<p> 1 TAD Writers Workshop Daily Plan Ideas</p><p>1. Mini-Lesson Focus: ELACC.2.W.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. </p><p>T-A-D Strategy: Begin by discussing with the students how they tell their friends about something important that happened to them. Remind them how they tell their friends about a movie they saw. These things are the same in one important way because they involve describing a sequence of events. (Narrative writing) When you describe something as a sequence of events, you can use the same basic structure every time. This structure has three parts:  Transitions: Short phrases like “Then” or “After a while” or “In the beginning” that help to introduce each new action in the sequence.  Actions: Actual events listed in the order in which they occurred.  Details: Additional information about each action.  For each action, your audience will probably have two or three important question you need to answer. These answers are your details. Explain to your students that there is a special graphic organizer that they can use when doing narrative writing that includes these things. Show them the attached chart, blown up on chart paper or the overhead. Model for them the order in which it is to be filled out. When filling in the attached “Transition Action Detail” graphic organizer, start in the “action” column first. Fill in the first box with the first thing that happens. Then, go to the last “action” box and write the end. Now, fill in everything in between. When you finish the “action” column, add a couple of details for each action. Finally, come up with simple phrases in the transition column that introduce each action. Model, model, model this strategy; it is always hard for students to do anything “out of order”. Have them take their Wow! Line from yesterday and sketch their story out on the T-A-D chart. 3. Student Writing/Teacher Conferring </p><p>4. Author Share: Student Teacher </p><p>Teacher chooses a student to share his/her T-A-D chart.</p><p>Materials Mini-Lesson: 10 minutes  Attached graphic organizer Status of Class: 5 minutes Write/Confer: 25 minutes  Overhead or whiteboard Sharing: 5 minutes</p><p>Writer’s Workshop Reminder Conferencing Tip Literature Connection For your more advanced writers, you could Alvin Ailey by Andrea Davis Pinkney model taking one action from the During conferencing, help T-A-D chart and breaking it up into a students see that they have Chrysanthemum completely new chart, adding more details for by Kevin Henkes each action within that scene. This teaches the makings for several pacing, which not all students will be ready good paragraphs right on Night Sounds, Morning Colors for! their T-A-D charts! by Rosemary Wells,</p><p>Troup County Schools 2012 2nd Grade Language Arts 2 TAD Transition Action Details (Introduce the action) (Describe what happened) (Answer audience questions) It was a beautiful Sunday We invited our afternoon. None of us had any After church one big plans. We packed some friends out for a snacks and drinks. We picked Sunday not too long ride on our boat. up chicken for the grill to share ago, when we came back from our outing.</p><p>Our friends have three little They met us at boys, and they were very excited to be going out on the the marina boat with us. They zipped up around 4:00 in their life jackets, applied their sunscreen, and they were ready! the afternoon. We thought that we would stay When everyone We were ready to pretty close to the marina, just begin our cruise. in case it started to rain. We was lathered up knew that summer showers and zipped in, We noticed a big passed quickly, so we weren’t cloud overhead as very concerned. we rode away from the dock. At first, the raindrops were not Not It began to rain. very big, and they seemed to be coming down slowly. The sun was unexpectedly, still shining and we were in a good mood. The drops began to get bigger and fall a bit faster. When we realized we were Unfortunately, the train trestle going to need to stop for a We thought we under which we tried to take few minutes, cover was just not wide enough could take cover to give us any protection. The under a bridge. rain began to sting our skin. We put towels over our heads, which As the rain came We rode back to the protected us from the stinging raindrops as we flew across the lake. The ride back marina as fast as we seemed like an eternity, but we made it down in torrents, back and ran to the protection of our cars. could. We took nice warm showers and met up again to enjoy a nice dinner together. We enjoyed our adventure together!</p><p>Transition Action Details (Introduce the action) (Describe what happened) (Answer audience questions) Troup County Schools 2012 2nd Grade Language Arts 3 TAD</p><p>Addition: also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly Troup County Schools 2012 2nd Grade Language Arts 4 TAD Consequence: accordingly, as a result, consequently, for this reason, for this purpose, hence, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore</p><p>Generalizing: as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually</p><p>Exemplifying: chiefly, especially, for instance, in particular, markedly, namely, particularly, including, specifically, such as</p><p>Illustration: for example, for instance, for one thing, as an illustration, illustrated with, as an example, in this case</p><p>Emphasis above all, chiefly, with attention to, especially, particularly, singularly</p><p>Similarity: comparatively, coupled with, correspondingly, identically, likewise, similar, moreover, together with</p><p>Exception: aside from, barring, besides, except, excepting, excluding, exclusive of, other than, </p><p>Restatement: in essence, in other words, namely, that is, that is to say, in short, in brief, to put it differently</p><p>Contrast and Comparison: contrast, by the same token, conversely, instead, likewise, on one hand, on the other hand, on the contrary, rather, similarly, yet, but, however, still, nevertheless, in contrast</p><p>Sequence: at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, meanwhile, next, then, soon, the meantime, later, while, earlier, simultaneously, afterward, in conclusion, with this in mind, </p><p>Summarizing: after all, all in all, all things considered, briefly, by and large, in any case, in any event, in brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the long run, on balance, to sum up, to summarize, finally</p><p>Direction: here, there, over there, beyond, nearly, opposite, under, above, to the left, to the right, in the distance</p><p>Troup County Schools 2012 2nd Grade Language Arts 5 TAD</p><p>Troup County Schools 2012 2nd Grade Language Arts</p>