Unit 1 Launching the Writing Workshop

In this initial unit, students will be introduced to and take part in the writing workshop process and structure. Students will be introduced to writer’s workshop procedures, routines, rituals, tools and verbiage. At the beginning of the unit, students will be asked to produce a narrative or informative writing sample to use as a pre-assessment to inform instruction. As they listen to mentor texts read aloud, students will observe how authors write and recognize the importance that pictures play in telling stories and sharing information. Students will participate in collaborative discussions, expressing their thoughts and ideas. Students will generate and record story ideas based on real events, people, places, and emotions in their lives. As the writing process is carried out, students will select ideas, draft narrative pieces, revise, and edit. Students will have daily opportunities to share their work with peers/teachers, gaining insights and listening to peer models. Finally, students will publish a narrative piece. Students will self-reflect on the learning goals accomplished and set future goals. The unit will end with the sharing of published pieces.

Unit 2 Narrative

In this unit, students will become familiar with the genre of personal narratives. Students will introduced to narrative texts, exploring how they are created, the themes shared, and common components of the stories. They will use a combination of drawing, dictating, and writing to narrate an event or a series of events that are important to them. Students will participate in discussions and collaborate on their narratives.? ?Students will investigate how illustrations help to create a story and enhance the process.

Unit 3 Informational/Explanatory

This unit will tap into students’ natural curiosity as they take information they already know about a favorite topic, gather new research, and produce an “all-about” book to teach their readers. Students will begin to understand why and how authors communicate their information as well as make connections with mentor texts. Students will question and wonder about what they see, hear, and experience as they learn new information, collaborate and share with each other through conversations with partners about topics and texts at the first grade level. As they explore mentor texts, students begin to notice features and functions of nonfiction all-about books (e.g., tables of contents, glossaries, sub topics or headings, captions, visuals). Students will generate ideas about topics for an all-about book and choose one on which to focus, taking it through the writing process, ending with publication.

Unit 4 Opinion/Argument

This unit pairs the modes of narrative and opinion/argument, and students will produce two major pieces of writing by the end of the unit. The unit begins with a study of the genre of fiction, acknowledging its imaginative nature as well as its real-life inspirations. Students will learn about narrative structures and story elements and apply them to their own writing. As a product of this portion of the unit, students will write a fiction story, taking the piece through the writing process. After students have published their own fiction pieces, they will follow up with a study of book reviews. They will revisit the mentor texts to explore characteristics of books that they enjoy reading. Students will also analyze sample book reviews to understand their components. Students will write their own book reviews, engaging in the steps of the writing process.