Austin ISD Updated July 2015

Grade level: Third Grade Writing Lesson Name: First 20 Days of Writing - Week 1 Grading Period: 1st 9 Weeks, Arc 1 Estimated timeframe: Dual Language – English Language Arts, 10 days (Aug. 24-Sept. 4), 30-35 min. daily

Monolingual – 5 days (Aug. 24-28), 60 min. daily These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Lesson Components

Lesson Objectives: Los estudiantes comenzarán a recolectar ideas para una historia personal en su Cuaderno de escritura.

Ellos harán unas escrituras rápidas acerca de los posibles temas y decorarán su Cuaderno de escritura para reforzar que estos son una colección personal de ideas.

Language Objectives: Los estudiantes utilizarán lenguaje académico para tener una lluvia de ideas y disctutir sus ideas de

manera oral antes de escribir. Prior Learning: Students can generate ideas for writing by drawing, sharing ideas and listing key ideas.

Standards(Texas Essential Knowledge and Skills):

3.17 Expresión escrita/proceso de escritura. Los estudiantes utilizan los elementos del proceso de escritura (planificar, desarrollar borradores, revisar, corregir y publicar) para redactar un texto. Se espera que los estudiantes: 3.17B desarrollen borradores categorizando ideas y organizándolas en párrafos 3.20Escritura/textos expositivos y de instrucción. Los estudiantes escriben textos expositivos y de instrucción, o textos relacionados con empleos para comunicar propósitos específicos, así como ideas e información a públicos específicos.Se espera que los estudiantes: 3.20Bescriban cartas que utilicen el lenguaje apropiado para un público y el propósito deseado (ej., una nota de agradecimiento a un amigo) y que utilicen las convenciones apropiadas (ej., fecha, saludo, despedida) 3.20C escriban respuestas a textos literarios o expositivos que demuestren comprensión del texto 3.29 Escuchar y hablar/escuchar. Los estudiantes usan destrezas de comprensión para escuchar con atención a los demás, en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes: 3.29A escuchen atentamente a oradores e interlocutores, formulen preguntas relevantes y hagan comentarios pertinentes 3.29B sigan, repitan y den instrucciones orales que incluyan una serie de pasos a seguir 3.31 Escuchar y hablar/trabajo de equipo. Los estudiantes trabajan productivamente con los demás en equipos. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes 3.31Aparticipen en discusiones dirigidas por el maestro y por los estudiantes formulando y respondiendo a preguntas con detalles apropiados y proporcionando sugerencias que enriquezcan las ideas de los demás

College and Career Readiness: Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources.

Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 2. Participate actively and effectively in group discussions. Listen effectively in informal and formal situations. 1. Listen critically and respond appropriately to presentations. 2. Listen actively and effectively in one-on-one communication situations. 3. Listen actively and effectively in group discussions.

Austin ISD Updated July 2015

Essential Questions: ¿De qué manera tu cuaderno de escritura te puede ayudar a generar ideas para la escritura?

¿Cómo puedes aprender al escuchar a otros escribiendo sus ideas?

¿Cómo puedes desarrollar tus ideas de escritura al compartir con un compañero?

¿Qué es lo que los escritores hacen durante el taller de escritura?

Enduring Understandings:

Para escribir de manera efectiva en un género dado, un escritor debe entender las características únicas del género.

Un Cuaderno de escritura es el lugar para colectar ideas para temas de escritura, palabras, frases, u oraciones de texto mentor, y el pensamiento de los estudiantes acerca de los temas e ideas.Un Cuaderno de escritura es el lugar para experimentar con temas, géneros, estilos, perspectivas, tono,etc.

Obtenemos ideas para escribir al leer y compartir con otros escritores. Los compañeros de escritura nos ofrecen sugerencias bien pensadas basadas en sus propias experiencias de escritura.

En un taller de escritura, los escritores exploran ideas, de manera oral y escrita diariamente. Ellos piensan, escriben, leen textos mentores, discuten, revisan y editan. Al final de cuentas los escritores publican su escritura para una audiencia.

Vocabulary Essential: pre-escritura, escuchar activamente, compartir con un compañero

Supporting: Taller de escritura, Cuaderno de escritura

Lesson Preparation

Professional Resources:

Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard

Launching the Writer’s Workshop by Lucy Calkins

Writing Workshop: The Essential Guide by Ralph Fletcher Materials to decorate notebooks:

Magazines

Various art supplies (paper, ribbon, etc.)

Liquid glue

Clear contact paper Teacher Writer’s Notebook decorated filled with things that connect to memories and/or special things to you as a writer such as photographs, ticket stubs, etc. To prepare for Read Alouds, pre-read the selected books and plan appropriate stopping points for think alouds. See lesson plan for instructional focus. Read Aloud Texts: WilfridGordon McDonald Partridge by Mem Fox Amelia’s Notebookby Marissa Moss Alternative texts for launching writer’s workshop in Spanish: Querida Susi, querido Paul by Christine Nöstlinger El viejo reloj by Fernando Alonso Xóchitl, la niña de las flores by Jorge Argueta Con cariño, Amalia by Alma Flor Ada Create your own ‘Me Map’ as an example for your students. Here is an example (credit: Sara Ahmed):

Austin ISD Updated July 2015

Anchors of Support

Turn and Talk Expectations

Consejos para “voltear y hablar”

MIRA a tu compañero.

ESCUCHA a tu compañero.

Estar listo para HABLAR cuando sea tu turno.

Hablar de manera que solamente tu

compañero pueda escucharte.

VOLTEA hacia el frente cuando tú y tu

compañero hayan terminado de compartir.

ESPERA en silencio. ALTO.

Austin ISD Updated July 2015

We should also be:

Writing in our Writer’s

Notebooks

Drafting

Conferring

Peer Sharing

Revising

También debemos estar:

Escribiendo en nuestras libretas de

escritores

Haciendo borradores

Reuniéndonos en conferencias

Compartiendo con compañeros

Revisando

Un buen oyente

tiene no:

-sus piernas cruzadas -habla cuando

-su vista hacia el hablante alguien más está

-las manos quietas hablando

-respeto a quien habla deja de atender

-paciencia -es grosero

escucha -interrumpe

-el propósito -se distrae

-el mensaje -está moviéndose

-las respuestas -se da vuelta

- cuando es su turno

-hechos

-inferencias

-ideas

-instrucciones

piensa

-con el cerebro

-en lo que ve, oye y sabe

-en el mensaje

-en el propósito

- cómo se relaciona la información con ellos

-en los significados

Trabajar en la escritura Se ve como... Suena como... -Escrito en la -Conversaciones computadora, Ipad para aprender -Usar programas e -Teclear/ dar instrumentos de escritura golpecitos -Lápices que se mueven -Hacer preguntas -Hablar - Conversaciones -Volver a leer para aprender historias. -Concentrarse -Compartir escritos en el trabajo con otras personas

-Hacer dibujos sobre -Pensar en voz alta nuestra escritura -Caras pensativas -Lluvia de ideas Debemos estar: haciendo lluvia de ideas, escribiendo o tecleando, editando individualmente o con un compañero, publicando

Austin ISD Updated July 2015

Differentiation

Strategies

Special Education:Provide written objectives, TEKS, essential questions, and academic vocabulary for the day. Extend process time through quick writes, think-pair-share, or structured wait time. Offer sentence stems. Break down steps and/or simplify directions.Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners:Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities. Sentence stems to help with generating questions

Extension for Learning: Have students create a virtual Writer’s Notebook in Evernote (see https://evernote.com/contact/support/ for tips on creating an account) or in Google Docs.

21st Century Skills

CREATIVITY AND INNOVATION Think Creatively • Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate groupinput and feedback into the work

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

Engage Gather the students onto the carpet or use a document camera to show your own personal Writer’s Notebook filled with things that connect to memories and/or special things to you as a writer such as photographs, ticket stubs, etc. Display your Writer’s Notebook to the students explaining that: “Los escritores utilizan una libreta especial para juntar sus ideas. He recolectado ideas e información de mi mundo tales como...” Point out several items you have included in your notebook and how you use them to generate your thoughts in writing. Remind students to start gathering and bringing in things from home that they can use to decorate their notebook later in the week. A note to parents about the notebook is attached at the end of this document.

Lesson stages

Day 1 -Introduction to Writing Workshop/Prewriting with a Heart Map Introduce students to the schedule of the daily Writing Workshop using the following anchor chart:

Explain to your students the expectations and procedures of the Whole Group Mini Lesson:

- Los niveles de voz son silenciosos - Mirar a quien está hablando - Escuchar activamente

Horario del taller de escritura:

Minilección del grupo completo - 10-15 minutos

Practicar con un compañero o escritura independiente - 45-50 minutos

Cierre del grupo completo y compartir– 5-10 minutos

Austin ISD Updated July 2015

Reinforce these expectations over the next several days, reminding students of the expectations before every Whole Group Mini Lesson. SE Focus Lesson Explain to the students that they will create an identity web or “Me Map” today. This map will allow them to introduce themselves to classmates as well as become a resource for writing ideas this year. This activity is an opportunity for you to get to know your students as well as for your students to connect with you and with each other through their many layers of identity. Show students your identity map. Explain how you created it, using the many layers of your identity. You might want to create a listwith the students to help them complete the map. The list can include information students might use to create their maps. Here is a list for your reference:

Personalidad

Características físicas

Opiniones, creencias

Perspectiva

Familia

Cosas que amas

Cultura

Etnicidad

Idioma

Ambiente

Nacionalidad

Celebraciones

Comida

Edad

Sexo

La manera en que tratas a

otros

Tradiciones

Take time to answer students’ questions before passing out a blank sheet of paper for each. Encourage students to add as many details about themselves as possible.

ACTIVITY 1 Have students work with their partners/bilingual pairs to Turn and Talk about what things they are going to include in their Heart Maps. Teach your students how to ‘Turn and Talk’ using the guidelines addressed in the Anchors of Support section above. A suggestion would be to time the Turn and Talk. Begin with one minute and work to increase the time depending on your students. Model this procedure with another student, and have them practice this strategy with their own partners/bilingual pairs while you monitor. Some guiding questions could be :

¿Qué características importantes te hacen ser quien eres?

¿Qué personas han sido importantes para ti? – ¿por qué?

¿Cuáles son algunas experiencias o acontecimientos que nunca olvidarás?

¿Qué cosas u objetos son importantes para ti–por ejemplo, un árbol en tu patio o un mono de peluche, etc? ¿Cuál es el centro de lo que tú eres?

ACTIVITY 2 Now have students complete their own Identity Maps independently. Before they begin working, explain that this stage of the Writing Workshop is “Practice with a Partner or Independent Writing” Display an anchor chart outlining the ‘Expectations for Practice with a Partner or Independent Writing’ and what it looks like and sounds like within the classroom. You may use the ideas in the ‘Work on Writing’ anchor chart found in the Anchors of Support section above.

Austin ISD Updated July 2015

Explicitly teach and model what you want your students to do during this time. Be prepared to repeat this process several times during these first 20 days so your students will master this critical expectation and procedure.

Day 2 - Identity Map Quick Write Remind students of the Expectations of the Whole Group Mini Lesson. SE Focus Lesson Remind students of the previous day’s writing activity of starting a Writer’s Notebook with their Identity Maps by sharing your Identity Map again. Explain today that during the Whole Group Mini Lesson, you will model a Quick Write from your Identity Map. Choose one idea from your Identity Map, and model writing about that part of you for about 5 minutes. Teach students that in a Quick Write, students respond to a question or prompt by writing down whatever comes to their minds without organizing it too much or worrying about grammar. Use “think alouds” to model what your Writer’s Brain is thinking during this writing. Let students know that “Quick Writes are writing to find writing, not planning or thinking through the writing before the words hit the paper. It is writing for the surprise of not knowing you were going to write what you wrote. ” ACTIVITY 1 Have students work with their partners to Turn and Talk about what idea from their Identity Map they will use for their Quick Write in their Writer’s Notebook. Practice and reinforce the ‘Turn and Talk’ Expectations from the day before.Again, you can use a timer to manage the length of the discussion using your judgment about gradually increasing the time over the next several days. Note: Throughout all five days, the teacher will be actively monitoring student pairs, clarifying instructions, checking for understanding and scaffolding as necessary. This is a student-centered learning time with partners and groups of students doing the talking and writing. ACTIVITY 2 Remind students about the Expectations of Independent Writing on the anchor from the previous day. Have students complete their own Quick Write independently. Have students only write up to five minutes, adjusting the time to fit your classroom

Note: Throughout all five days, the teacher will be conferring with students while they are writing independently or with a partner. During these conferences, students share their thinking and writing in brief one-on-one sessions with the teacher. The teacher listens to the student explain what he has done and offers advice to help the writer. The conference log attached at the end is a sample of record-keeping for writing conferences.

Peer Sharing Introduce this part of the Writing Workshop by explaining to students they will share their Quick Writes with another student pair. Emphasize that the students will be good listeners and use correct voice levels. Peer Sharing Expectations include:

Austin ISD Updated July 2015

* Note: The teacher will change the type of feedback listeners give to their peers over the course of the year, as your writers learn more about what to listen for in good writing. At the beginning of the year, a good way to build positive energy and create a safe place for writers to share is to have writers begin by saying what they like about the writing. Have students take turns reading aloud their Quick Write to the small group (pair of pairs or table group). Students who are reluctant to read their own writing should not be forced to read, but rather suggest that you or another group member read it instead or not at all. Our goal is to create a safe environment for writers to feel comfortable with sharing.

Whole Group Closure Tell students that during Whole Group Closure, you will ask them what they heard today while listening to their writing groups. Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing. You can also pose a question that directly relates to the writing objective for that day. Remind students about collecting personal items from home to decorate their Writer’s Notebook on Day 5.

Day 3-Why do Writers Write Quick Writes?

Remind students of the Expectations of the Whole Group Mini Lesson. SE Focus Lesson Read aloud WilfridGordon McDonald Partridge by Mem Fox. Be sure to stop and think aloud during pre-planned stopping points. You may decide to use an online version of the story: http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/. Use the pre-planned stopping points to think aloud during the video as well. During your think alouds, talk about memory and what Wilfrid is doing. Why is he collecting all of these items? How does that connect to the collecting we do in our writer’s notebook?

Compartir con los compañeros:

Toma tu libreta y lápiz. Muévete rápido hacia tu compañero y encuentra un

lugar para trabajar.

Siéntense,viéndose el uno al otro.

Decidir quién leerá primero y comenzará inmediatamente.

Si eres quien escucha, observa a quien está leyendo y escucha cuidadosamente.

El lector leerá su escrito dos veces.

Después de leer, los que escuchan dirán lo que les gusta acerca del escrito.

Hay que ser específicos cuando se da una retroalimentación.

Intercambiar los roles. La persona que escucha ahora será la que lea, y la

persona que lee será luego la persona que escucha.

Austin ISD Updated July 2015

Some questions to guide your discussion with your students today:

¿Cómo te sientes acerca de la escritura este año?

¿Por qué es importante escribir?

¿De qué tipo de cosas quieres escribir?

¿De qué manera nuestras distintas experiencias afectan a nuestra escritura? ACTIVITY 1 Practice and reinforce the Turn and Talk Expectations from Day 1. Again, you can use a timer to manage the discussion increasing the time gradually over the next few days. Have students work with a different partner today to Turn and Talk. The students will participate in a Kagan Strategy called “Stand Up, Hand Up, Pair Up” as outlined below: 1. All students stand up and put their hands up. 2. Students mingle, mix, practiced meeting and greeting, and find a partner with a hand up. 3. Students sit and put their hands down. 4. With their new partner, have them Turn and Talk about the ideas from the book. Questions to

guide their partner talk:

¿Por qué piensas que es importante escribir?

¿Cómo te sientes acerca de la escritura este año? 5. Remind students of voice levels and the movement expectations within the classroom.

ACTIVITY 2 Remind students about the Independent Writing Expectations on the anchor chart from Day 1, and have students complete their own Quick Write independently about what they talked about with their partner. Have students only write up to five minutes, adjusting the time to fit your classroom needs. Write your own Quick Write on a chart or in your notebook and display your writing while the students write. This shows them that you are a writer too and gives them a scaffold for how this writing should look or sound.

Peer Sharing Remind students to be good listeners, and use the Peer Sharing Expectations anchor to model and review these expectations. The students will now share their Quick Writes with another student pair. Have students take turns reading aloud their Quick Write to the small group (pair of pairs or table group). Students reluctant to read their own writing should not be forced, but rather suggest that you or another group member read it instead or not at all. Whole Group Closure Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing. Remind students about collecting personal items from home to decorate their Writer’s Journal on Day 5.

Day 4-Generating Writing Ideas in a Quick List

Remind students of the Expectations of the Whole Group Mini Lesson.

SE Focus Lesson Begin today’s workshop by modeling a Quick List strategy in their Writer’s Notebooks. Model the strategy by drawing three columns, and labeling them “Name, Adjectives, Anecdote or Memory” as shown below:

Austin ISD Updated July 2015

Nombre Adjetivos Anécdota

Mom Loving, helpful, chef Bug collection project

Model this list with a few names, adjectives to describe that person, and an anecdote that goes with that person on your own. Explain that the students can use immediate family members, friends, and even pets within their lists. Give students several minutes to generate their ideas. Remind students that each person on the list could be an idea for a writing draft. ACTIVITY 1 Practice and reinforce the Turn and Talk Expectations from Day 1. Again, you can use a timer to manage the discussion using your judgment on how long you want your students to talk. Have students work with a different partner today to Turn and Talk. The students will participate in a Kagan Strategy called “Mix, Pair, Share” as outlined below:

1. Students mix around the room. 2. Teacher calls “Pair!” 3. Students pair up with someone closest to them and gives them a high five. 4. A variation could be that the teacher can play music, and when the music stops the student

closest to them becomes their partner. With their new partner, have them Turn and Talk about one person (or pet!) on their Quick List that they would like to write about.

ACTIVITY 2 Remind students about the Independent Writing Expectations on the anchor from Day 1, and have students complete their own Quick Write independently about what they talked about with their partner. Have students only write up to five minutes, adjusting the time to fit your classroom. Write your own Quick Write on a chart or in your notebook and display your writing while the students write. This shows them that you are a writer too and gives them another scaffold for how this writing should look and sound.

Peer Sharing Remind students of the Expectations for Peer Sharing. The students will now share their Quick Writes with another student pair. Have students take turns reading aloud their Quick Write to the small group (pair of pairs or table group). At this point you should encourage reluctant writers to share something with their peer sharing group. They may not want to share everything they wrote, but encourage them to share one or two sentences.

Whole Group Closure Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing. Remind students about collecting personal items from home to decorate their Writer’s Journal on Day 5.

Austin ISD Updated July 2015

Day 5-Personalizing the Writer’s Notebook

On this day, allow students to decorate the covers of their Writer’s Notebook using materials from home or in the classroom. Be prepared for that student who does not bring in anything from home. Have magazines and other art supplies handy for these students. When students are finished, the front cover of the Writer’s Notebook can be sealed with clear contact paper. While students are decorating their notebooks, read aloud Amelia’s Notebook by Marissa Moss. This books is fictional memoir/diary that is created to look like a young girl’s notebook. The book has lots of text features with many details, so you might want to use a document camera to project the pages for the whole class to see. Connect this girl’s experience with her notebook to all the experiences that the students are beginning to collect in their Writer’s Notebook including the cover, the Quick Lists, and the Quick Writes they have done this week.

Closure Activity To end this week, have the students share in small groups their covers of their Writer’s Notebooks. Some guiding questions could be:

¿Por qué escogiste estas cosas para decorar tu portada?

¿De qué manera tu Cuaderno de escritura te ayudará con tu escritura?

Check for Understanding (Evaluation)

Formative: Teacher observations with Turn and Talk activities, and monitoring independent writing for completion and/or writing on topic. Summative: Teacher observations with completion and/or writing on topic of Heart Map, Quick Lists, Quick Writes, and Writer’s Notebook.

Austin ISD Updated July 2015

___________________ Writer’s Conference Log

Date Writing Stage Genre or Topic Observations Goals

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

Austin ISD Updated July 2015

Austin ISD Updated July 2015

Queridos padres: La tarea de su hijo(a) para hoy y mañana es encontrar dibujos, fotos, arte en revistas, etc. que reflejen lo que disfruta y le gusta hacer, y/o personas/lugares especiales. Por favor, solamente mande fotos que puedan cortarse y pegarse en un cuaderno – éstas van a servir para decorar la portada de su cuaderno de escritor para todo el año y le darán un lugar inicial para ideas y borradores que crecerán hasta ser unas maravillosas piezas de escritura. También harán que el cuaderno de escritores sea un objeto personal y muy especial para ellos. ¡Muchas gracias por su ayuda en recolectar estos dibujos! Mientras observa en albums, revistas, etc., por favor, hable de la foto y del recuerdo especial que contiene. ¡Esto nos ayudará a que las ideas empiecen a fluir y a crear grandes historias! Por favor, envíelas con su hijo(a) el viernes. ¡Muchas gracias y bienvenido de nuevo a la escuela!