Day 4: Writing

Preparation:

Teacher:

• Read through the Day 4: Writing lesson plan

• Writers notebook, pages divided into 3 sections (see blue image below). Make boxes on the top 1/3 of the page with a black sharpie or use 3 pages of loose-leaf with the same set up.

Students:

• Whiteboards, dry erase markers and erasers. or

• Paper (clipboard) and dark marker

Icebreaker activity:

• As soon as students arrive, they can start retelling their reading homework.

• This may be used as a formative assessment to adjust your teaching or provide additional support.

Microlesson (8 minutes)
Direct Instruction

1-Connection (30 seconds):

• Start by reminding the students of yesterday's read aloud. Show front cover of the book if possible.

• Preview vocabulary words in bold

• State the strategy: Today we will be learning about how to write a draft of the beginning, middle and end of a story in three steps.

1-say

2-sketch

3-write

2-Teach (2 minutes):

• Prepare your writer's notebook or take out 3 pages of loose-leaf.

• Share this screen or click on the play button on the Google Slide below . This will open 3 icons at the top. Click on the open in a new tab icon. This will open the slide in a larger format and then you can share your screen.

• Model say, say, say by talking out yesterday's read aloud. Use your cursor to move across the say, say, say portion of the slide.

• Next, describe what you would sketch (quick drawing) out to represent each part of the story. This step is done so that you don't forget your ideas as you are writing!

• Lastly, explain how you would write out the beginning (including character and setting), the middle (including a problem) and the end (resolution) using yesterday's story. You won't actually have time to write it out in a micro-lesson.

3-Active Engagement: (5 min.)

• Provide a brief second example and ask a students to finish the story by creating an ending.

Beginning: Rosie the hen took a walk all around the barnyard. The sun was shining and it was hot. She was in a great mood!

Middle: As she continued to walk over the haystack and under the beehives, she got tired and thirsty.

End: ?

• Provide wait time with microphones off.

• Students may use white boards to sketch their ending (and remember it). They may write some key words.

• On three, all students can hold up their whiteboards. Take a screen shot. Look through each response after class. Look for evidence of understanding or confusion.

• Have one student finish the story for the group.

4-Link (30 seconds):

• Restate the strategy and link it to other strategies that you have used to plan out and draft narrative writing.

• Remind students previously taught spelling or writing lessons that you have done.

How do I know who may need support?

A student that is struggling to generate ideas or put their ideas on paper.

A student that has ideas and details but does not have:

• a focused topic

• adequate structure and organization

As a reader, you are confused when reading the piece of writing or when the student is telling you the written story.

A few support options:

• Keep students after the microlesson for individual or small group support

• Communicate with the remedial teacher to schedule support

• See Writing Support page for ideas on how to support students

(Serravallo, 2017)

5-Independent Practice/Independent/small group support

Start independent practice whenever you feel that your students have had enough modeling and guided practice.