1 -Launching the Writing Workshop

This focus for this unit of study is twofold: writing an effective Small Moment story and readability. First, students will focus on the writing of personal narratives by stretching out a Small Moment. Small Moment stories are when an author takes a true story from his/her life and instead of telling the whole story, s/he tells a small part of the story and stretches it across pages. It is important to teach writers to hold these moments in their heads as they stretch them across a sequence of several pages. Revisiting the strategies for story generation students learned in kindergarten, in addition to learning new strategies, will develop students’ repertoire for gathering story ideas. The unit will emphasize and elaborate upon the qualities of good writing including detail, dialogue, setting, sequence, and answering reader’s questions. Students will be taught the importance of focusing their writing.

The expectation is that first graders will write approximately three to four booklets a week during the course of the unit. These three to five page booklets will have two to four sentences on each page. These are rough estimates and will vary based on student need and writing background. Writers will be taught how to make thoughtful decisions about what goes on each page. The idea of quantity versus quality is often brought up in units such as this. In first grade, we are providing students with many opportunities to try out new skills and techniques through writing multiple pieces. When asking students to go back to the same piece, we often find that we are teaching the writing, not the writer. Our focus needs to be on the writer and his/her growth over time.

Partnerships play a critical role in the development of young writers. Students will be taught to rehearse and share their pieces with each other like storytellers. Partners will provide compliments and suggestions in a kind way. Along with developing a critical eye, partners need to be taught how to notice and celebrate detailed topics, actions in pictures, dialogue and other qualities of good writing.

The second focus of the unit is readability. Young writers will be taught to reread their pieces to see if they are readable and then make adjustments if needed. Partnerships continue to play an important role as we move through this second focus. Partners will review each other’s pieces and suggest ways to make them more readable. During share time, friendly tips, compliments and asking questions will be highlighted so partners learn that feedback includes attention to parts well done.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers utilize mentor texts to craft their writing?
2. How do writers plan and rehearse their writing?
3. How do writers attend to the qualities of good writing?
4. How do writers check the readability of their writing?
5. How do writers share and reflect on their writing?

Immersion Phase

Immersion Day 1 Writers read mentor text as readers of Small Moment stories (focusing on content).

Immersion Day 2 Writers reread mentor text as writers to discover the elements/characteristics of small moment stories. (Continuation of previous day)

Immersion Day 3 Writers reread mentor text as writers to discover qualities of good writing in small moment stories.

Immersion Day 4 Writers reread mentor text as writers to discover qualities of good writing in small moment stories.

(Continuation of previous day)

Immersion Day 5 Writers gather ideas for their own small moment stories from mentor text.

Session 1 - Writers have strategies for gathering ideas.

Session 2 - Writers narrow the focus of their ideas, thinking about where their story begins and ends.

Session 3 - Writers tell their stories across their fingers.

Session 4 - Writers tell their stories using a storyteller's voice.

Session 5A - Writers sketch pictures to plan their ideas (optional).

Session 5 - Writers sketch their ideas across the pages (beginning, middle, end).

Session 6 - Writers stretch words slowly, writing the sounds they hear.

Session 7 - Writers add more words by checking their sketches.

Session 8 - Writers write what characters say (add detail of dialogue).

Session 9 - Writers show where they are by the words they use (add detail of setting).

Session 10 - Writers have an important job to do during a writing conference.

Session 11 - Writers use punctuation to improve their small moment stories (.!?).

Session 12 - Writers write endings that end-in-the-moment.

Session 13 - Writers reread to make sure their stories stay focused.

Session 14 - Writers celebrate qualities of good writing.

Session 15 - Writers identify readable and unreadable writing.

Session 16 - Partners share each other's pieces giving kind compliments and suggestions.

Session 17 - Partners identify the focus: Is it on topic? What are you trying to show me?

Session 18 - Partners share each other's pieces asking: Does it look right? Does it sound right? Does it make sense?

Session 19 - Partners share each other's pieces to edit for spelling.

Session 20 - Partners share each other's pieces to edit for punctuation.

Session 21 - Writers focus on finishing touches using an editing checklist.

Session 22 - Writers choose and rehearse a piece, then share and reflect with an audience.