Overview of Personal Narrative Grade K-1

Overview of Personal Narrative Grade K-1 Lesson Stage Student Action Time Frame 1 Prewriting Writers revisit oral story 2 days telling as a strategy for prewriting. 2 Prewriting Writers practice zooming 1 day in in order to narrow down their ideas. 3 Prewriting Writers practice zooming 1 day in with one time, one place strategy. 4 Prewriting Writers practice telling a 1 day story using sequencing cards. 5 Drafting Writers tell their stories 1 day across their fingers using the Story Hand graphic organizer. 6 Immersion/Drafting Writers practice strategies 2 days they have learned and look at student mentor texts as examples. 7 Drafting Writers spell by stretching 1 day the sounds they hear 8 Drafting Writers narrow down to 2 days one story idea. Writers sketch their story idea on a 5 frame graphic organizer. 9 Drafting Writers learn to transfer 2-3 days their sketches to words. 10 Drafting Writers name different 1 day emotions in preparation for adding details to their stories. 11 Drafting Writers draft endings to 1 day their stories by naming feelings. 12 Revising Writers add detail to their 1-2 days stories using the five senses. 13 Revising Writers revise for 2 days transition words 14 Editing Writers fix and fancy up 1-2 days their writing

1 K-1 Personal Narrative Writing Lesson 1 (2 days) Concept: Writers prewrite as they plan and rehearse their writing. Student Action: Writers use the strategy of oral storytelling for generating story ideas. Pre-Corrections:  Make connections to the writing process steps you taught in the immersion unit. During this lesson, you are in the “Think” stage.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, high)  If you anticipate that students will not be able to come up with an idea to write about, then choose a shared experience from school for your example.  Have students who have a hard time getting started stay back on the carpet with you. Have them tell their story again orally to you or to a partner before they go to their seat.  When using examples and non-examples, be sure to always end with the example – what you want students to do. Materials:  Writing paper you used during immersion unit  Writing Process Steps Chart from Immersion Unit (to use as a resource) 1. “Writers, we have been reading small moment stories and writing I Do It in our writing workshop for a while. Now, I want to teach you how to write a small moment story. Connection 2. The first step writers do to write a small moment story is think of a story idea – something they want to write about. Demonstrate the gesture of pointing to your temple when saying “Think of a Story Teach Idea.” 3. One way to think of a story idea is to remember a time when you were scared, excited, mad, or nervous, and then write about it. (These are just examples – choose your own words based on your discussions during immersion unit.) 4. Think aloud while you come up with a story idea.  Non-Example: I remember a conversation I had yesterday with my son when we were driving home, but I really wasn’t excited, or scared, etc. It was just kind of a regular thing that happens every day. So, I’m not going to choose to write about that.  Example: I do remember the time I decided to go down a scary water slide and how nervous and excited I was to do it. Because it was so exciting, I remember every detail. So, I’m definitely going to write about that!

2 We Do It 1. Now I want all of you to close your eyes and think of a time when you were excited, scared, and mad, etc. After they’ve had time to Active think, have them turn and talk to tell their partners what their stories will be about. Engagement 2. Circulate the group to listen to their stories and choose a student to stand in front of the group to share their story idea. 3. After the student tells the group what he is going to write about, prompt the student to tell the story. Afterwards, paraphrase what he just said and hold up one finger for each the beginning, middle, and end of his story as you tell it. 4. Emphasize that this is a great story to tell because the particular emotion he was feeling will help him write all of the details to tell his story.

Mid-Workshop Options: Teaching Point  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

1. When I was listening to all of you talk to your partners, I heard some You Do It great story ideas! Just like writers do, you used the strategy of thinking of a time when you felt a strong emotion to help you come Link up with your idea. Now your job is to write a story about it!

After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment  Circulate through the room and support writers with Check Point encouragement. Make anecdotal notes regarding student progress.

3 K-1 Personal Narrative Writing Lesson 2 Concept: Writers prewrite as they learn what it means to zoom in.

4 Student Action: Writers practice “zooming in” in order to narrow down their ideas. Pre-Corrections:  Keep students at their desks for this lesson or have them come to the carpet with a clipboard, writing utensil, and drawing paper.  Students and Teacher will use the drawing of the playground in the next lesson. You may want to copy your drawing for students who are absent to use the next day.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, medium)  When teaching examples and non-examples, always end with what you want them to do – the example. Materials:  Clipboard (optional)  Writing utensil  Writing paper with space for ample space for drawing (see www.amaesd.org, TWP page for K-2 writing paper options) 1. Tell students that you took their writing folders home last night to I Do It read. It was so much fun to read your stories and hear about everything that you do, but I realized something. I realized that we Connection need to work on something that older writers do now that we’ve been writing for a while. We need to work on “zooming in” on small moments instead of telling about everything that happened. Let me Teach show you what I mean. 2. Explain to students that you want to write about something you did in the classroom. Tell students that you could write about everything you like to do in the classroom or you could write about one thing you did in the classroom that was a lot of fun. Non-Example: Look around the classroom and have students look with you. Hmmm…I like to draw in the classroom using the art supplies in that cupboard. That’s fun. And then I like to sit on the carpet over there when it’s reading time. And then I like to pick books out in our classroom library. And then I like to sit at my desk over there next to my friends. I love my classroom. After you are done telling your story, ask students to comment. Did I zoom in on a small moment – tell a story about just one thing? Or did I tell about everything I like to do in our classroom? Example: Look around the classroom and have students look with you. This time make circles out of your hands and put one on top of the other to make a telescope. Look through your “telescope” and have students do the same. As you look around, make comments about what you are seeing now that you are “zooming in.” Choose something to tell a story about. Yes! Now I am looking at the art supplies in a new way. I remember the time when we got to use glitter. I was so excited that I shook the glitter bottle too hard and

5 all of it went in my hair! I decided to leave it there for the day and pretend I was a fairy with pixie dust in my hair. After you are done telling your story, ask students to comment. Did I zoom in on a small moment? What story was better to listen to compared to the first? 1. Explain that you just showed them how to zoom in on one place in We Do It the classroom. Now they are going to practice zooming in on one place on the playground. First they have to think of what the playground looks like. Active 2. Guide students in drawing the playground step-by-step. Engagement a. Close your eyes and recall what the playground looks like. Think aloud as you decide what to draw first. b. Start drawing your first picture (i.e. the slide). As you are drawing, explain what you are doing and tell students what area of the paper they should draw their slide. c. Students draw a slide on their papers. Have students give a thumb up when they are done. d. When most students are done, repeat the steps above to draw the next part of the playground. 3. After the sketches of the playground are complete, ask students to look at their drawing with their telescope (circled hands, one on top of the other) to zoom in on their favorite part. Make a connection to how writers zoom in on just one moment. 4. Model for students how to circle your favorite part of the playground – the part you want to write about. Have students do the same.

There will not be any independent work on this day. You Do It

K-1 Personal Narrative Writing Lesson 3 Concept: Writers prewrite by continuous work on zooming in.

6 Student Action: Writers practice zooming in with the one time, one place strategy. Pre-Corrections:  For students who were absent for the previous lesson, have copies of your drawing of the playground and have them circle their favorite spot before this lesson starts.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, medium)  When teaching examples and non-examples, always end with what you want them to do – the example. Materials:  Drawing of Playground from previous lesson – Teacher and Student Copies  Anchor Chart – Think, Picture, Say, Sketch, and Write 1. Lead an interactive review of what zooming in means. Tell a story I Do It that is a non-example (includes many events) and say this story is number one. Then tell a story that is an example (zoomed in on a Connection small moment) and say it is number 2. (See previous lesson.) At the end of telling both stories, have students show you with their fingers what story was “zoomed in-“ number 1 or number 2. Teach 2. Commend students for being able to recognize what story was zoomed in on a small moment. Explain that now the tough part is & making sure that you can write a small moment. 3. Explain that you want to teach them a strategy that writers use to We Do It help them zoom in on a small moment. (Hold up one finger) They think of “one time, one place.” Invite students to chorally respond Active by asking them, “What do writers think of?” Students say, “One Engagement time, one place” and hold up one finger. 4. Demonstrate how to write about one time, one place with your drawing of the playground from the day before using the process below. a. Remind students that they all circled the spot on the playground that they wanted to write about. Point to your spot. I circled the slide because I love playing on the slide. So, this is my one place. Hold up one finger. b. Ask students to put their finger on the spot on their drawing of the playground that they circled. Have students turn and tell their partner their one place using a sentence starter. Partner 1 tells Partner 2, “My one place is…” After most 1s have shared, have 2s start talking using the same sentence starter. c. Now I need to think of one time (hold up finger) that I want to zoom in on to write my small moment story. I know the strategy that we always use to help us get started, so I am going to use that – Think, Picture, Say.

7 d. Hmmm…I think I’m going to write about the time I decided to go down the slide when it was icy. Yes. That’s what I’m going to write about. Remember, as I picture my story I will be playing it back like a movie in my mind. But, because it is in your mind, you can’t hear what I’m saying. You will only be able to see me telling my story across my fingers. Close your eyes and exaggerate your thinking while hold up one finger at a time. e. Ask students to think of their one time they would like to write about. Have them put a thumb up when they have thought of it. When most students have their thumbs up, have them close their eyes to picture their story in their mind. f. Model how to say your story across your fingers and be sure to emphasize how you are staying with “one time, one place.” (Thumb: introduces character and setting, Forefinger: What happened first, Middle Finger: What happened next, Ring Finger: What happened last, Pinky: Wraps it up.) g. After you have told your story across your fingers, begin writing your model story. Do not write the entire story, just a couple of sentences. Be sure to engage students during the process.

Mid-Workshop Options: Teaching Point  Notice common errors students are making and teach to them  Highlight a student who is applying strategy 1. Explain that it’s time for them to write about their one time, one place. You Do It 2. Have students point to the spot on their drawing of the playground and think again about their one time, one place. Link 3. Have them tell their story across their fingers to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. 4. Once they are done, send them off to write their stories.

After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment Check Collect students writing about the playground to determine how they

8 Point are doing with one time, one place.

K-1 Personal Narrative Writing Lesson 4 Concept: Writers prewrite by learning that narratives have sequence.

9 Student Action: Writers practice telling a story using sequence cards. Pre-Corrections:  Feel free to use other sequencing cards for this lesson. The pictures available on the web were not ideal.  After this lesson, place helping words “First, Next, and Finally” on your word wall.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, medium)  When teaching examples and non-examples, always end with what you want them to do – the example. Materials:  Sequencing pictures of Snowman  Sequencing pictures of Making a Bowl of Cereal  Writing booklet with Cereal pictures in it.  3 Word Cards that say “First,” “Next,” and “Finally” (not provided) or they could be written on the board. 1. Explain to students that they have been practicing how to write I Do It about one time and one place to have a “zoomed in” story. Tell them you read their stories about one time and one place at the Connection playground and you noticed something– not all writers tell about the events in their story in order from beginning to end. Tell them you would like to practice telling a story in order because this helps Teach writers create a zoomed in story that makes sense to the reader. 2. Present the word cards to students. Explain that these are words that help you tell a story in order. Use the following process to introduce the words. a. Point to the word and say “This word is first.” b. Ask students, “What’s the word?” c. Students say “First.” d. Repeat for the remaining two words. 3. Explain that “First” helps you tell about the first part of your story. “Next” helps you tell the second part of your story. “Finally” helps you tell what happened last. 4. Present the 3 picture cards (out of order) and explain that you are going to model how to check whether or not the order of the cards is correct – use the pictures to tell the story. Non-Example:  Put each card underneath a helping word, but put them out of order.  Explain that you will check your work by telling a story about the pictures.  Model how to tell the story using first, next, and finally.  Ask students if the order of that story makes sense? Example:  Put each card underneath a helping word, but put them in

10 order this time.  Explain that you will check your work by telling a story about the pictures.  Model how to tell the story using first, next, and finally.  Ask students if the order of that story makes sense? We Do It 1. Present new picture cards (making a bowl of cereal). This time have students put them in order using the process below. Active a. Point to the word card “First” and say “Partner 1 tell partner 2 – the first picture is…” Regain students’ attention after most Engagement partner 1s have shared. b. Call on an individual student to tell you what picture goes under the word “First.” c. Repeat process for the next two pictures. Rotate partner numbers at each step – partner 2 tells partner 1 what picture is next; partner 1 tells partner 2 what picture goes under “finally.” 2. Ask students, “What is this story about?” Have them tell the story using the helping words to a partner – when most 1s have finished, have 2s tell the story using the helping words. 3. Introduce writing booklet. Explain that they are going to use the pictures in this booklet to write a story that is in order using the helping words, “first, next, and finally.” 4. Model how to write about the first picture. Hmmm…I know I need to use my helping word, “first” to start my story about making a bowl of cereal. So, that’s how I’m going to start my sentence. Write the word first. Ask students the first thing you need to do to make a bowl of cereal. Then write the rest of your sentence. Consider as a pre- correction to write the helping words that correspond with the pictures on each page so they can trace them. Mid-Workshop Options: Teaching Point  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

1. Explain to students that they are going to write about making a bowl You Do It of cereal using the special booklets.

Link After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment  Collect students’ sketches to additional teaching points for groups

11 Checkpoint of students.

12 13 14 Lesson 5 Concept: Writers draft by telling stories across their fingers. Student Action: Writers draft by learning how to use the Story Hand Graphic Organizer. Pre-Corrections:  Make connections to the writing process steps you taught in the immersion unit. During this lesson, you are in the “Say” stage.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, high)  Have students who have a hard time getting started stay back on the carpet with you. Have them tell their story again orally to you or to a partner before they go to their seat.  When using examples and non-examples, be sure to always end with the example – what you want students to do. Materials:  Writing paper you used during immersion unit  “My Story Planning Organizer”  Writing Process Steps Chart from Immersion Unit (to use as a resource)

1. Review yesterday’s lesson with students (sequencing). Emphasize I Do It that writers zoom in when they write a story. 2. Explain that once writers decide the important part and the order it Connection happened, they don’t start writing right away. They practice their story by telling it out loud across their fingers. Explain that you are moving from the “Think” step of the writing process to the “Say” Teach step. 3. Display the visual entitled, “My Story Planning Organizer.” Students should have seen this during the immersion unit. 4. Review with students how to use this visual as a guide when you practice your story. a. Thumb: Who is my story about? Where does it take place? b. First Finger: What happened first? c. Middle Finger: What happened second? d. Ring Finger: What happened last? e. Pinky: How did I feel? 5. Tell the same story you modeled in a previous lesson across your fingers, touching each finger as you tell your story. 1. Retell the story (across your fingers) you told about the shared event We Do It during “We Do It” in lesson 2. Think aloud as you ask the question(s) associated with each finger. Ask students to touch each of their Active fingers along with you as you tell the story. 2. Have students tell the same story across their fingers to a partner.

15 Engagement Structure it so partner 1 goes first while you circulate the room. After most 1s are done, have 2s go next.

1. Use the process below to have students orally rehearse their stories You Do It with their partners (make sure partners are numbered 1 and 2). Circulate among the partners as they are talking. Link a. Focus on the Thumb – Who is my story about? Where does it take place? Have partner 1 say to partner 2, “My story is about…” Switch after most 1s are done. Make sure you have 2s use the sentence starter. b. Focus on the Fore Finger – What happened first? Partner 2 says to partner 1, “The first thing that happened is…” Switch after most 2s are done. Make sure you have 1s use the sentence starter. c. Focus on the Middle Finger – What happened next? Partner 1 says to partner 2, “The next thing that happened is…” Switch after most 1s are done. Make sure you have 2s use the sentence starter. d. Focus on the Ring Finger – What happened last? Partner 2 says to partner 1, “The last thing that happened is…” Switch after most 2s are done. Make sure you have 1s use the sentence starter. e. Focus on the Pinky Finger – How did I feel? Partner 1 says to partner 2, “I felt…” Switch after most 1s are done. Make sure you have 2s use the sentence starter. 2. Call on a few students to come up in front of the class and orally tell their story across their fingers. Scaffold when necessary There will be no writing on this day After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

16 17 K-1 Personal Narrative Writing Lesson 6 (2 days) Concept: Writers draft more stories. Student Action: Writers practice using the strategies they have learned and look at student mentor texts. Pre-Corrections: 1. You may want to support struggling writers with more guided practice during these two days. 2. Notice that the mid-workshop teaching point has a big impact on this lesson. You will spend at least 10 minutes stopping and teaching mid-way through today). 3. Also notice that this is a 2 day lesson as this should be done for two days consecutively in order to give students enough practice with writing time. Materials:  Writing paper  Story Hand posted  Helping words posted or on word wall  Anchor Chart – Think, Picture, Say, Write

I Do It  Explain to students that they will be using the graphic organizer to plan their stories. Connection  Lead a quick review of a teaching point that meets the needs of your classroom. The purpose of this time is to let students explore. Teach

We Do It

Active Engagement  Students write stories.  Circulate the room and provide support for writers. Consider pulling a You Do It small group to offer more support. (15 minutes)  Support the use of the strategies you have taught when appropriate. Link

Mid-Workshop  After students have independently practiced for about 15 minutes, Teaching Point stop them to share a student sample (see attached). (10 minutes)  Read through the student sample provided. Facilitate conversation around the craft of the narrative (i.e. What do you like about this writing? What do you think is done well? Can you tell what the small moment is? What type of details can you find?) Ask students to turn &

18 talk before you call on individuals so everyone has an opportunity to respond.  Remind them of the strategies they have learned (zooming in, sequence, and telling the story across their fingers) and point out how the author of this example used those strategies.

After-the- Options: Workshop  Review the day’s teaching point Share  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

19 20 21 K-1 Personal Narrative Writing Lesson 7 Concept: Writers continue to draft by using words to tell a story. Student Action: Writers spell the best they can by stretching the sounds they hear and using word wall words. Pre-Corrections:  Pre-select 8-10 word wall words and words that you can stretch the sounds for this lesson. Choose words that are commonly misspelled. Materials:  White boards or other options for response sheets.  Example of a labeled picture from a mentor text  T-chart drawn on the board – Word Wall Word/Stretch Word 1. Explain to students that they have been learning strategies that will I Do It help them become even better writers. Today, they are going to learn another strategy that will help them become even better Connection spellers. Emphasize that when you write a story, you want to make sure that your reader can read the words. One way to do that is to always spell the best you can. Teach 2. Introduce the strategy. The strategy I’m going to teach you today is called, “word wall first.” Ask children, “What’s the name of the strategy?” Invite them to respond chorally. One way I can make sure that I always spell the best I can is to try to find my word on the word wall first. When I don’t know a word, the first thing I do is think to myself, “word wall first.” Ask children, “What do I think?” Invite them to respond chorally. Then I know to look at the word wall to see if it’s We Do It a word wall word. If I see the word I want to write on the word wall, I can copy it on to my paper. If I don’t see it, then I know it’s a stretch word, and I have to stretch the sounds I hear in order to write it. Active 3. Explain that it’s time to start practicing how to use the strategy. Use Engagement the process below. a. Say one of your pre-selected words out loud. Explain that you need to use “word wall first” to see if it’s a word you can copy. b. Ask students, “What do I need to use?” Invite students to say “Word wall first” chorally. c. Model how to look for the word on the word wall. Invite students to look to see if it’s on the word wall, but they can’t say their answer aloud. As soon as they know, have them indicate it by putting their thumb up at their chest. When most students have a thumb up, ask them, “Is it a word wall word or a stretch word?” Invite them to respond chorally. d. If it’s a word wall word, have them copy it on to their white board. If it’s a stretch word, guide them in stretching the sounds they hear. When most students have finished, have

22 them hold their white boards up. e. Write the word on the appropriate place on the T-chart. Have students point and say each letter in the word with you (you point to the board; they point to their white board). If they had any errors, ask them to fix it. f. Repeat as many times as you would like, making sure to have equal practice with word wall words and stretch words.

You Do It 1. Explain to students that when they come to a word they don’t know Link how to spell today and every day, they need to think to themselves – word wall first to be sure they are using the tools in the room as a resource. 2. Support this strategy when appropriate while students are writing. Options: After –the-  Review the day’s teaching point Workshop Share  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

23 K-1 Personal Narrative Lesson 8 (2 days) Concept: Writers plan and rehearse their writing. Student Action: Writers plan their stories on a 5-frame graphic organizer. Pre-Corrections:  Make connections to the writing process steps you taught in the immersion unit. During this lesson, you are in the “Sketch” stage.  Review the questions associated with each frame of the graphic organizer by having students touch each frame and read the questions chorally.  Have students bring materials with them to the carpet.  The story you tell during “I Do It” will be the story you model for several lessons.  Students will stick with the story they plan for several lessons. Come up with a system to record their ideas so you can help them remember.  You may want to send home a blank graphic organizer to have students sketch a story with adults at home. Materials:  5-Frame Graphic Organizer – Blank copies for teacher and students

 Explain to students that they will be using a more advanced graphic I Do It organizer to plan their stories. This is a story that they will be bringing to publication.  Ask students to close their eyes and think of the small moment story they will be planning to use for the rest of this unit. Maybe it’s one Connection they have already written about but they want to revisit it. Ask them to put a thumb up when they are done. Have them turn and tell and Teach partner what their story is about. Call on a few students to share.  Model how to complete the graphic organizer: & DAY 1 a. Tell students what your story is about. Then, tell your story across your fingers explaining that this helps you remember We Do It exactly how the story goes. b. Ask students to turn and tell their stories across their fingers to Active their partner. Engagement c. Complete frame 1 by sketching a picture. Think aloud and emphasize the question that goes with that frame. d. Ask students to sketch a picture in frame 1 of their graphic organizer. Circulate the room. e. Repeat process for frames 2-4. DAY 2 a. Tell your story as you touch each sketch in the frames of the graphic organizer that are completed. b. Ask students to turn and tell their stories to a partner, touching

24 each sketch in the graphic organizer. c. Complete frame 5 by sketching a picture. Think aloud and emphasize the question that goes with that frame. d. Ask students to sketch a picture in frame 5 of their graphic organizer. Circulate the room. e. Now that the graphic organizers are completed, ask them to turn and tell a partner their stories again, touching each frame of the graphic organizer. Call on a few students to come up and share their story.

You Do It There will be no independent work on these days as they will be led through the process with a partner. Link

After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it) Have students partner up to share Assessment  Collect graphic organizers. Determine who needs additional Checkpoint support and consider doing a small group conference with them the next day.  Record student’s story ideas so you can help them remember.

25 K-1 Personal Narrative Lesson 9 (2-3 days) Concept: Writers draft their stories. Student Action: Writers draft their stories transferring the sketches from the 5- frame graphic organizer to words on paper. Pre-Corrections:  Make connections to the writing process steps you taught in the immersion unit. During this lesson, you are in the “Write” stage.  Students will stick with the story they plan for several lessons. Come up with a system to record their ideas so you can help them remember.

26  If you anticipate that some students will not remember their stories, meet with them before the lesson to have them orally rehearse with you. Prompt as needed.  Have students bring materials with them to the carpet. Materials:  Completed 5-Frame Graphic Organizers from previous lesson.  3-page Writing Booklet

DAY 1 I Do It  Explain to students that now they will be using the graphic organizer to help them write their stories on special writing paper. Introduce the writing booklet. Point out that the pictures in the booklet match the pictures on the graphic organizer. Connection  Model how to use the graphic organizer to remember the story you wrote. Touch each sketch as you tell your story. Teach  Explain that now your job is to turn the sketches on the graphic organizer into words. Option: You can have the kids cut the graphic organizer and glue the sketches onto the corresponding pages to help them transfer.  Model how to start your story. Point to the sketch in the first frame. Think aloud about who your story is about and where it happened. We Do It  Write the beginning of your story on the first page of the booklet (write 3 sentences per page.) Active  Ask students to turn & talk. Point to the first frame of the graphic Engagement organizer. Tell your partner how you will write the first page of your story.  Model how to write the middle of your story. Touch the frames, numbered 1-3, on the graphic organizer as you tell what happened first, next, and last.  Write the middle of your story on the second page of the booklet (5- 7 sentences). To make this portion interactive, stop throughout your writing to have kids make suggestions, tell you what is next, etc. If

27 you have them turn & talk first before you call on individuals, then everyone will have a chance to respond.

 Ask students to turn & talk. Touch the frames to tell your partner what happened first, next, and last.

DAY 2  Reread your story from the day before. Tell the students that you reread to help you remember how the story should end. Touch the frame on the graphic organizer and tell the ending of the story.  Write your story ending on the third page of the booklet. Non-Example: The End. Then I went to bed. Example: I was so happy I finally got to ride my new bike.  Ask students to whisper read their story.  Have them tell a partner how they will end it. DAY 3 – Optional  Review days 1 & 2. Mid-Workshop Options: Teaching Point  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

You Do It  Make sure students know what pages of their booklets they will be writing on. Link

After-the- Options:

28 Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment DAY 1 Checkpoint  Collect ½ of the student booklets to assess how they are doing. Choose the students who may struggle so you can support them on Day 2. Day 2  Collect the remaining student booklets to assess.

29 30 31 K-1 Personal Narrative Writing Lesson 10 Concept: Writers continue to draft by adding details. Student Action: Writers name different emotions in preparation for adding details to their stories. Pre-Corrections:  You may choose to use a different emotions chart if you do not prefer the one attached.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, medium) Materials:  Mentor text of your choice: Today I Feel Silly, Jamie Lee Curtis; How Are You Peeling?, Saxton Freyman; The Way I Feel, Janan Cain; Glad Monster, Sad Monster, Ed Emberley; The Feelings Book, Todd Parr  Emotions Chart with only numbers  Emotions Chart with words  Write a word bank on the board with the following words: Happy, Worried, Excited, Sad, Scared, Worried, Confused 1. Explain that today they are going to learn another strategy that I Do It writers use – adding details by writing about feelings. Tell students that tomorrow, they will be practicing how to do this as writers. Connection Before they do that, they need to know different names for emotions that you feel. 2. Read the mentor text that you chose. Stop at several places in the Teach stories and ask students to make a connection to a particular emotion.

32 We Do It 1. Tell students that they just read about a lot of different emotions that they could describe to add details to their writing. Active 2. Point to the word bank on the board and explain that these are the emotions that they are going to think about a little more. Read Engagement through each word in the word bank by saying, “This word is _____. What’s the word?” Then invite students to respond chorally. 3. Display the emotions chart with only numbers on it. Have students match the words with the picture that displays that emotion using the following process below. a. Read the first word in the word bank. b. Ask students to think about what picture matches the word. Have them place the appropriate number of fingers on their desk. c. Once most students have the appropriate number of fingers on their desk. Ask them all to hold up their fingers at the same time. d. Write the name of the emotion under the picture. e. Repeat until chart is completed. Mid-Workshop Options: Teaching Point  Notice common errors students are making and teach to them  Highlight a student who is applying strategy You Do It 1. Distribute the emotions chart with words to each student. Have them turn & talk to a partner. Partner 1 touches each picture and Link says the emotion that matches it. When most 1s are finished, have 2s do the same thing. 2. Ask students to place the chart in their folders. 3. There will be no independent writing this day. After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)

33  Have students partner up to share

34 35 36 K-1 Personal Narrative Writing Lesson 11 Concept: Writers draft endings. Student Action: Writers draft endings to their narratives by adding feelings. Pre-Corrections:  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, medium)

Materials:  Writing paper  Emotions Chart with words on it  5 Frame Graphic Organizer  Student sample mentor text from previous lessons 1. Tell students that they are going to add details by writing about I Do It feelings just like authors do. 2. Display graphic organizer. Ask students, “Which box has a heart on Connection it?” Invite students to respond chorally. 3. Tell students that the last box is where you tell how you feel. It is the ending of the story. Reveal the pictures in the box and write Teach “Feelings” next to it. 4. Review each box with students and what went in those boxes. Pull out the emotions chart and explain that this chart will help you to pick a feeling OR emotion to end the story with. 5. Pull out your sample student story. Show how in the student sample, the story Snowy Day ends with feelings. Explain that you want students to add to the end of their story by writing in their emotions or feelings. 1. Model with your own story say: I know at this page, I want to end We Do It by describing how I was feeling. Hmmm…I can’t remember the word for how I was feeling. I know! I can pull out my emotions Active chart to help me with that. Let’s see – I think the word I want is excited. Engagement

37 2. Ask students to reread the stories they brought to the carpet with them by whisper reading. 3. Have students turn and talk. Partner 1 tells partner 2, “I was feeling…” When most 1s have finished, have 2s use the same sentence starter to tell their partner. Mid-Workshop Options: Teaching Point  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

1. Explain to students that their job is to end their story by writing You Do It about their feelings. Ask students, “What are you going to write Link about?” Invite them to respond chorally. 2. Students finish their stories by describing how they are feeling. After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment Collect student papers to determine how well students are describing Checkpoint their feelings. Reteach as necessary.

38 K-1 Personal Narrative Writing Lesson 12 Concept: Writers revise their stories for details. Student Action: Writers learn to add details to their stories by using the five senses. Pre-Corrections:  The goal is for students to revise the one story they have been focusing on.  For students who finish their revisions of stories early, you may allow them to plan another story on the graphic organizer and write another one. Encourage them to stick with their topics by checking

39 in with them often.  Consider working with a small group of writers who may struggle getting started.  Choose a shared experience to write about for your teacher modeled story so students can use their five senses to help you add details.  Purposely make mistakes in your writing to support the teaching of revision. Ideas include: o Omit a few transition words o Have a section where your words aren’t appropriately spaced o Do not capital an “I” in your story o Forget an end punctuation Materials:  5-Frame Graphic Organizers  Writing Booklets DAY 1 I Do It 1. Review the purpose of the 5-frame graphic organizer. Remind students that each frame of the graphic organizer connects to a certain page in their booklets. 2. Explain that since they turned their sketches into writing, they didn’t Connection think about using their five senses to add details. Ask students to help you remember what the five senses are. Have students turn Teach and talk before you call on individuals so everyone has an opportunity to share.  Model how to use the graphic organizer to remember the story you wrote. Touch each sketch as you tell your story.  Explain that now your job is to add to the sketches on the graphic organizer so there are more detailed words.  Reread the start to your story. Point to the sketch in the first frame. This time ask students to close their eyes and think about the event. What did it look like? As they have their eyes closed, ask them to think about their other sense too.

40  Ask them to open their eyes. Turn & talk to a partner about what details they came up with. Circulate the room. Record a few details that you hear as well as student names.  Share the details/names with the class. Explain how those ideas and others you heard help the reader picture what is happening in your story.  Revise the beginning of your story on the first page of the booklet (write 3 sentences per page.) Incorporate students’ ideas into your writing.

DAY 2  Review Day 1 and how using your five senses helps the reader picture what is happening in your story.  Model how to revise the middle of your story. Touch the frames, numbered 1-3, on the graphic organizer as you retell what happened first, next, and last.  Ask students to close their eyes and think about the event. What did it look like? As they have their eyes closed, ask them to think about their other sense too.  Ask them to open their eyes. Turn & talk to a partner about what details they came up with. Circulate the room. Record a few details that you hear as well as student names.  Share the details/names with the class. Explain how those ideas and others you heard help the reader picture what is happening in your story.  Revise the middle of your story on the second page of the booklet by adding 1-2 details involving senses. Incorporate students’ ideas into your writing. To make this portion interactive, stop throughout your writing to have kids make suggestions, tell you what is next, etc. If you have them turn & talk first before you call on individuals, then everyone

41 will have a chance to respond.

We Do It Day 1:  Have students touch the first frame of their graphic organizer. Active Ask them to close their eyes and use their five senses to think of all the details. Engagement  Ask them to open their eyes. Partner 1 tells partner 2 all of the details she thought of. When most 1s are done, have partner 2 tell partner 1. Day 2:  Have students touch the next three frames of their graphic organizer as they say in their minds what happened first, next, and last. Ask them to close their eyes and use their five senses to think of all the details.  Ask them to open their eyes. Partner 1 tells partner 2 all of the details she thought of. When most 1s are done, have partner 2 tell partner 1.

42 Days 1 & 2  Students write their stories and use their five senses to add details. You Do It  Make sure students know what page they will be writing on for that day. Link

After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment Day 1: Checkpoint Collect ½ of students’ booklets to assess progress. Consider re-teaching if necessary. Day 2: Collect the remaining booklets to assess progress.

K-1 Personal Narrative

43 Lesson 13 (2 days) Concept: Writers revise their personal narratives by adding transition words. Student Action: Writers learn how to add transition words or phrases to help move the story forward or to help sequence information. Pre-Corrections:  Remember Example—Non Example—Example (always end with what you want them to do).  Be careful not to focus solely on transition words which are geared more for expository writing. By just focusing on those, writing can begin to sound redundant and boring (first, next, then).  Too many transitions are not good for writing, when a specific skill is taught it can tend to be overused. Remember that the target is for writers to include 1-2 words or phrases that signal time.  Make a connection to the Writing Process steps from the immersion unit. They are in the “revise stage.” Materials  Student sample of “The Day I Split My Chin” from previous lesson  A copy of the transition word list for each student  Special Revising Pens DAY 1 I Do It  Teacher explains: Transition words are words or phrases at the beginning of sentences that help to move the story forward or to Connection help put your important events in order. Transition words can show time passing.  Look at the transition word list and discuss. Ask students if they have Teach used transitions in the past when they write or tell their stories. Tell them that they have worked hard writing their stories and now they will learn how to revise it to make sure the different parts of their writing are connected with transitions.  Project the class sample writing, “One Snowy Day.” Point out all the transitions they can find. Also, show students how transitions can be added to help writing flow from one idea to the next. (There are already a lot of transition words in this piece. So, just model how to

44 add a few. Emphasize that writers don’t want to add too many transition words to their stories.) Example: I dropped it so I yelled oh no and suddenly I felt sad.

I yelled yay and after that I felt happy.

 Students and teacher work as a group to find places in the teacher We Do It modeled story where transitions could be added.  Remind students that transitions are used to help sentences flow Active together so they don’t sound choppy and disconnected.  Partners turn and talk about 2 transitions they would add. Engagement  Teacher circulates and records student names and their ideas (2-3).  Teacher shares those ideas with the class and chooses a few to add to the teacher modeled story using the special revising pen. END OF DAY 1  Notice common errors students are making and teach to them Mid-Workshop  Students may try to use too many transitions. It may be necessary to Teaching Point help them see that a few well-placed transitions are all that is (3-5 minutes) needed.

DAY 2  Students revise their own narratives by adding transitions using You Do It special revising pens.  Teacher circulates to give support as needed.

45 Link

After the  Review the day’s teaching point Workshop Share  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment  Observe the transitions that are being added in order to assess how Check Point students are doing.

46 Small Moment Story - Transition Words

After that Another time Also Before But Finally First Last Next One day

47 Suddenly

K-1 Personal Narrative Lesson 14 Concept: Writers edit and publish their writing. Student Action: Writers choose a piece to fix and fancy (edit) their writing. Pre-Corrections:  Have students sit at their seat for this lesson.  Pre-select your focus area from the following list: Using lowercase letters appropriately, spacing, capitalizing “I,” or spelling word wall words correctly.  Your focus could be a focus for the whole group, or you may have a couple different focus areas for small groups of students.  For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, medium) Materials:  Writing paper that matches booklet—cut off the picture and just have the lined portion of the paper  Writing folders

48 1. Tell students that it’s time to fix and fancy up their writing. Share I Do It your enthusiasm about this step of the writing process to get students motivated to edit. Connection 2. Share your book that you are going to fix and fancy. Read through your booklet and think aloud as you decide what page you are going to choose to fix and fancy. The edits you will make align with Teach your chosen focus area. 3. Ask students to turn & talk. Partner 1 reads partner 2 his story. After most 1s are done, then have 2s read their stories. 4. After students are done reading, have them choose one page to fix and fancy. Once they find their page, ask students to hold it up for We Do It all to see. 5. Make your edits on the original page in the booklet. Then show Active students how to copy the corrected writing on that page to the piece of paper with just the lines on it. Engagement 6. Ask students to turn & talk. Partner 1 tells partner 2, “One word I’m going to revise on this page is…” After most 1s are done, have 2s use the same sentence starter to tell 1s. 7. Give students time to edit their papers as you circulate the room to provide support. 8. As a mid-workshop teaching point, model for students what to do when they have finished their page. Tape just the top of the sheet of paper and cover the original writing. (The edited writing will be a flap of paper that you can lift up in order to see the original writing). 9. Support students as they work through these steps.

Mid-Workshop  Model for students how to tape their edited writing over top Teaching Point their original page.

49 You Do It Since there are many steps to this lesson that students have to follow, Link all of the time is spent in guided practice. After-the- Options: Workshop Share  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share Assessment Collect students’ revised booklets to determine who you need to Checkpoint provide additional support to.

50 Narrative Writing – Kindergarten

Units: 2- Launching the Writing Workshop, 5 – Raising the Quality of Small Moment Writing

GENRE FOCUS Revised: December, 2012 Level 4.0  Writes a focused small moment story (recounting two or more appropriately sequenced events). In addition to Level  Includes 1 or more details regarding what happened. 3.0 performance,  Writes a story ending. the student writer: Level 3.5 In addition to 3.0 performance, in depth inferences and applications with In addition to Level partial success. 3.0, the student writer: Level 3.0  Draws and writes 2-3 events that are linked. PROFICIENCY  Provides some sense of closure (i.e. “It was fun,” “I felt happy”, “That TARGET is my story”) Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial In addition to Level knowledge of the 3.0 content. 2.0 performance  Draws and writes a single event. the student writer: Level 2.0  Draws a picture of a single event.

51  Phonetic writing is evident, but story needs to be told verbally in order for reader to understand.  Is able to verbalize the events in the order they occurred. Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content.  Draws a picture of a single event/idea.  Beginning stages of writing MAY be evident (letter-like marks, copying known words but they do not make sense, or random strings of letters)  Is able to verbalize the event/ideas in a logical sequence. Level 1.0 With help, a partial understanding of some of the 2.0 content and some of the 3.0 content. Level 0.5 With help, a partial understanding of some of the 2.0 content and none of the 3.0 content.

TO BE USED WITH ALL UNITS

PROCESS FOCUS Revised: June, 2012 Level 4.0 In addition to Level  With little support, generates a topic, drafts, and begins a new piece 3.0 performance, when finished. the student writer:  Attempts revision and editing with support.

52 Level 3.5 In addition to 3.0 performance, in depth inferences and applications with In addition to Level partial success. 3.0, the student writer: Level 3.0  With some support, generates a topic, drafts, and begins a new piece PROFICIENCY when finished. TARGET Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial In addition to Level knowledge of the 3.0 content. 2.0 performance the student writer: Level 2.0  With considerable support, generates a topic, drafts, and begins a new piece when finished. Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content. Level 1.0 With help, a partial understanding of some of the 2.0 content and some of the 3.0 content. Level 0.5 With help, a partial understanding of some of the 2.0 content and none of the 3.0 content.

53 Narrative Writing – First Grade

Units: Small Moment Personal Narrative Writing, Authors as Mentors

GENRE FOCUS Revised: December, 2012 Level 4.0  Focused small moment story elaborating a single event or short sequence of events. In addition to Level  Attempts 1-2 details to describe actions, thoughts, and/or feelings. 3.0 performance, the student writer:

Level 3.5 In addition to 3.0 performance, in depth inferences and applications with In addition to Level partial success. 3.0, the student writer: Level 3.0  Focused small moment story (recounting two or more appropriately PROFICIENCY sequenced events on one topic). TARGET  1-2 details regarding what happened.  Uses 1-2 words or phrases that signal time (after that, then, the next day, etc.).  Writes a story ending (i.e. describes a feeling or action) Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial In addition to Level knowledge of the 3.0 content. 2.0 performance the student writer: Level 2.0  Recounts events/ideas that are linked.  Includes 1-2 details that support the story. Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content.

54 Level 1.0 With help, a partial understanding of some of the 2.0 content and some of the 3.0 content. Level 0.5 With help, a partial understanding of some of the 2.0 content and none of the 3.0 content.

TO BE USED WITH ALL UNITS

PROCESS FOCUS Revised: June, 2012 Level 4.0  With little support, generates a topic, drafts, and begins a new piece In addition to Level when finished. 3.0 performance,  Attempts to revise and edit independently. the student writer: Level 3.5 In addition to 3.0 performance, in depth inferences and applications with In addition to Level partial success. 3.0, the student writer: Level 3.0  With some support, generates a topic, drafts, and begins a new piece PROFICIENCY when finished. TARGET  Willing to revise and edit with teacher support. Level 2.5 Demonstrates no major errors or gaps in the 2.0 content and partial In addition to Level knowledge of the 3.0 content. 2.0 performance

55 the student writer: Level 2.0  With considerable support, generates a topic, drafts, and begins a new piece when finished. Level 1.5 Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content. Level 1.0 With help, a partial understanding of some of the 2.0 content and some of the 3.0 content. Level 0.5 With help, a partial understanding of some of the 2.0 content and none of the 3.0 content.