Writing Curriculum Fourth Grade 2nd 9 Weeks Expository

Fourth Grade: Becoming a Writer An Introduction to the Writers Workshop

2nd Nine Weeks: Weeks 1 and 2

Day Whole group (Connection/Teaching Point)

Active Engagement Link Independent Writing and Conferencing

Partnership Share/Closure

Exp

lana

tions

of

the

Co

mp

one

nts Connection: 1-2 Minutes There are many options here depending on what

works best for the lesson. You can reference past learning, tie in a real world connection, discuss a personal story, etc. Teaching Point: 4-5 Minutes

This is where you state your teaching point and directly model what you are expecting the students to do. The modeling can involve using parts of the read aloud if it is possible. Each mini-lesson builds on the previous lesson/s.

3-4 Minutes

During this time, students get in groups or partnerships to experiment what you have modeled. This is a time where you can receive lots of informal feedback on the success of your modeling and the level of student understanding.

1 minute

The teacher encourages the students to experiment with what the mini-lesson covered as the students move into independent writing. In the lessons, there will be suggested words to say out loud.

25-40 Minutes

This is the independent reading/writing block. During this time you should be conferencing and/or pulling small groups.

2-5 Minutes

Partnerships should discuss during this time. Teacher closes share time with final remarks.

Note for Read Aloud: If you are to read a text aloud, it should be done at the beginning of a mini-lesson. Picture books and chapter books can be spread out through multiple days, and do not have to be read in one sitting. If you are reading a separate read aloud for writing, it should not be longer than 10 minutes a day. The first week of this study should be used for immersing the students in good examples of expository text and making lists of common themes that are found in them. Some great mentor expository texts are:

Time for Kids Persuasive Example Articles Bad News for Bees p.70 section Busy, Busy Bees in the TFK booklet Example STAAR Expository Compositions (Score 8s) Comprehension Toolkit Bugs in my Hair by David Shannon (this book overlaps a little with narrative, but provides great explanations for reasons why lice are horrible)

Do not stop in the middle of read aloud time to ask questions. On a day when you finish a writing read aloud, then:

1. Ask the students what they notice about the way the text is structured and the purpose the author has. 2. At the end of the second 9 weeks, students should be able to explain that expository text is:

written in the 1st person proving or explaining an opinion provides descriptive reasons/explanations has great voice

*Integrating the reading read aloud with writing can help make the reading and writing connection.

Start of Lessons




Days 1/2

Read Aloud: 10 minutes

Expository Quick Review and Introduction to OREO Structure

*Note for Teachers: This lesson gives a great opportunity for students to connect Oreos to their writing. Bringing in Oreos for a treat could help the students remember this. J Pass out/show the students an example Expository Composition (Score 8). *If you are in need of an example composition, the following website has examples you can download and print: http://www.bernabeiwritingtools.blogspot.com/2014/01/grade-4-remediation-packet-for-staar.html Writers, here is a composition example. As I read, I want you to start thinking about the purpose and structure of this text. What is the author trying to do for you as the reader? Read the mentor text aloud to the students once. Then, let them turn and talk about what they notice. Through discussion, the students should come up with the idea that this is an expository text where the author is trying to prove or explain something. Writers, now that we know this is an expository text, what do you notice about the organization of the text? What does the author do first? What is in the middle? What do they do at the end? Let the students turn and talk again. Now, you would introduce/put together the OREO anchor chart (see example below) with the students. *If you are interested in handing out an Oreo treat, this would be a great time

Let the students finish highlighting the different parts with a buddy. Come together as a class and go over the parts to make sure the students correctly identified each part of the OREO structure to the composition.

Writers, today we are reviewing a type of writing that has a different structure and purpose than our narratives did. We need to keep this in mind as we go through the writing process. Today during prewriting, keep in mind that you will be eventually drafting to prove or explain instead of tell a story.

All narratives should be completed at this time, so today will begin the start of the writing process for expository text. The teacher will model several prewriting strategies over the course of the next couple weeks (Listing, Gratitude, Things that are UNFAIR!) . Today, the teacher will model Listing. Pass out paper to all the students and show them how to divide it into four equal parts. Show them how to label it so it looks like:

A B C . . .

Favorite Places

N O . . Z

Special People

Model thinking out loud to write in at least three favorite places and at least three favorite people. Let the students fill in their favorite places and special people for 2-3 minutes. Come back together and model the A-Z list down. This can be anything from favorite things, more people and places, favorite hobbies, etc. Anything related to them/their interests. They do not need to fill in every letter. This can be added to at a later time. Let the students fill in as much as they can using the A-Z column for 2-3 minutes.

Pair share/ share in whole group. They can discuss during sharing: -what they listed (encourage them to add to their lists at this time as well if another student gives them an idea)

(Note: The

students should

actually write out

each letter)




for that to help the students remember the structure. J This shows the organization of the text:

1. O=The author gives their opinion.

2. R= They give reasons and 3. E=they must explain/prove

each reason. 4. O= The author reminds the

reader of their opinion in different words.

Model going back into the composition that the lesson began with and highlighting one or two parts of the OREO structure in the text. (Example: Highlight the opinion, the first reason, and the explanation after it.)

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students can add more to any part of the list they created above. The teacher will conduct individual or group conferences while the students are independently writing.




Days 3-5 (end of week 1)


Transition from Expository to Narrative Writing/Introduction to Personal

Narratives

As Readers, we have reading structures that help us comprehend. Writers understand the difference between an expository piece of writing and a personal narrative piece of writing due to its structure/organization of the writing. A narrative piece of writing and/or reading fiction is a story where as an expository piece of writing and/or nonfiction reading is proving and/or explaining the situation at hand. IN both readings and writings, they are both about YOU. A personal narrative is an experience you write about that happened to YOU, and an expository paper is proving/explaining something YOU think with examples from YOUR life. Model setting up a Venn Diagram:

Begin by adding one thing under each column to help the students get started. For example: Narrative: add that it is a story Both: Add that they are both about the author (YOU) Expository: Proving or explaining an opinion

Allow the students to turn and talk and add in more for each space. As you come together, make sure the students have the following information:

Student Example:

(Pull out the two mentor texts of an expository and narrative paper) As the readers of these two types of text, we can tell by reading and looking at the structure and ideas that they

Writers, today you will keep prewriting. As you are listing, try to stay focused on strong feelings or opinions for items on your list.

Today, the teacher will model the Gratitude prewriting strategy. Students will go to the next clean page of where they keep their ideas for prewriting and make their paper look like this:

Gratitude: What I am Thankful for. People

Places

Things

The teacher will model filling in a few items under each column. Let the students fill in a few items under each column as well for about 2-3 minutes. Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students can add more to any part of the Listing or Gratitude prewriting lists they created. The teacher will conduct individual or group conferences while the students are independently writing.

Pair share/ share in whole group. They can discuss during sharing: -what they listed in both prewriting strategies (encourage them to add to their lists at this time as well if another student gives them an idea)

Narra%ve

Expository

BOTH

Both are about YOUR LIFE Strong lead Strong ending

BOTH

Narra%ve

Structure is a STORY Beginning, Middle and End Beliefs and Experiences Explode the moment Character development (we get to know you) Can be inferred

Expository OREO structure - when YOU PROVE and/or EXPLAIN the topic Topic sentence/opinion To the point Cannot be inferred




are different. We know the one that tells a story and ends with a belief is a personal narrative, and the paper that proves or explains a topic is the expository paper. Now, as writers, OUR READERS need to be able to do the same thing.

Day 6 Read Aloud: 10 minutes

Expository Paragraphing

1. Bring class into whole group. Explain that we will analyze expository paragraphs, write our own together as a class, and independently.

2. Use Bad News for Bees p.70 section Busy, Busy Bees in the TFK booklet or other nonfiction text and have students discover the main idea/topic sentence of that section and share how the details support the main idea.

3. Teacher and students choose an animal and brainstorm facts they know about that animal.

4. Teacher models a topic sentence using the information from the brainstorming.

5. Teacher and students write supporting sentences.

This is a chance for students to share how the supporting sentences are all about the main idea. Have a conversation with the students that when we get to the drafting stage of writing an expository composition, we will use these ideas of paragraph structure.

Writers, we are not to our drafting stage yet. As we get closer to the drafting stage, we will want to remember the organization that comes with paragraphing to help out our readers.

Today, the teacher will model the Things that are UNFAIR prewriting strategy. Students will go to the next clean page of where they keep their ideas for prewriting and make their paper look like this:

Things that are UNFAIR I dont like. I wish.would change. I shouldnt have to. (just example ways to start a thought)

The teacher will model filling in a few items. Let the students fill in a few items as well for about 2-3 minutes. Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students can add more to any part of any prewriting list they created.

Pair share/ share in whole group. They can discuss during sharing: -what they listed/added in all prewriting strategies (encourage them to add to their lists at this time as well if another student gives them an idea)




The teacher will conduct individual or group conferences while the students are independently writing.

Days 7/8 Read Aloud: 10 minutes

Types of Sentences

Remind the students that looking at other authors in mentor text helps us become better writers. Tell the students there are four different types of sentences. Let them turn and talk to see if they can come up with all four (declarative, imperative, interrogative, exclamatory). Write out the four on a large anchor chart with four parts. (see example below)

What are the FOUR TYPES OF SENTENCES? Declarative (statement)

Imperative (demand)

Interrogative (question)

Exclamatory (emotional)

Remind the students of the meaning of these words. Do not add any associated punctuation marks to these names on the chart. Model looking in a past read aloud to find one of each kind of sentence. (Be careful not to just look at punctuation. ex. Imperative sentences could end in a period or an exclamation point. This is something we want the students to notice as they are compiled on the chart. You must think about the purpose of the sentence.)

In pairs, let the students try to find an example of each kind of sentence in their independent reading books. They should write each sentence individually on a sticky note. Come together to discuss. Allow them to place the sticky notes on the anchor chart and discuss the findings. If the fact that imperative sentences can end in either a period or an exclamation point doesnt arise, address it. Example: I am coming. I am coming! *They are both correctly written. It all depends on the purpose of the sentence. Now your anchor chart should look like this:

What are the FOUR TYPES OF SENTENCES?

Declarative (statement)

(sticky notes with

mentor text sentence examples)

Punctuation:

PERIOD

Imperative (demand)

(sticky notes with


Punctuation: PERIOD OR

EXCLAMATION POINT

Writers, we are getting closer to drafting our expository papers, and we also have our narrative writing we can think about. As we begin writing today, take a moment to glance back at some of your sentences and think about the options you made for your types of sentences and punctuation.

INTERACTIVE WRITING: Today, the teacher will model one of two ways a writer can go from prewriting lists to a more narrowed down prewriting organizer. The other strategy will be modeled in the next lesson. This lesson is a web. The teacher will model writing an opinion to prove as the top main bubble. (The O of the OREO Structure). Then, the bubbles branching below will be the reasons, R with bullet points of explanations below each bubble, E. See student example below: Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin creating their own web of organized thoughts to help move towards the OREO structure for drafting. The teacher will conduct

Pair share/ share in whole group. They can discuss during sharing: -their progress on their web




Interrogative (question)

(sticky notes with


Punctuation:

QUESTION MARK

Exclamatory (emotional)

(sticky notes with


Punctuation:

EXCLAMATION POINT

individual or group conferences while the students are independently writing.

Day 9


What is the purpose of a comma? Find some sentences from past read alouds that model as many uses of a comma as possible: listing, compound sentences (FANBOYS), introductory phrases (AAAWWUUBBIS), dates, letter, city and state, dialogue, etc. DO NOT TELL THEM ALL THE REASONS, just list the sentence examples only. For example:

1. I wanted to go outside to play, but my mom told me to finish my work first.

2. I am from Grand Rapids, Michigan.

3. The date is June 7th, 2010. 4. As I walked into the room,

everyone screamed. 5. Dont forget to clean your

room, my dad reminded me. 6. I need to buy shoes, pants,

pencils, and gum. Just show the students these sentences and ask them WHAT DO THEY NOTICE ABOUT ALL THE SENTENCES? WHAT DO THEY ALL HAVE? After they turn and talk for a few minutes, come together as a class. Through discussion, make sure the fact that they all have commas comes out and that commas have many purposes. Name the purposes for the example sentences you used:

Allow the students to go into their independent reading books to find and write down examples of sentences with commas. Come together as a class and categorize the sticky notes to add to the chart by type:

What is the PURPOSE OF A COMMA?

Types of Comma

Uses

Examples

Compound Sentences (FANBOYS)

Separating City and State

Separating Day and Year in Date

Introductory Phrase (AAAWWUUBBIS)

Dialogue

Listing

Writers, commas are everywhere in other authors writing. We want to make sure we have used them correctly in our writing as well. As you are writing your reasons and glancing back at old writing, keep in mind how and where you are using commas. We will also be revising and editing with commas in mind later in our expository writing process.

INTERACTIVE WRITING: Today, the teacher will model the second way a writer can go from prewriting lists to a more narrowed down prewriting organizer. This type of pre-writing has two steps, and the graphic organizer will be modeled the next day. Today, the teacher will model writing 2-3 reasons that support the opinion of their expository. It will look like this: Categories: 1. 2. 3. Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin creating their own 2-3 categories that will help them fill out their graphic organizer. The teacher will conduct individual or group conferences while the students are independently writing.

Pair share/ share in whole group. They can discuss during sharing: -their 2-3 categories

(Student examples found in

reading go in this

column)




1. I wanted to go outside to play, but my mom told me to finish my work first. COMPOUND SENTENCE (FANBOYS)

2. I am from Grand Rapids, Michigan. CITY/STATE

3. The date is June 7th, 2010. DATE

4. As I walked into the room, everyone screamed. INTRODUCTORY PHRASE (AAAWWUUBBIS)

5. Dont forget to clean your room, my dad reminded me. DIALOGUE

6. I need to buy shoes, pants, pencils, and gum. LISTING

Model going into a read aloud to search for more sentences with commas and writing them down separately on sticky notes to eventually add to an anchor chart.

Day 10 (end of week 2)


Compound Sentences: FANBOYS Remind the students of the simple sentences in the text Daddys GirlAt Long Last from Chicken Soup for the Kids Soul, and ask them to pull out the story. Show them that there are a lot of different types of sentences. Write these two sentences from the story on the board: Daddy wanted a boy. I had no idea that Momma had sent in a picture of me, so it was quite a surprise when the selection committee stopped by one evening to tell us Id been chosen. Ask the students to turn and talk about the difference between the two

Pass out another mentor text example with the correct usage of the FANBOYS rule and let the students turn, discuss, and label the subject and the predicate on either side of the comma and conjunction

Sub

jec

t

Pre

dic

ate

Co

nju

nc

tion

Sub

jec

t

Pre

dic

ate

Writers, in our lesson today we focused on one way commas are used: to separate complete thoughts. You have this option as a writer as well. When you are writing, challenge yourself to figure out if you have a complete thought on both sides of a conjunction (FANBOYS) to see if you need to add a comma.

INTERACTIVE WRITING: Today, the teacher will model the second way a writer can go from prewriting lists to a more narrowed down prewriting organizer. This type of pre-writing is the second step from the previous day. This organizer is called an I-Chart. It will look like this:

Central Idea (Story Lead)

Category1

Category 2

Main Idea

Main Idea

Detail Detail

Example

Example

Pair share/ share in whole group. They can discuss during sharing: -their central idea (introduction)

,




sentences. If the topic of the comma does not arise through their conversations, make sure to address it and discuss that it is there because there are two complete thoughts. Then model pointing out the subject and the verb on either side of the conjunction so. Here is an example of an anchor chart that can be created for Compound Sentences:

Note: To follow the FANBOYS rule BOTH sentences must be COMPLETE. Also, the FANBOYS words and and or are used in listing as well. Have a conversation about the difference between listing and compound sentences. The only way for them to know it is a FANBOYS rule is they are able to identify subject and predicate on both sides of the conjunction.

Feeling Feeling

Closing (Conclusion)

This will be broken up into 3-4 days. You will not fill out the organizer in one day! Day 1: The teacher will model the central idea section of the organizer. The teacher can pull out the narrative leads anchor chart, and apply it to teaching expository leads.

Writers can apply the same types of leads for narrative AND expository. The big idea is that the lead must match the purpose/structure of the writing. Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin writing their central idea (introduction) for their I-Chart. The teacher will conduct individual or group conferences while the students are independently writing.





A Deeper Look at Compound Sentences/FANBOYS

Show the students the sentence from Daddys Girl At Long Last: I had no idea that Momma had sent in a picture of me, so it was quite a surprise when the selection committee stopped by one evening to tell us Id been chosen. Let them turn and talk about why the comma and the conjunction are there. Label the complete thought (subject and predicate), point out the conjunction, and emphasize that is the reason the comma is there. Then, MODEL replacing different conjunctions with so to show that a good writer must also make sure the conjunction makes sense with the two thoughts being combined. I had no idea that Momma had sent in a picture of me, and it was quite a surprise when the selection committee stopped by one evening to tell us Id been chosen. I had no idea that Momma had sent in a picture of me, but it was quite a surprise when the selection committee stopped by one evening to tell us Id been chosen.

Now show the sentence: I worshipped them and wanted to be just like them. (pg. 66 from All I Would Ever Need from Chicken Soup for the Kids Soul) Pose the question, Why isnt there a comma when I see a FANBOYS word? Allow the students to turn and talk. Model and think out loud as you point out the lack of a complete thought on both sides to clarify why there is no comma needed. Pass out the Quick Practice (STAAR Formatted) and allow the students to work with a buddy. Note: This will allow students to make the connection from good writing to what it looks like on the STAAR test. _______________________ Quick Practice NAME_______________ What is the correct way to write this sentence? I wanted to go outside, the rain flooded the playground A. I wanted to go outside the rain. It flooded the playground. B. I wanted to go outside, and the rain. Flooded the playground. C. I wanted to go outside, but the rain flooded the playground.

Writers, again we are given the opportunity to dive back into some of our own complete sentences to monitor if we are using the FANBOYS comma rule to separate complete thoughts with a comma and a conjunction.


Category1

Category 2

Main Idea

Main Idea

Detail Detail

Example

Example

Feeling Feeling


INTERACTIVE WRITING: Today, the teacher will model the next part of the I-Chart. Day 2: The teacher will model how to complete the Category 1, Main Idea, Detail, Example, and Feeling. The teacher will take the Category 1 from Day 9 and transfer it into the I-Chart, and then complete the main idea, detail, example, and feeling. Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin completing the left side of the I-Chart. The teacher will conduct individual or group conferences while the students are independently writing.

Pair share/ share in whole group. They can discuss during sharing: -their central idea (introduction) -Main Idea, Detail, Example, Feeling




D. I wanted to go outside, so the rain flooded the playground. _______________________ The correct answer is C. Explain to the students that it is important to use the correct conjunction because they all have different meanings.


Complex Sentences: AAAWWUUBBIS

Pick out a complex and compound sentence from a mentor text that has been previously read. Let the students turn and talk to discuss how the two sentences are difference, and about the different placements of the commas. Be sure to emphasize why the commas are in difference places, and how complex and compound are different. Create an anchor chart with the AAAWWUUBBIS words and the rule. Rule: When an AAAWWUBBIS word is the first word of a sentence, there will be a comma in that sentence where it makes sense to pause. Add as many mentor text examples to the anchor chart as possible.

Pass out the Quick Practice (STAAR Formatted) and allow the students to work with a buddy. Note: This will allow students to make the connection from good writing to what it looks like on the STAAR test. ________________________ Quick Practice NAME_______________ After we stop at the store we can go to your friends house. How should this sentence be changed? A. Delete the apostrophe in friends B. Insert and before we C. Insert a comma after store D. Make no change ________________________ The correct answer is C. Explain to the students that knowing the AAAWWUUBBIS rule will help them find the correct answer.

Writers, the quick practice you just completed can help you to look at sentences and make correct choices. We want to be able to do this with our own writing as well. As you look at your writing and think about the upcoming expository drafting stage, using this comma rule correctly will help your reader to understand what you are trying to prove or explain.


Category1

Category 2

Main Idea

Main Idea

Detail Detail

Example

Example

Feeling Feeling


INTERACTIVE WRITING: Today, the teacher will model the right side of the I-Chart. Day 3: The teacher will model how to complete the Category 2, Main Idea, Detail, Example, and Feeling. The teacher will take the Category 2 from Day 9 and transfer it into the I-Chart, and then complete the main idea, detail, example, and feeling. Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin completing the right side of the I-

Pair share/ share in whole group. They can discuss during sharing: -their central idea (introduction) -Main Idea, Detail, Example, Feeling




Chart. The teacher will conduct individual or group conferences while the students are independently writing.


Combining Sentences

Show the students the sentence directly from the book Daddys Girl At Long Last: I could shimmy up a tree in the blink of an eye, throw a ball farther than any boy my age, and look the town bully straight in the eye. Ask students to turn and talk quickly about what they notice about this sentence (and/or how it is different from a simple sentence). Let them share whole group. If the topic of listing or combining ideas doesnt come up, address it. Then, show them two modified versions making sure they understand they are all grammatically correct: I could shimmy up a tree in the blink of an eye, I could throw a ball farther than any boy my age, and I could look the town bully straight in the eye. I could shimmy up a tree in the blink of an eye. I could throw a ball farther than any boy my age and could look the town bully straight in the eye.

Ask them to turn and talk about what is different about the second and third sentence from the first. Then, ask which way of the three they would write the sentence and WHY. Discuss the first one being the best choice because it doesnt repeat ideas. Pass out the Combining Sentences Quick Practice (STAAR Formatted) and allow the students to work with a buddy. ________________________ Quick Practice NAME_______________ What is the BEST way to revise this sentence? The happy students ran into the room and sat down happily A. The students ran into the room and sat down happily. B. The students ran into the room and sat. Down happily. C. The students are happy, they sat down happily. D. The students who are happy ran into the room and sat down happily. ________________________ The correct answer is A. Be sure to discuss with students the various comma rules. A is

Writers, we learned today that when we are listing that we do not want to repeat any unnecessary information. If we ever list things in our writing, we want to consider this idea as well. The quick practice gave you a great example of avoiding repetition. Use this as a guide when you list in your writing as well.


Category1

Category 2

Main Idea

Main Idea

Detail Detail

Example

Example

Feeling Feeling


INTERACTIVE WRITING: Today, the teacher will model the Closing (conclusion) part of the I-Chart. Day 4: The teacher will model how to complete the closing section of the organizer. Discuss with the students how the conclusion needs to connect back to the central idea (introduction). Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin completing closing section of the I-Chart. The teacher will conduct individual or group conferences

Pair share/ share in whole group. They can discuss during sharing: -their central idea (introduction) -Main Idea, Detail, Example, Feeling -Closing




correct because youre listing two things, and that doesnt require a comma. Also, discuss with the students why it doesnt follow the FANBOYS comma rule. Because theres not a subject after the conjunction (AND is a FANBOYS word as well as a listing word).

while the students are independently writing.

Days 14-15 (end of week 3)


Combining Oreo and I-Chart for Drafting

Have students pull out their I-Chart and ask them how it is related to the Oreo Structure. Have the students turn and talk with their buddy to discuss this. Be sure students discuss:

1. O= Central Idea 2. R= Category/Main

Idea/Detail 3. E= Example/Feeling 4. O= Closing

This is the order of the organizational structure of the expository composition. Model using one of the prewriting strategies (I-Chart or Web) as you begin your draft. Model and think out loud as you write. Remind the writers that a good lead can be thought of later in the process if they cant think of one at that time.

Have the students turn and talk about how theyll start their paper, and what their opinions and reasons will be.

Writers, we know an expository paper is us as writers trying to prove or explain something. When we follow the OREO structure, it helps our readers see our organized thoughts and allows them to consider believing us. As you begin drafting, know that your structure supports your purpose and helps you achieve your goal as a writer.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will begin using the Web or I-Chart to start drafting their expository composition. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Pair share/ share in whole group. They can discuss during sharing: -Progress of their expository draft and how they are attempting to follow the structure

Note for Independent Writing/Share time: Students may draft multiple expositories during weeks 4-7. If they are starting a new expository during independent writing, they are encouraged to go back to their prewriting for ideas. Whatever draft they are currently on in any given mini-lesson is the draft they will use to check what was modeled. It isnt until the end of week 7 that they will need to pick one draft to take to the publishing stage. The purpose of independent writing time is to BUILD WRITING STAMINA.





Capitalization Rules

On the board write these two sentences: I went to the zoo. We went to the Houston Zoo. Have the students turn and talk about what they notice. Be sure to discuss with the students why Houston Zoo is capitalized in the second sentence, but zoo is NOT capitalized in the first sentence. Review the capitalization rules by creating an anchor chart that lists the basic rules.

Have students together go into their writing with a buddy and check for correct capitalization rule usage.

Writers, we have spent a lot of time in past years thinking about capital letters. Lets take some time to go into our drafts and make sure we are showing our readers what we know about proper capitalization. Our writing, after all, is where we have a chance to showcase all we know!

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Pair share/ share in whole group. They can discuss during sharing: -Progress of their expository draft




Model to the students how to go back into their writing and apply the capitalization rules. Remind students that their readers should see that they followed these rules as writers.


Applying Comma Rules: Dialogue, City/State, and Date

Pull out the Comma Anchor Chart and review rules for a comma only focusing on dialogue, city/state, and date. Model to the students how to go back into their writing and apply the dialogue, city/state, and date rules correctly.

Have students together go into their writing with a buddy and check for correct usage of dialogue, city/state, and date rules.

Writers, I have shown you how to go back into my own writing to check for a few of our comma rules we have learned. Now it is your turn to analyze your own writing the same way I did and make any needed changes.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the

Pair share/ share in whole group. They can discuss during sharing: -Usage of dialogue, city/state, date comma rules




process should be the teachers first priority to conference with.


Applying Comma Rules: Listing

Pull out the Comma Anchor Chart and review rules for a comma only focusing on listing. Model to the students how to go back into their writing and apply listing rules correctly.

Have students together go into their writing with a buddy and check for correct usage of listing comma rules.

Writers, again today we are going back into our own writing to check for specific comma rules. Remember, commas serve many purposes, so this is why we need to take time to make sure we know why a comma is there and if we are missing any in our writing.


Pair share/ share in whole group. They can discuss during sharing: -Usage of listing comma rules


Applying Comma Rules: FANBOYS

Pull out the Comma Anchor Chart and review rules for a comma only focusing on FANBOYS. Model to the students how to go back into their writing and apply FANBOYS rules correctly.

Have students together go into their writing with a buddy and check for correct usage of FANBOYS comma rules.

Writers, this comma rule is a little more complicated than some of the others. Really take time to locate your conjunctions in you writing and check to see if you need a comma before the conjunction if there is a

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition.

Pair share/ share in whole group. They can discuss during sharing: -Usage of FANBOYS comma rules




complete thought on both sides.

The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Day 20 (end of week 4)


Applying Comma Rules: AAAWWUBBIS

Pull out the Comma Anchor Chart and review rules for a comma only focusing on AAAWWUBBIS. Model to the students how to go back

into their writing and apply AAAWWUBBIS rules correctly.

Have students together go into their writing with a buddy and check for correct usage of AAAWWUBBIS comma rules.

Writers, today we are going to focus on one last comma rule in our draft. Hopefully with all your checking practice, you are starting to understand the many reasons why writers use commas. As you are checking today for sentences that start with an AAAWWUUBBIS word, ask yourself where it would make sense for your reader to pause in that sentence. That is where the comma is needed.


Pair share/ share in whole group. They can discuss during sharing: -Usage of AAAWWUBBIS comma rules





Revising of Expository Composition: Transitions (lesson from Mini Lessons for

Revision by Susan Geye)

1. Teacher asks students for a definition or example of the word transition and writes their responses on the board. Although the definitions will vary, all can apply to writing.

2. Give students the transitions list which will be added to their writers notebooks. Discuss the different transition categories. (see Transition Handout)

3. Explain: In good writing, ideas are presented and connected in a clear, logical manner. Transitions used appropriately make writing coherent and clarify connections for the reader.

4. Show students the Giraffe Sample Passage with transitions and ask them to identify their purpose or function. (see Giraffe Sample Passage)

5. Teacher takes out her expository draft and models how to add transition words.

Create an anchor chart with the students. Here is an example:

Students will skim over list and read the transition list with their buddy, and add in one or two transition words to their draft with their buddy.

Writers, as you glance at your expository writing, notice where you move from one reason with explanation to another. This is usually a great place to consider a transition word.


Pair share/ share in whole group. They can discuss during sharing: -Usage of transition words





Applying Transition Words

Reference the anchor chart of transition words from the previous day. Discuss with the students that these transition words should be in their writing as well. Model looking at an expository draft, and discuss the usage of paragraphing, and how the beginning of a new paragraph is a common place for transition words. Pull out an expository mentor text, and show the students where the author uses paragraphing and transition words. Now model by applying this into your own expository draft. Show the students where to a paragraph should stop and start, and where to insert transition words correctly.

Have the students turn and talk about where they would start and stop their paragraphs in one of their expository drafts. Also, discuss which transition words they would use at the beginning of their paragraphs. Come back together and remind students at the start of every paragraph, except the first one, they should use a transition word that makes sense, and do not use the same one over and over again. Remind them that transition means to move from one thing to the next.

Writers, remember as you glance at your expository writing, notice where you move from one reason with explanation to another. This is usually a great place to consider a transition word.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be

Pair share/ share in whole group. They can discuss during sharing: -Use of transition words in their own writing




Discuss the anchor chart to show how paragraphs can follow the OREO structure of expository writing: (see anchor chart below)

Note: Remind students that transition words come at the beginning of a new paragraph often in expository drafting. Writers may choose to have 2 or 3 reasons with explanations. It all depends on how much explanation is given per reason.

behind in the process should be the teachers first priority to conference with.

PARAGRAPHING in Expository

(1st paragraph: Opinion) _____________________________________ __________________________________________________________________ _____________________________________

(2nd paragraph: Reason with Explanation) ______________________ __________________________________________________________________ _________________________

(3rd paragraph: Reason with Explanation) ______________________ __________________________________________________________________ _________________________

(4th paragraph: Reason with Explanation) ______________________ __________________________________________________________________ _________________________

(5th paragraph: Opinion Again) _______________________ __________________________________________________________________ _________________________





Revisiting Prewriting Ideas to Draft New Expository Writing

Writers, some of you are ready to begin a second draft of an expository paper. This is where it is so useful that we made all the prewriting lists that we did because this is where we come to brainstorm a new idea to prove or explain. Model going back to the prewriting ideas lists that were created at the beginning of this nine weeks. Think out loud as you search for a new idea to use to prewrite for another expository draft. Model using a web or the I-chart to start the process.

Allow the students to now go back to their lists they created to discuss ideas they want to draft about next.

Writers, you have discussed some great ideas to use to begin the writing process for another expository draft. Whenever you are to the point where you need ideas for a new draft, remember that is what your lists are for.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition or go back to their ideas lists to begin drafting a new expository paper. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Pair share/ share in whole group. They can discuss during sharing: -their writing progress

Day 24/ 25 (end of week 5)


Leads and a Focus On Dialogue Writers, we reviewed leads a few weeks ago. We want to make sure that every draft we write starts out with a great sentence to grab our readers attention. One way to do this in any type of paper is with dialogue. This is also a comma rule we recently learned. Today, we are going to make sure we know all about the correct way to punctuate a dialogue

Allow readers to go into their independent reading books to notice how other authors used these Dialogue Must Haves. They can write examples on sticky notes to add to the anchor chart.

Writers, dialogue can be used as a good lead in any type of writing or inside of our writing. As you look at your leads and your writing in general today, ask yourself if you followed the dialogue must haves.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition or go

Pair share/ share in whole group. They can discuss during sharing: -their writing progress -their changes/correct usage of dialogue as a lead or in their writing




sentence. -Show three sentences from a read aloud that have dialogue in many places (ie. dialgoue in the beginning, middle, and end). Example:

1. You cant stop me, he yelled.

2. As the wind blew through the trees I signed, What a beautiful day.

3. He ran away yelling, Come and get me, as his cape waved behind him.

Ask the students what they notice all these dialogue sentences have . Discuss as a class what was noticed. The thoughts that should come out of this conversation can be made into an anchor chart:

Dialogue Must Haves 1. The first word of talking must

have a capital letter. 2. Some sort of punctuation must

come before the second quotation mark.

3. There must be two quotation marks around the talking words.

back to their ideas lists to begin drafting a new expository paper. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.


Frequently Confused Words: A vs An

Teacher shows a correct list of examples with a and an from read aloud or other mentor text.

an apple a juicy apple an electric-blue bike

Allow readers to go into their independent reading books to notice how other authors used these a vs an. They can write examples on sticky notes to add to the anchor chart.

Writers, remember that when choosing a vs an, you need to listen to the sound of the word that follows.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their

Pair share/ share in whole group. They can discuss during sharing: -their writing progress -the correct use of a vs an in their writing




a bike an elephant a hairy elephant

Simply ask the students, What do you notice? After discussion, bring the whole group together and come to the conclusion of when to use a and when to use an. Let the students know it is all about the SOUND, not the first letter of the word to follow a/an. Give them a copy of the following rule to put in their notebooks/make it an anchor chart: A vs An Rule: Use a before words that start with a consonant sound and an before words that start with a vowel sound.

expository composition or go back to their ideas lists to begin drafting a new expository paper. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.


Frequently Confused Words: Then vs Than

Teacher shows a correct list of examples with then and than from read aloud or other mentor text.

1. Chocolate ice cream is better than vanilla. (Note to Teacher: Comparing 2 types of Ice Cream)

2. I went to the store and then we bought both flavors of ice cream. (Note to Teacher: Then shows order of events)

Simply ask the students, What do you notice? After discussion, bring the whole group together and come to the conclusion of when to use than vs then. Let the students know that when they are comparing two things, they use than,

Allow readers to go into their independent reading books to notice how other authors used than vs then. They can write examples on sticky notes to add to the anchor chart. Pass out the Quick Practice (STAAR Formatted) and allow the students to work with a buddy. Note: This will allow students to make the connection from good writing to what it looks like on the STAAR test (April 2013 p.40). ________________________ Quick Practice NAME_______________ Jay Shafer lives in a house that is smaller then some peoples closets. What change if any should be

Writers, remember that when choosing than vs then, you must ask yourself: Am I comparing two things or explaining an order of events?

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will continue using the Web or I-Chart to draft their expository composition or go back to their ideas lists to begin drafting a new expository paper. The teacher will conduct individual or group conferences while the students are independently writing.

Pair share/ share in whole group. They can discuss during sharing: -their writing progress -the correct use of than vs then in their writing




and when they are explaining an order of events, then should be used in the sentence. Give them a copy of the following rule to put in their notebooks/make it an anchor chart: Than vs Then Rule: Both "than" and "comparison" have the letter "a" in them, and "then" and "time" both have the letter "e."

made in this sentence? A. Change lives to live B. Change then to than C. Change closets to closets D. No change should be made in this sentence. ________________________ The correct answer is B. Explain to the students the connection to the Than vs Then Rule to help them find the correct answer.

*Students who seem to be behind in the process should be the teachers first priority to conference with.


Revision: Word Choice The students should only be using one expository draft from now until the end of this 9 weeks to revise and edit for publishing. Writers, authors choose their words carefully in order to help express themselves to the reader. Every word counts! Teacher creates or chooses a sentence from a read aloud or mentor text and another version of that same sentence with one word changed. Example: It was frightening out in the open sea without a shell to hide in. (Source: A House for Hermit Crab by Eric Carle) It was petrifying out in the open sea without a shell to hide in. (modified sentence) Simply ask the students, What do you notice?

Pass out the Quick Practice (STAAR Formatted) and allow the students to work with a buddy. Note: This will allow students to make the connection from good writing to what it looks like on the STAAR test (April 2013 p.30). ________________________ Quick Practice NAME_______________ Bookmobiles have been living in the United States for more than 100 years. The author wants to use a more accurate word than living. Which of the following could best replace this word? A. showing B. coming C. offering D. operating ________________________ The correct answer is D. Explain to the students that operating is more accurate

Writers, as you go into your own writing, look over your words very carefully and ask yourself: Could I replace any words to make them more accurate for the reader?

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will revise their expository composition with focus on accurate word choice. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Pair share/ share in whole group. They can discuss during sharing: -their writing progress -their accurate word choice




Teacher guides students to notice the difference in word choice from frightening to petrifying. This should remind them that authors have a choice and should carefully choose their words. This is an opportunity to teach how to use a thesaurus and/or provide synonym word lists for commonly used words such as happy, sad, mad, etc.

word for what the bookmobiles are doing. Teacher should explain to the kids that bookmobiles arent living; they operate.

Day 29/ 30 (end of week 6)


Revision: Adding Details to Create a Deeper Explanation

Writers, when trying to prove or explain your opinion, a deeper explanation for your reason is much more persuasive than adding multiple reasons. Teacher models going into own writing finding a reason and adding details for a deeper explanation of that particular reason. Example before adding further details: My mom spends quality time with me. Example after teacher models adding further details: My mom spends quality time with me. She reads my favorite book every night before bed. She takes time to talk with me about how I liked the story she just read, and sometimes even tells me stories of when she was a little girl. I love that! It is really important to hit hard that depth is much more effective than a bunch of quick reasons lacking explanation.

Pass out the Quick Practice (STAAR Formatted) and allow the students to work with a buddy. Note: This will allow students to make the connection from good writing to what it looks like on the STAAR test (April 2013 p.31). ________________________ Quick Practice NAME_______________ (18) One day Soriano wrote to a Colombian author, asking for a copy of one of his books. (19) When the author found out about Sorianos work, he told others. (20) Soon many people began donating books for the biblioburro. The author wants to add another detail to the fifth paragraph (sentences 18-20). Which sentence belongs in this paragraph and could BEST follow sentence 20? F. There were so many people donating books in no time. G. Now Sorianos mobile library includes more than 4,800 books.

Writers, as you go into your own writing, pay close attention to how much explanation you have for each of your reasons. If you have more than three reasons, you may want to think about taking out a reason to make room for deeper explanation of the best reasons you wrote.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will revise their expository composition with focus on accurate word choice and adding deeper explanation of their best reasons. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Pair share/ share in whole group. They can discuss during sharing: -their writing progress -their accurate word choice -their added explanation




H. People can be so thoughtful and nice. J. Soriano loves his home country of Colombia. ________________________ The correct answer is G because it is the only option that adds a detail that makes sense, adds further explanation, and doesnt repeat any already stated ideas.

Days31- 35 (week 7)

Daily Read Aloud: 10 minutes

Revision: Taking One Draft and Applying our Revision Skills

The students should STILL only be using the one expository draft they chose last week from now until the end of this 9 weeks to further revise and edit for publishing. Writers, this week we will be applying what we have learned about what good writers revise for in expository drafts. We have already checked for good word choice and deep explanation in our draft. Now it is time to focus on some other revising techniques. Each day the teacher will model going into his/her writing and showing how to revise for the following: Day 31/32: Paragraphing Day 33: Adding/Modifying Transition Words Day 34/35: Leads and Conclusions (See A.R.M.S. Handout)

Buddies will turn and talk everyday about where they want to apply the modeled revision technique in their draft.

Writers, as you now make the final decision in your draft, make sure to use what you learned today as I modeled the revision technique in my writing.

Quiet Writing Time happens at this time. You should write with the students for the first 5-10 minutes. Today during this time, the teacher and students will revise their expository composition with the daily revision technique. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Pair share/ share in whole group. They can discuss during sharing: -their writing progress on the revision techniques modeled this week




Day 36- 37

Editing of Expository Composition: Introduce C.U.P.S. (Capitalization, Word Usage, Punctuation, Spelling)

1. Teacher introduces C.U.P.S.

acronym. Each student receives the C.U.P.S. graphic handout and glues it on a strip of construction paper to create an editing bookmark. (see C.U.P.S. Handout)

2. Teacher reads the new editing bookmark with the students and focuses on the C for capitalization. Teacher show students a correctly written sentence with several types of capitalized words. Teacher can choose a sentence from any book or create own sentence. Teacher has students working in groups to discuss what they notice about the sentence. Teacher and students generate a list of capitalization rules from what they noticed and put them in their notebooks. (see Rules for Capitalization Handout)

Without looking at the board, students share as many rules as they remember with partners.

Writers, using this way of editing will help your writing in a way that makes each sentence easier to read and understand for your reader. We write so our readers can understand what we are trying to say. Take time in your writing to make sure your paper is the best version it can be using what we learned about C.U.P.S. today.

Students trade compositions with a partner looking for errors in capitalization and then edit their own. The teacher will conduct individual or group conferences while the students are independently writing.

Students tell a partner the capitalization rules.

Day 38-40 (end of week 8)


Polishing and Publishing Writers, we have thought, brainstormed, drafted, revised, and edited our writing so far. Writing is quite a process and can be very tiring and difficult. It is time to take our expository paper through the final steps of the process. Good writers read, reread, and read their paper some more to make sure it is the best we can make it.

The students can read and reread their expository draft to their buddy to catch any final mistakes. Then, the students can switch with their buddies, so each buddy is reading the other persons paper to them. Remind the students that if their buddy suggests a change, it is up to the author to make the change.

Writers, as you look at your chosen expository draft, it is time to make the final decisions of publishing. Remember, this step is your last chance to make sure your reader understands every part of your writing and has no distractions that can make them

INTERACTIVE WRITING: Before independent PUBLISHING time, the teacher will model moving from the draft to the final copy and rereading the final copy multiple times. Quiet Writing Time happens at this time. You should write with the

Students share their final expository they published.




The teacher will model reading and rereading the draft for final publishing to the class. Model making small adjustments (editing). Let the students act as a buddy and give feedback. Continue rereading and really emphasizing when writers read OUT LOUD to an audience, they often catch many more mistakes. Remind the students that if the audience (a buddy) makes a suggestion during the reading, it is up to the author if they want to make the change or not. The author always has the final say.

confused. students for the first 5-10 minutes. Today during this time, the teacher will continue to monitor each students progress. Students need to be done publishing by the end of the week. Make sure to remind them to read and reread their final draft to be sure no mistakes were made in the transfer. The teacher will conduct individual or group conferences while the students are independently writing. *Students who seem to be behind in the process should be the teachers first priority to conference with.

Day 41- 44 (end of week 9)

Finishing Publishing, District Common Assessment, and Re-teaching.

Documents

Writing Curriculum Fourth Grade 2nd 9 Weeks Expository