While you are waiting to begin… make sure you sign in break in your new notebook by writing in

bits “Small moments” that have occurred already this

summer Important people in your life Places you have visited

Form partnerships (1-blue/1-yellow)

Good Morning… and Welcome!

Working Agreement…

• We will actively listen to each other’s ideas and opinions and participate in the learning activities.

• We will proceed with each activity in a timely manner.

• We will provide and accept all feedback that will ultimately promote student achievement.

• We will respect the learning area.

Overview of the Units of Study

with an Emphasis on Narrative Unit

OUR FOCUS TODAY

Brief Survey Who has broken the plastic seal?

Who has taught all of the bends inthe narrative unit?

Who knows what a mentor text is?

Who knows what a mini-lesson is?

Who has a taught a mini-lesson? In ten minutes?

Framing the Learning…

• WHY start with the Narrative Unit?

• Writing Workshop framework

• Getting ready for the units

• Let’s start building our plans

Post-it before you Forget it!

•WHY start with the Narrative Unit? Write all the reasons

why the Narrative unit should go first on the post-its in front of you.

Share with the elbow partner next to you.

I HEARD YOU SAY….

Establishe

s a routine.

Lifeskill

Cornerstone

of craft f

or

other types

of writi

ngEasiest

Fluency

Building Community

Knowledg

e of Kids

IntimacyRapid

Growth

Highly Motivating

Strategy ChartPartner post- it

Listen in & Lie

Turn &

TalkWhat did you discover?

I noticed…

FIRST THINGS YOU DO….

Plan that celebration date!Units should be no longer than 5 - 6 weeks.

(pacing guide)Administer the On-demand assess WHY?Collect/Read/Display Narrative Mentor texts Prepare a demo text for class to use.Review the bends and decide if you are doing all bends.Plan the unit to start and end together as a grade level.

• Getting Ready for the Units

On-demand assessment

PREASSESSMENT/BASELINE END OF THE UNIT ASSESSMENT

(Narrative unit pg. ix)

GOAL:• Understand where the bulk of

your class falls in regards to progression

• Plan according to the information

• Determine your students’ strengths and needs

Note: THIS BASELINE ASSESSMENT IS NOT ASSESSING YOU!

• Look between the first on-demand and the second

• View through the lens of wanting to improve your writers AND your teaching

• Reflect by describing both the student’s progress and yours.

Copy for students

FIRST THINGS YOU DO….

Plan that celebration date!Units should be no longer than 5 - 6 weeks.

(pacing guide)Administer the On-demand assess WHY?Collect/Read/Display Narrative Mentor texts Review the bends and decide if you are doing all bends.Plan the unit to start and end together as a grade level.

• Getting Ready for the Units

What did students already learn?

On-Demand• Read a paper together

• Look at sixth grade checklist or rubric or learning progression and jot down what this student strengths are and what he might still need.

• Choose an on-demand paper to read over

• Using one of the following tools assess what this student’s strengths and needs are:

-learning progression chart-rubric-checklistsSSSSSS

BREAK

The Workshop StructureMini-lesson

Independent Writing◦Mid-workshop Interruption◦Conferencing

Share

10-13 minutes!!

!

• Writing Workshop framework

The Architecture of a MINI-Lessons

CONNECTIONTEACHING POINT/TEACHING

ACTIVE ENGAGEMENTLINK

Complete information can be found in the GUIDE book in Chapter 7 on page 60.

MINI-LESSONS

Fourth Grade Goal Setting in Narrative Writing

Whole Class Instruction in Studying Author’s Craft and Intent: Reading a Mentor Text so Writers Learn Literary Technique (5-8)

TIME TO TEACH1. Look at that first lesson in the Narrative Unit.2. Use 20 minutes to read it over.

Start with the prelude and teaching point to make sure you understand what the lesson is about.3. What materials will you need?4. Prepare this lesson to teach to your partner.

Getting into the Bends• Read the teaching

point for every session

• What strategy will be used to teach the teaching point?

Strategies for generating writing…Pictures, labels Peopleplaces

BEND I – Gathering Ideas

Charts should have commas

because you will be adding strategies.

TIME TO PLAN1. Browse over the first bend lessons.2. Remember:

Start with the prelude and teaching point to make sure you understand what the lesson is about.3. What materials will you need?4. Mark it on your calendar.

WHAT’S NEXT?1. Write on a post-it your understanding of Bend I

SHARE

Another celebration

idea.

Post-it walk around

• BEND II frequently introduces students to elaboration strategies that students are encouraged to try out in their own writing.• BEND II also uses partnerships to help students include more details in their writing.

BEND II – Development/Elaboration

TIME TO PLAN1. Look at Bend II lessons.2. Read it over.

Start with the prelude and teaching point to make sure you understand what the lesson is about.3. What materials will you need?4. Prepare this lesson to teach to your partner.

Another way to share or

celebrate!!

Symphony

Prepare by filling in the blanks to this prompt.

I learned ___________ while working on this narrative unit, but I am still wondering about _________________.

Provides our students with opportunities to study an author’s craft

Blends close reading with writing.

Multiple uses for the same familiar text.

Provides students with examples, models and demonstrations of the teaching points in mini-lessons.

Bend III – Author’s Craft

MENTOR TEXTS• Read that genre for a read aloud.• Have plenty of mentor texts in

that genre available.• There is a mentor text that goes

with your unit that is referenced throughout the writing mini-lessons.

WHY? Important to have models. Don’t have to wait for teacher to

conference with you. Creates independent writers. Engaging Imitating the “good” works of

others makes you better. Authenticity of the writing.

There are some rules…

Choose mentor texts that are engaging for you.

Read it as a reader first. First enjoy it!

Read it again to gather information or be moved.

Then, take it back out because it was super engaging and ask what did the writer do.

STUDYING A MENTOR TEXT w/students

1. Flag parts of the text that feel powerful.

2. Think about what the writer is doing and NAME IT!

• Be specific

• Consider what the author didn’t do as well as what they did do.

“The writer could have…but instead, he/she…”

Ask yourself, “What might have been the author’s purpose in doing this in their writing?”

YOUR TURN -Mentor Text Activity

1. Choose a mentor text on your table.

2. Quickly read the text and study the text using the same chart your students would.

3. Use a post-it note to quickly write down a teaching points from this book.

4. Share your idea with a partner.5. As a partner group, think of a sentence that summarizes Bend III. Be ready to share your sentence with the whole room.

Another celebrate/share

moment.

Partner Share

You are teaching writers, NOT a piece! by Lucy

Pearling… Precious particles that become a story. You declare them to be significant and little things aren’t so little.

Listening to children – taking lessons from them – is essential to the teaching of writing.

Set your celebration date… Ready or not!... The kids won’t be great at it.

Tap to your well springs of energy. Bring your whole self to this work.