Austin ISD Updated July 2015

Grade level: Fourth Grade Writing Lesson Name: First 20 Days of Writing - Week 1 Grading Period: 1st 9 Weeks, Arc 1 Estimated timeframe: Dual Language – Spanish 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 empezarán a recopilar ideas para su historia personal en su Libreta de Escritor.

Ellos harán unos pocos Escritos Rápidos acerca de posibles temas y decorarán su Libreta de Escritor para reforzar que éstas son colecciones de ideas personales.

Lenguaje Objetives: El estudiante utilizará lenguaje académico para hacer una lluvia de ideas y discutir sus ideas

oralmente 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):

4.18 Escritura/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: 4.18B escriban cartas que utilicen el lenguaje apropiado para un público y los propósitos deseados (ej., una nota de agradecimiento a un amigo) y que utilicen las convenciones apropiadas (ej., fecha, saludo, despedida); 4.18C escriban respuestas a textos literarios o expositivos, y demuestren comprensión utilizando evidencias del texto.

4.27 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: 4.27A escuchen atentamente a oradores e interlocutores, formulen preguntas relevantes y hagan comentarios pertinentes; 4.27B sigan, repitan y den instrucciones orales que involucren una serie de pasos a seguir.

4.29 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 participen en discusiones dirigidas por el maestro y por los estudiantes formulando y respondiendo 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.

Essential Questions: ¿Cómo te ayuda tu Libreta de Escritor a generar ideas para tu escritura?

¿Cóimo puedes aprender al escuchar las ideas de escritura de otros?

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

¿Qué hacen los escritores durante el Taller de Escritura?

Austin ISD Updated July 2015

Enduring Understandings: Para escribir efectivamente en un género dado, un escritor debe de entender las características únicas de un

género.

Una libreta de escritor es un lugar para coleccionar ideas para temas de escritura, palabras, frases, oraciones del texto del mentor y el pensamiento del estudiante acerca de temas e ideas. Una Libreta de escritor es un lugar para experimentar con temas, géneros, estilos, perspectivas, tono, etc.

Obtenemos ideas para escribir al escuchar a y compartir con otros compañeros escritores. Los compañeros escritores ofrecen sugerencias basadas en su propia experiencia de escritura.

En un Taller de Escritura, los escritores exploran ideas oralmente y en escritura diariamente. Ellos piensan, escriben, leen textos de mentor, discuten, revisan, y editan, Por último los escritores publican sus escritos para una audiencia.

Vocabulary Essential: pre escritura, escuchar activamente, compartir con compañeros

Supporting: Taller de Escritura, Libreta de Escritor

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. Mentor Texts: (Make sure to read these books ahead of time to mark places for questions and discussion.) The Perfect Spot, by Robert Blake What You Know First by Patricia MacLachlan. Querida Susi, querido Paul by Christine Nöstlinger El viejo reloj by Fernando Alonso Xochitl, la nina de las flores by Jorge Argueta Con carino, Amalia by Alma Flor Ada Heart Map Template- see anchor below and template at the end of this lesson

Austin ISD Updated July 2015

Anchors of Support

Turn and Talk Expectations Chart

Consejos para “Voltear y Hablar “ Mira a tu compañero Escucha a tu compañero Listo para hablar cuando sea tu turno Habla solo para que tu pareja te escuche Volteen hacia el frente cuando tú y tu compañero terminen. Esperen en Silencio

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TRABAJAR EN LA ESCRITURA

SE VE COMO……

tecleando en una iPad o computadora

utilizando un programa de escritura y herramientas

lápices moviéndose

hablando, aprendiendo, conversaciones

enfocándose en nuestro trabajo

dibujo de nuestra escritura

etapas de pensamiento

lluvia de ideas

SE OYE COMO… Conversación de aprendizaje

Lápices escribiendo

Teclando

Haciendo preguntas

Leyendo cuento

Compartiendo con otros

Pensando en voz alta Deberíamos estar… Haciendo un alluvia de ideas Escribiendo/Tecleando Revisando Revisando entre compañeros Publicando

Tambien debemos estar : Escribiendo en la Libreta de Escritor Escribiendo un borrador Participando en una conferencia Compartiendo con los compañeros Revisando

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Good Listener Expectations Chart

UN BUEN OYENTE TIENE:

Las piernas cruzadas

La vista hacia la persona que habla

Las manos quietas

Respeto a la persona que habla

Paciencia PIENSA:

Con la mente

Acerca de lo que él/ella ve, oye, y sabe

Acerca del mensaje

Acerca del propósito

Acerca de cómo la información se relaciona con ellos

Acerca del significado ESCUCHA:

El propósito

El mensaje

Las respuestas

Su turno

Hechos

Inferencia

Ideas

Instrucciones NO :

Habla cuando alguien más está hablando

Ignora

Interrumpe

Se distrae

Inquieta

Voltea para otro lado

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

Austin ISD Updated July 2015

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input 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 anotar ideas. Yo he coleccionado ideas e información de mi mundo tales…” 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:

- Nivel de Voces está en silencio - Vista en el que habla - Escuchar activamente

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 write today about what is special to them using Georgia Heard’s Heart Mapping technique (shown at the end of this document.)

1. Show students the Heart Map Template, or create your own. Start from the center of the heart, placing the most important person, place, or thing in the center of your heart. Then, work your way out using specific words in each section. Be sure to talk about each section as you’re placing it on your map (e.g., “I always saw my grandparents in December. Therefore, I’m going to write ‘December with Grandma and Grandpa’ in my heart since I have so many memories of spending time with them at that time of the year.”)

2. Take time to answer students’ questions before passing out a blank heart map to each student. Encourage students to color in sections of their heart (e.g., they might want to color code it: purple for people, green for places, blue for things, yellow for ideas) once they’ve filled in all of the sections.

Horario del Taller de Escritura:

Todo el Grupo Mini Lección - 10-15 minutos

Práctica con un compañero o Escritura Independiente - 45-50 minutos

Compartir en grupo - 5 minutos

Austin ISD Updated July 2015

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 recuerdos has guardado en tu corazón? (They don’t have to be BIG or exciting memories. For example, the smell of molasses cookies baking in the oven at my grandmother’s house is an important memory to me because it was something she would always do.)

¿Qué personas han sido importante para ti – y por qué?

¿Cuáles son algunas experiencias o eventos que nunca olvidarás?

¿Qué cosas u objetos son importantes para ti – por ejemplo, un árbol en tu patio o un mono de peluche, etc.? ¿Qué está en el centro de tu corazón? – quizás tú quieras colocar a las personas, recuerdos, y experiencias más importantes en el centro?

ACTIVITY 2 Now have students complete their own Heart 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. 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 - Heart 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 Heart Maps by sharing your Heart Map again. Explain that today during the Whole Group Mini Lesson, you will model a Quick Write from your Heart Map. Choose one memory from your Heart Map, and model writing about that memory for about five 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 “Escritura Rápida son escrituras para encontrar la escritura, no se planea o se piensa mientras se escribe ni antes de que las palabras se escriban en el papel, es escritura para sorprender sin saber lo que escribes cuando lo escribiste. ”

Austin ISD Updated July 2015

ACTIVITY 1 Have students work with their partners/bilingual pairs to Turn and Talk about what memory from their Heart 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 during Activity 1, clarifying instructions, checking for understanding and scaffolding as necessary. This is a student-centered learning time with partners/bilingual pairs 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 for about 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:

* 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.

Compartir con tu compañero:

Toma tu libreta y lápiz. Muevete rápido hacia tu compañero y encuentra un lugar

donde trabajar.

Siéntense de frente a frente

Decidan quién va a leer primero y empiezan inmediatamente.

Si tú eres el que está escuchando, mira al lector y escucha cuidadosamente.

El lector leerá su escritura dos veces.

Después de leer, el que está escuchando comento lo que le gustó de la escritura.*

Se especificó cuándo des retroalimentación.

Cambien posiciones. El escuchante se convierte en lector y el lector en escuchante y da

retroalimentación.

Austin ISD Updated July 2015

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 - Writer’s Journey Quick Write

Remind students of the Expectations of the Whole Group Mini Lesson. SE Focus Lesson Begin today’s workshop by telling your students that today will be a little different than the previous days. Today you will have the workshop outside, so preparing them with outdoor classroom expectations is a must before continuing.

In advance, choose a spot outside that has distinctive landmark features such as a tree, bench, fence, etc. that students can safely go to. If your campus has an outdoor classroom, this would work as well. Gather your students outside with their Writer’s Notebook, and instruct them to go to the landmark. Do not tell them how to go there. Don’t tell them it is a race, or give them any instructions about what to do. What you will notice is that some students will race, others will take their time, and some will walk directly or even wander aimlessly. When all students have reached the landmark, point out the different ways the students took to get there. Tell them that they even though they took different methods to get to the landmark, they all got to the same place just in different ways. Make the connection that writing is the same thing in that the students may take different paths, at different paces but we are all going to end up in the same place with our writing pieces. This is a great community building piece to do with your students that connects well with SEL strategies. At this point, you can take your class back inside if the learning environment is not conducive to your classroom.

Cuando salimos a Aprender:

Quédate con el grupo.

Escucha con toda atención.

Sigue las Instrucciones.

Haz lo mejor por aprender.

Austin ISD Updated July 2015

Gather your students around you and read aloud The Perfect Spot, by Robert Blake. (Make sure you read this book ahead of time to mark places for questions and discussion.) In this book, a father and son search for the perfect spot for Dad to paint and his son to look for the sphinx caterpillar and the cricket frog. Connect the idea that sometimes writers need to find that perfect spot to write, and encourage your students to find that perfect in your classroom to write. Also, connect this to the writing process by pointing out that the father and son took different paths, and they will as well take different paths with their own writing journeys this year. 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, practice 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 their experience with getting to the

landmark, and how they feel about writing this year. 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 Notebook 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.

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 students who do not bring anything from home for decorating. 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.

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While students are decorating their notebooks, read aloud What You Know First by Patricia MacLachlan. In this book, a girl must leave her prairie home and everything she has loved first in her life. Connect this girl’s experience with all the experiences that the students are beginning to collect in their Writer’s Notebook with 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 cubierta?

¿Cómo te ayudará con tu escritura tu Libreta de escritor?

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

Heart Mapping: Escribiendo desde el Corazón ¿Que hay especial en tu vida? Llena este corazón con los nombres de personas y recuerdos

que sean importantes para ti. Sé creativo con las claves de formas y tamaños y color al usar

la clave de colores de abajo.

Cosas que hago en mi tiempo libre: azul Lugares donde he vivido/visitado:

Verde

Personas que me importan: morado Recuerdos favoritos : amarillo

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___________________ 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

Estimados Padres de Familia,

La tarea de su hijo para esta noche y mañana es buscar retratos, fotografías, imágenes, revista

de arte etc., que refleje lo que disfruta y lo que le gusta hacer, y/o personas /lugares que

considera especial. Por favor solamente mande fotografías que se puedan cortar y pegar en su

libreta; éstas decorarán el frente de su Libreta de Escritor del año escolar y proporcionará un

lugar inicial para ideas y borradores que terminarán en obras de escritura. También hará que su

Libreta de Escritor se vea muy personal y muy especial.

Gracias por su apoyo en juntar estas fotografías. Al estar revisando álbum o revistas por favor

platique con su hijo acerca de la foto y el recuerdo especial que le trae. Esto le va a ayudar a

escribir grandes historias.

Por favor mándelas con su hijo este viernes. Muchas gracias y bienvenido al regreso de clases.

Estimados Padres de Familia,

La tarea de su hijo para esta noche y mañana es buscar retratos, fotografías, imágenes, revista

de arte etc., que refleje lo que disfruta y lo que le gusta hacer, y/o personas /lugares que

considera especial. Por favor solamente mande fotografías que se puedan cortar y pegar en su

libreta; éstas decorarán el frente de su Libreta de Escritor del año escolar y proporcionará un

lugar inicial para ideas y borradores que terminarán en obras de escritura. También hará que su

Libreta de Escritor se vea muy personal y muy especial.

Gracias por su apoyo en juntar estas fotografías. Al estar revisando álbum o revistas por favor

platique con su hijo acerca de la foto y el recuerdo especial que le trae. Esto le va a ayudar a

escribir grandes historias.

Por favor mándelas con su hijo este viernes. Muchas gracias y bienvenido al regreso de clases.

Austin ISD Updated July 2015