementLinkSo when you write today, think about what are the important parts that you should tell someone about your story. When you think something is important, make sure you put that part into your story.Work TimeShare Time<br />Lesson: Deciding What to Put In and What to Leave Out<br />MaterialsA published book written by a K studentConnectionBoys and girls, you know now, for the past two days, we’ve been talking about how writers tell the important things about a story? What are some books we’ve read that show how writers do that? TeachWell today, I have another story to share with you. This is called _______ and it is written by another K student. Read story that has examples where a student gave some extra information (important information) that made the story better.Active InvolvementLinkWe have a seen a couple of K authors who have written books and worked really hard to tell the important things. Today, when you go back to your writing, think about what’s important, what you want to tell something about your story. Those are the things you want to put in. Work TimeShare Time<br />Lesson: Being Even More Specific In a Published Piece <br />MaterialsA student bookletConnectionYou know how we’ve been talking a lot about how writers tell the important things in a story? Well today I have another published story that the author is going to read. ___ has written a bunch of stories and I asked her to choose one that she thought was her best. She chose this one, and then I typed it on the computer. She illustrated it again and here it is!TeachStudent reads booklet to class. After the reading state how the student could have just said “first I did this, then this, then I went home,” but she didn’t do that she said ____ instead. She told things that were important to her like ______.Active InvolvementLinkWho thinks they’re ready to go back and think about including the important parts of their story?Work TimeShare Time<br />