Week 4 Overview - literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/Grade 2...

OverviewWeek 4

U N I T 1 : T H E W R I T I N G C O M M U N I T Y

Miss Tizzy by Libba Moore Gray, illustrated by Jada Rowland (Aladdin Paperbacks, 1998)

Miss Tizzy is a good friend to the neighborhood children, who reciprocate when she becomes ill.

58 Being a Writer™

Project Name: Being a Writer TM2 Reprint 07/10

Round: Review pages Date: 07/20/10

File Name: BW-TM2-V1_2.1.4.indd Page #: 58

Trim size: 8.375” x 10.875” Colors used: PMS 2622, PMS 392 Printed at: 100%

Artist: Joslyn Hidalgo Editor: Krista Faries

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Writing Focus

• Students hear and discuss good writing.

• Students make lists to generate writing ideas.

• Students write about a friend.

• Students explore descriptive language.

• Students explore sentence punctuation.

• Students approximate the spelling of unfamiliar words.

Social Focus

• Students build the writing community.

• Students learn procedures for working together.

• Students listen respectfully to the thinking of others and share their own.

• Students work in a responsible way.

• Students express interest in and appreciation for one another’s writing.

D O A H E A D

• Prior to Day 1, consider previewing this week’s read-aloud, Miss Tizzy, with your English Language Learners. Read it aloud and show and discuss the illustrations, or have the students flip through it on their own.

T E A C H E R

A S W R I T E R

“[The poet] is the tireless collector of the looks and sounds and shapes and feel of things.” — P. B. Shelley

Get your creative juices flowing by making lists. Select one of these topics and list ten things that come to mind for it.

• Things that make me nervous

• Red things (or blue, silver, black, etc.)

• Lonely things

• Things people have said to me that I remember

• Quiet things

• Small things with big meaning (or big things with small meaning)

Repeat for other topics.






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The Writing Community






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Unit 1 Week 4







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Unit 1 Week 4

Day 1

Getting Ideas for WritingIn this lesson, the students:

• Learn “Think, Pair, Share”

• Hear and discuss a story

• List friends to get writing ideas

• Give their full attention to the person who is speaking

G E T T I N G R E A D Y T O W R I T E

Introduce and Practice “Think, Pair, Share”

Gather the class with partners sitting together, facing you. Explain that today the students will learn another way to help them talk with their partner called “Think, Pair, Share.” State that you will ask a question and wait a few moments to give everyone time to think. Then you will say “turn to your partner,” and partners will turn to each other and begin talking. When you signal, the partners will finish what they are saying and turn back to face you. Some pairs will then share their thinking with the class.

To have the students practice “Think, Pair, Share,” ask:

Q What can you do to be a good partner? [pause] Turn to your partner.

After a few moments, signal for the students’ attention and have a few pairs share their thinking with the class. Explain that at the end of the lesson you will ask the students how they did working with their partner today.

Read Miss Tizzy Aloud

Remind the students that in this unit they have heard stories—such as Bigmama’s and Shortcut—that have helped them get ideas for

Materials• Miss Tizzy

• “Ways to Get Writing Ideas” chart from Week 3

• Chart paper and a marker

• Assessment Resource Book

Teacher NoteIf your students are already

familiar with “Think, Pair,

Share,” simply remind them

of your expectations.

Teacher NoteAfter you ask the question,

pause for 10–15 seconds for

the students to think. Then say

“turn to your partner” and have

partners discuss the question.

F A C I L I T A T I O N T I P

Continue to prompt the students

to turn and look at the person

who is about to speak. Also remind

them to wait until they have the

class’s attention before starting to

speak and to ask one another to

speak up if they can’t hear.






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Unit 1 Week 4 Day 1 The Writing Community






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their own stories. Explain that today they will hear another story to give them ideas for writing.

Show the cover of Miss Tizzy and read the title and the names of the author and the illustrator aloud. Read the story aloud, showing the illustrations.

Use “Think, Pair, Share” to have partners first think about and then discuss:

Q This is a story about being a friend. What do you think the author wants us to learn about friendship from this story? [pause] Turn to your partner.

Signal for the students’ attention and have a few pairs share their thinking with the class.

Students might say:

“I think the author wants us to know that friends help and take care of each other.”

“I think the story tells us that you can be friends with someone older or younger.”

“I think that the author wants us to learn to do things that make our friends happy.”

Model Listing Writing Ideas

Direct the students’ attention to the “Ways to Get Writing Ideas” chart and review that they’ve been writing lists as a way to gather writing ideas. Explain that today they will make a list of friends that they might write about. Use “Think, Pair, Share” to have partners first think about and then discuss:

Q Who are friends that you could write about? [pause] Turn to your partner.

Signal for the students’ attention and have a few volunteers share their thinking with the class. Record their ideas on a sheet of chart paper titled “Friends.”

Teacher NoteIf the students have difficulty

answering this question, offer

some examples like those in the

“Students might say” note.

Teacher NoteIf the students only give the

name of a friend, elicit a bit more

information that might stimulate

the thinking of other students.

Write this extra information with

the name of the friend (see the

diagram on the next page). You

might ask:

Q How do you know your

friend [Rachel]?

Q Where do you see your

friend [Marcus]?


Unit 1 Week 4 Day 1The Writing Community






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Friends

Rachel at day care

Taveer at school

my grandmother

my dog Ralph

Marcus, my neighbor

my cousin Ginny

W R I T I N G T I M E

Make a List of Friends

Explain that today the students will make a list of their friends that they might write about. Have them return to their seats and take out their writing notebooks.

Ask the students to turn to the first blank page in the writing ideas section of their notebook and write the title “Friends” at the top of the page. Have them list friends for about 5 minutes, and encourage them to include a word or two about how they know each friend, in addition to their name (see the diagram above).

C L A S S A S S E S S M E N T N O T E

Observe the students and ask yourself:

• Do the students list a variety of friends, such as older and younger friends, relatives, neighbors, and even pets?

continues






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Unit 1 Week 4 Day 1 The Writing Community






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C L A S S A S S E S S M E N T N O T E continued

If you notice many students are struggling, signal for the class’s attention and ask the students to think about these questions:

Q Who is a friend that is older than you? Younger than you?

Q Who is a friend in your neighborhood? At school?

Q Who do you play with after school?

Have the students resume writing their lists.

Record your observations in the Assessment Resource Book.

Call for the students’ attention and ask them to pick one friend on their list. Go around the room and, without comment, have each student read his choice aloud. When all have read, ask:

Q What new ideas did you get from listening to the ideas of the other students?

Have a few volunteers share their thinking with the class, and then have the students continue to work for 10–15 minutes listing more friends. They may also pick a friend they’ve listed and begin to write a story.

Signal to let the students know that writing time is over. Explain that tomorrow they will write a story about a friend. Have them put their writing notebooks in their desks.

R E F L E C T I N G

Reflect on Partner Work

Use “Think, Pair, Share” to have partners first think about and then discuss:

Q What did you do to be a good partner today? [pause] Turn to your partner.


Unit 1 Week 4 Day 1The Writing Community






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Q What can you do to be a better partner tomorrow? [pause] Turn to your partner.

Review that the students learned and practiced “Think, Pair, Share” today. Ask:

Q How does having time to think before you talk with your partner help you?

E X T E N S I O N

Write in Response to Literature

Continue the discussion about the theme of friendship in Miss Tizzy. Ask:

Q How was Miss Tizzy a good friend?

Q How are you like Miss Tizzy?

Q When has someone been a good friend to you?

Invite the students to write about one or more of these topics.






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Unit 1 Week 4

Day 2

Writing StoriesIn this lesson, the students:

• Choose an idea and write a story about a friend

• Capitalize the first letters of sentences and use ending sentence punctuation

• Approximate the spelling of unfamiliar words

• Work independently during writing time

About Approximating SpellingSo far the students have been encouraged to make their best guess at spelling and to keep writing. This week, they learn to be more deliberate about approximating the spelling of single-syllable words using letter–sound relationships they have learned in their phonics instruction. (It is assumed that separate phonics instruction is occurring alongside this program.) Later, they will learn to approximate the spelling of polysyllabic words (see Unit 2, pages 245–246) and check for correct spelling in final drafts.

The examples of approximating spelling in these lessons use the letter–sound combinations taught in Developmental Studies Center’s SIPPS® (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) program. As you model approximating spelling with your students, use the letter–sound combinations the students have learned in your phonics program. Encourage them to pronounce words slowly and listen for sounds in the order they occur in each word.


Model Writing About a Friend and Approximating Spelling

Gather the class with partners sitting together, facing you. Review that yesterday the students heard Miss Tizzy and made a list of friends. Explain that today they will pick a friend from their list and write a story. Tell the students that their story can be a true story about something they do with a friend or a made-up story.

Materials• Lined chart paper and

a marker








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Ask the students to watch as you model writing a story about a friend. Write the story on a sheet of lined chart paper, leaving a space between each line. Continue the story on a second sheet of chart paper, if necessary.

As you write, engage the students in thinking about how to spell some unfamiliar, single-syllable words by asking the following questions. Write the letters as the students suggest them.

Q [Skirts] starts with the [/s/] sound. What letter is that?

Q What sound do you hear next in the word [skkkirts]? What letter is that?

Q What’s the [next/last] sound? What letter(s) can make that sound?

My friend Emily lives down the street from me. Emily is

taller than I am. She has crlie hair and brown eyes. We have

fun doing things together.

One thing we like to do is dans the hula. When we

practice, we wear skertz that sway to the music. Our hands

moov to tell a story. Sometimes we beat a gord that sounds

like a drum.

Reread your story aloud. Ask:

Q What are some of the things I told in this true story about my friend?

Teacher NoteYou might say, “I want to write

about my friend Emily. She lives

down the street and dances the

hula with me. I will start with the

sentence, My friend Emily lives

down the street from me.”

Teacher NoteApproximate spellings for skirts

include skrts, skrtz, and skerts.

Always model correct spelling

unless you are deliberately

modeling an approximate

spelling. The words curly, dance,

skirts, move, and gourd are

approximated in the diagram.

Unit 1 Week 4 Day 2






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Choose Ideas and Tell Stories Orally

Explain that today the students will pick a friend from their list and write a story about him or her. If they began a story yesterday, they may continue it or pick another friend to write a story about. They will share their stories with the class later in the week. Ask the students to think quietly for a moment about:

Q What friend will you write about today?

Without discussing the previous question as a class, use “Think, Pair, Share” to have partners first think about and then discuss:

Q What are some things you might write about your friend? [pause] Turn to your partner.

After most pairs have finished talking, have a few volunteers share their thinking with the class.

Students might say:

“I could tell how old she is.”

“I could tell about the games we play after school.”

“I could write about the time he lost his dog and we had to find it.”

“I could make up a story about the two of us being famous singers.”


Write About a Friend

Have the students return to their seats and turn to the first blank page in the “My Writing” section of their notebook, write the date at the top, and begin to write. If necessary, remind them to write on every other line. After allowing 5 minutes for them to settle into their writing, signal the start of silent writing time and have the students work independently for 15–20 minutes. Join them in writing for a few minutes; then confer with individual students.

Teacher NoteNotice that the writing time is

getting longer. Lengthen the

time more gradually, if necessary,

according to the needs of your

students. The goal is for the

students to be able to write

independently for 20–30 minutes

by the end of Unit 1.

Unit 1 Week 4 Day 2








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T E A C H E R C O N F E R E N C E N O T E

As you did in Week 3, confer with individual students by calling them one at a time to a back table and talking quietly with them for 5–10 minutes each. Ask them to show you the writing in their writing folders and notebooks, read some of it to you, and talk with you about their ideas and feelings about writing. Some questions you might ask during these initial conferences are:

Q What is your favorite piece of writing so far this year? Why?

Q Where did you get this idea?

Q What do you like about writing so far this year?

Q How do you want to improve as a writer this year?

Document your observations for each student using the “Conference Notes” record sheet (BLM1).

Signal to let the students know when writing time is over. Ask them to reread their stories and check that they have capitalized the beginnings of sentences and used punctuation at the ends. Give the students a moment to make corrections as needed.

R E F L E C T I N G

Reflect on Approximating Spelling

Ask and briefly discuss:

Q What is one word that you weren’t sure how to spell? What did you do to try to spell it?

Have the students put their notebooks in their desks. Explain that if they did not finish they will have time to work on their stories tomorrow.

Teacher NoteSave your model story to use

on Day 3.

Unit 1 Week 4 Day 2






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Unit 1 Week 4

Day 3

Adding Descriptive WordsIn this lesson, the students:

• Explore descriptive language

• Finish their stories about a friend

• Reread their stories and add sight and sound words

• Work independently during writing time


Explore Sight and Sound Words in Miss Tizzy

Gather the class with partners sitting together, facing you. Show the cover of Miss Tizzy and remind the students that they heard this story earlier in the week. Explain that they will explore the story again today to notice the sight and sound words the author uses to help them imagine the story.

Ask the students to close their eyes and make a picture in their minds as you read the following passage from Miss Tizzy aloud twice, omitting the descriptive words as shown below:

“On Fridays, Miss Tizzy opened her trunk and they all played dress up. There were hats with feathers and hats with bows. There were baseball caps and straw hats with bright, red bands. Everyone wore a hat. Miss Tizzy put on a lace shawl and served pink lemonade in her best china cups. The children loved it.”

Have the students open their eyes, and ask:

Q What did you picture in your mind? Turn to your partner.

After most pairs are done talking, signal for the students’ attention. Without sharing as a class, have the students close their eyes again

Materials• Miss Tizzy

• Transparency of the excerpt from Miss Tizzy (BLM2)

• “Sight and Sound Words” chart from Week 3

• Your model story from Day 2








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and listen as you read page 15 of Miss Tizzy aloud, this time including the descriptive words. First in pairs and then as a class, discuss:

Q What did you picture in your mind? Turn to your partner.

Explain that in the first passage you read, many of the descriptive words were taken out. Show the transparency of the excerpt from Miss Tizzy and explain that this is the excerpt you read second, as it appears in the book. Have the students follow along as you read it aloud. Use “Think, Pair, Share” to have partners first think about and then discuss:

Q What words help you get a picture in your mind? [pause] Turn to your partner.

After pairs have had a chance to talk, signal for the students’ attention and have a few pairs share their thinking with the class. As they mention a word, underline the word and add it to the “Sight and Sound Words” chart.

Students might say:

“The words ‘feathers’ and ‘bows’ made me see the hats.”

“The words ‘best china cups’ helped me imagine what it looked like when she served the lemonade.”

Remind the students that good writers use words that help their readers make pictures or hear sounds in their minds.

Model Rereading to Add Sight and Sound Words

Direct the students’ attention to your model story from yesterday. Explain that you will read the story aloud and ask the students to listen for where you might add sight or sound words. Read the story aloud, and then use the students’ suggestions (as well as your own ideas) to add words to the story. Model using carets to add new words in the space above each line, and remind the students that they will use carets in the same way to show where they are adding new words.

Reread your revised story aloud.

Teacher NoteYou might say, “I’ll add the word

dark to describe Emily’s hair.

I’ll also use the word colorful to

tell about how our skirts look.

The word gracefully will help

the reader get a picture of our

hands as they tell a story. And

I’ll add the sound we make

when we beat our gourds.”


Finish Writing Stories

Explain that today the students will spend 10–15 minutes finishing their stories, and then they will reread them to add sight and sound words. Remind them to try to spell unfamiliar words by listening for the sounds in them.

Have the students return to their seats and write quietly for 10–15 minutes. Join them in writing for a few minutes; then confer with individual students.

Unit 1 Week 4 Day 3






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My friend Emily lives down the street from me. Emily is

taller than I am. She has crlie hair and brown eyes. We have

fun doing things together.

One thing we like to do is dans the hula. When we

practice, we wear skertz that sway to the music. Our hands

moov to tell a story. Sometimes we beat a gord that sounds

like a drum. Thump, tah, tah.

dark,

colorful

gracefully


Finish Writing Stories

Explain that today the students will spend 10–15 minutes finishing their stories, and then they will reread them to add sight and sound words. Remind them to try to spell unfamiliar words by listening for the sounds in them.

Have the students return to their seats and write quietly for 10–15 minutes. Join them in writing for a few minutes; then confer with individual students.

Unit 1 Week 4 Day 3








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T E A C H E R C O N F E R E N C E N O T E

Continue to confer with individual students by calling them one at a time to a back table and talking quietly with them for 5–10 minutes each. Ask them to show you the writing in their writing folders and notebooks, read some of it to you, and talk with you about their ideas and feelings about writing. Some questions you might ask during these initial conferences are:

Q What is your favorite piece of writing so far this year? Why?

Q Where did you get this idea?

Q What do you like about writing so far this year?

Q How do you want to improve as a writer this year?

Document your observations for each student using the “Conference Notes” record sheet (BLM1).

Reread Stories and Add Sight and Sound Words

Signal for the students’ attention. Ask the students to reread their stories quietly and to look up when they are finished. When most students have finished reading, explain that you will ask them two questions to help them think about descriptive words they can add to their stories. Remind them to use carets, as you did earlier in your modeling, to show where words are added to their stories.

Ask the following questions one at a time, pausing between each to give the students time to think:

Q Where might you add a word to describe what something looks like?

Q Where might you add a word to describe what something sounds like?

Give the students a few moments to add descriptive words to their stories; then have a few volunteers share words they added by reading their revised sentences aloud.

Teacher NoteRemember that your students

may or may not be able to

add descriptive words to their

writing at this point. This is to

be expected. They will learn

this with practice over time.

Unit 1 Week 4 Day 3






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S H A R I N G A N D R E F L E C T I N G

Reflect on Adding Sight and Sound Words


Q What is a sight or sound word that you added to your story? Read that sentence to us.

Q What did you imagine [seeing/hearing] when you heard [Kawika’s] sentence?

Add any new sight and sound words the students report to the “Sight and Sound Words” chart.

Explain that tomorrow the students will share their stories with the class.

Unit 1 Week 4 Day 3







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Unit 1 Week 4

Day 4

Sharing as a CommunityIn this lesson, the students:

• Share their writing with the class

• Identify sight and sound words

• Get to know one another

• Learn the prompt “I found out”

• Write freely

G E T T I N G R E A D Y T O S H A R E

Teach the Prompt “I Found Out”

Gather the class with partners sitting together, facing you. Have them bring their writing notebooks and place them in front of where they are sitting. Review that in a writing community, authors share their writing. Explain that today you will teach the students a prompt they can use to show that they are interested in another author’s writing.

Write the prompt I found out where everyone can see it. Explain that one way to show interest is to tell an author what you found out from hearing or reading his writing. Point to the prompt and have the students read the words with you. Explain that after hearing a story today, you will help the students use this prompt to tell the author what they learned from the story.

Materials• “Sight and Sound Words”

chart and a marker

Teacher NoteYou might need to remind the

students that giving their full

attention to the person who is

speaking means they are not

handling their writing notebooks.

The discussion prompts are

particularly helpful to English

Language Learners in verbalizing

their feedback to their classmates.






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S H A R I N G T I M E

Share Writing

Choose a student to bring his writing notebook and stand next to you. Have the student read his story aloud. When he finishes, model using the prompt “I found out” to talk about the story.

First in pairs, and then as a class, discuss:

Q What did you find out about [Kenny] from his story? Turn to your partner.

Q What sight or sound words did you hear in his story? What did these words make you imagine? Turn to your partner.

Signal for the students’ attention. Have a few volunteers share their ideas, reminding them to use the prompt “I found out” when appropriate. Record their responses to the second question on the “Sight and Sound Words” chart. Continue to have the students share their stories with the class.

R E F L E C T I N G

Reflect on Expressing Interest


Q How did you show you were interested in the stories our authors shared today?

Q How does it help authors when you tell them what you found out from their stories?

Let the students know that next week they will learn a new way to get ideas for stories.

Teacher NoteYou might say, “I found out

that you have a friend named

Brian that you play with after

school. You both like to play

soccer and ride your bikes.”

Teacher NoteHave part of the class share

today and plan another time for

the rest of the class to share.

Unit 1 Week 4 Day 4








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F R E E W R I T I N G T I M E

Write Freely

Explain that the students will have some time now to write freely about anything they choose. Tell them that if they need help thinking of an idea to write about, they can look at the lists they’ve written in the “Writing Ideas” section of their notebook or draw a picture and then write about it. Ask:

Q What might you write about today? Turn to your partner.

After most pairs are done talking, have a few volunteers share their ideas with the class. Then have the students begin to write.

Unit 1 Week 4 Day 4






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Week 4 Overview - literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/Grade 2...

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