1 ST Grade Writing Unit

Broken Arrow Public Schools
Grade
Writers
Workshop
Guide
Broken Arrow Writers Workshop
Table of Contents
Introduction-Research and Why
What is Writers Workshop?
Unit 1- Launching the Writers Workshop
Unit 2- Narrative Writing
Unit 3- How-To Writing
Unit 4- Informational Writing
Unit 5- Persuasive Writing
Unit 6- Fiction Writing
Appendix
Student Writing Templates
Conferring Forms
Suggested Titles for Mentor Texts
References
Templates for
student writing
pages
The following pages are templates
that can be used for students
writing throughout each unit. The
templates are made so you can
differentiate for student needs or
increase writing expectations as
students demonstrate growth. They
differ in picture size, spacing
between lines, amount of writing
space, etc. Also, there are
templates for How-To writing and
Table of Contents during the
informational writing units.
**As students begin writing books,

you will want to start stapling
multiple pages together.
By:
________________________
__________________
__________________
________________________
________________________
________________________
__________________
__________________
__________________
__________________
________________________
________________________
________________________
________________________
________________________
________________________
__________________
__________________
__________________
__________________
__________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
Table of Contents
_________
_________
_________
Page
_________
_________
_________
Page
_________
_________
_________
Page
Conferring with
Students
You will want to conference with your students each day. This is an opportunity
for you to individualize instruction, provide support, scaffold learning and so
much more! You will want to design your conference opportunity to meet the
childs individual needs. Utilizing a writing continuum to identify the childs zone
of development will guide you in making instructional decisions to ensure that
each child experiences growth.
Your Conference Notebook:

Spiral Notebook
Conference Schedule
Tabs with Each Childs Name
Post its or Notes about a Childs Writing
Rubrics
**Keeping a conference notebook will make

organizing your conferences easier, aid in
identifying areas of needs, and spotlight
student growth throughout the year!
This is a GREAT way to keep track of student
learning!
Writers
Workshop
Conferring
NOTEBOOK
Writers Workshop
Conferring
NOTEBOOK
Writing Conference
Schedule
Mon. Tues. Wed. Thurs. Fri.
_______ _______ _______ _______ _______

Week 1
_______ _______ _______ _______ _______

_______ _______ _______ _______ _______
_______ _______ _______ _______ _______

Week 2
_______ _______ _______ _______ _______

_______ _______ _______ _______ _______
_______ _______ _______ _______ _______

Week 3
_______ _______ _______ _______ _______

_______ _______ _______ _______ _______
_______ _______ _______ _______ _______

Week 4
_______ _______ _______ _______ _______

_______ _______ _______ _______ _______
Writing
Partners
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
A & B Partners (capital)
Writing
Partners
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
A & B Partners (lowercase)
Writing
Partners
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
Peanut Butter & Jelly Partners
Writing
Partners
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
_______________ _______________
Bacon & Egg Partners
Grade
Writers
Workshop
Launch Unit 1
Writers Workshop
First Grade-The Launch: Unit 1
Session 1: Session 2: Session 3: Session 4: Session 5:
Writing Is Just Writing Is Telling a Story Building Writing
Telling, Using Building Writing
Just Telling, Instead of Stamina
Paper Stamina
Using Paper Naming the
Parts
Session 6: Session 7: Session 8: Session 9: Session

10:
Writers Writers Writers Complimenting
Workshop: The Workshop: The Workshop: The & Questioning
What Can I
Layout Layout Layout Using Our
Write?
Part 1: Part 2: Try It Part 3: Sharing Buddies as a Brainstorming
Mini-Lesson Out Time Resource Writing Topics
What Can I Adding Details: Adding Details Stretching Our Stretching Out
Write? Characters by Creating a Words: Using Words
Brainstorming Wear Clothing Setting Stretchy Snake
Writing Topics & in our Writing
Personalizing
Our Folder
Session Session 17: Session 18: Session 19: Session 20:

16: Publishing Our Celebration
Using Our Using Our
Writing Writing Writing, Just Time
Using Our Like Authors
Magnifying Magnifying
Classroom
Glass Glass
Resources
Zooming in on a Zooming in on a
Topic Topic
This will be Writers Workshop Unit 1 for First Grade. The sessions created in this unit will
help establish routines, expectations and get your kids excited about writing!
Writers Workshop
The Launch Unit Information
The Launch Unit of the Writers Workshop
Guide will teach students about the basics
of writing. It will teach about the key
components of writing, promote self-
confidence in their writing abilities,
integrate reading components and much
more! This unit is a great way to kick off
Writers Workshop in the classroom! It will
get your kids excited about writing stories!
**Mentor Text:
Rocket Writes a Story by Tad Hills
**Other texts that can be utilized as mentor texts :
The Best Story by Eileen Spinelli

The Dot by Peter H. Reynolds
Knuffle Bunny by Mo Willems
**Mentor Text for teaching writing a story instead of

naming pictures (Session 3):
Pancakes by Tomie dePaola

The Launch Unit 1
Materials List
Teaching Materials:
Mentor Texts (provided & suggested)
Chart Paper
Writing Utensils (pencil, markers, crayons)
ABC Chart
Word Wall
Modeled Writing-Can use white board,
smart board, document camera, etc.
Student Materials:
Writing Paper
Folder
Writing Utensils (pencils, crayons, markers)
ABC Chart
Personal Word Wall
**All of the materials are suggested. Writers

Workshop should work for your classroom, so
make it your own. If you need/want to use
different materials, do so!
Aa Bb Cc Dd
Ee Ff Gg Hh
Ii Jj Kk Ll
Mm Nn Oo Pp
Qq Rr Ss Tt
Uu Vv Ww Xx
Yy Zz
1st Grade
The Launch Writing is Just Telling,
Day 1
Using Paper
Additional Materials: The Steps a Writer Must Take Anchor Chart
Mini-Lesson:
Read Aloud Before: Rocket Writes a Story by Tad Hills
Today Im going to teach you about how writing is just telling on paper. Authors use paper to share their stories with others. Did you know, that you
are authors? Well, this year YOU will get to be an author. The first thing an author has to do is think about their writing. They have to think about
what they will write about. Model the process of thinking about a topic for your students. Try to be dramatic while you are making a picture in your
mind. This will help your students understand the process of generating topics. I could write about my summer or my family. I could write about my
pets or friends, but I think today I am going to write about my family. It helps to choose a topic that your students are familiar with in order to
scaffold their learning. They will feel confident during the whole group process, because they know about your topic.
Now when I write, I like to share my thinking out loud before I start writing. This helps my brain think about my story and makes sure I dont forget
anything. Model sharing your story aloud so your students can listen to this part of the writing process. In my family, there are five of us. There is
me, my two sisters, Krista and Kenna, and my mom and dad. I am going to draw myself first. Now what color should I use for my hair? Eyes? I am
going to draw me in the summer, so I need to be wearing summer clothes. If I wore a coat and hat, it would be way too hot for the summer time.
Call attention to the details as you are drawing in order to model for the students. Next, I will draw Krista. She is taller than me and has blonde hair. I
need to add that to my picture. Kenna is the youngest, but she is the tallest. She has blonde hair too! Sometimes, she wears glasses, so I should add
her glasses in the picture. My mom has brown hair, just like me, but it is curly. I need to make sure that I show that detail in my picture. Last, I will
draw my dad. He is the tallest in my family. My dad doesnt have any hair so I am going to leave him bald in the picture. I want to make sure that my
pictures look like real life so the readers can tell who each person is.
Now, I am going to label my picture. When I label it helps my readers figure out who the people are in my writing. I will draw a line and then write
their name. I need to stretch out my sounds as I write. Model labeling the people in your example. Have the students help you sound out words and
model inventive spelling.
At this stage in the workshop, drawing attention to color and details will help your students become more aware as they are working independently.
Try It out:
Today, you are going to be an author. I want you to think in your mind about what you will write about. Give the students a couple minutes to think.
Model closing your eyes and thinking in your head about different ideas. After a couple minutes, have the students turn to a buddy to share their
thinking aloud. Okay, I want you to open your eyes and turn towards your buddy. Share your idea with your buddy. What are you going to write
about today? Give the students a couple minutes to verbally share their topic with a friend.
Today I want you to be an author. Just like I did, I want you to draw a picture to show your thinking. It does not need to be perfect, but good
writers always try their best. Remember, good writers try to add labels so their readers can understand their writing. I want you to try to add labels
to your writing today.
Procedure Check:
Good writers always need a quiet place to work so they can focus on their writing. As we are working today, our goal is to work quietly so our
friends can do their best work.
**As students are working, rotate throughout the class, observing the students as they work. Try to conference with 2-3 students to focus on
individualized goals.
Sharing:
After the students have had an opportunity to write, select 2-3 students to share their work with others. The rest of the class will be an audience and
demonstrate listening respectfully. The students sharing will get to pick one friend to compliment and one friend to question their work. **Another option is
to have students meet with their writing buddy to share their work. They will still compliment and question while working with their buddy.
The Steps a
Writer Must Take
1 Think
A writer must think of something
they want to write about.
2 Draw
A writer must draw a
picture.
3 Write
A writer must write words
that match their picture.
1st Grade
The Launch
Writing is Just Telling,
Day 2
Using Paper
Mini-Lesson:
Yesterday I told you that writing is just telling on paper. Well today, I am going to do some more writing. I wrote about my family
yesterday, so I think I will write about something different today. Model thinking aloud dramatically so the students can see that
process. Oh, I know! I think today I will write about my dog, Lucca. Again, try to pick something that your students are familiar with so
they will feel confident engaging in the whole group writing process. I like to think aloud while I am writing. I have one dog, named Lucca.
She is a girl. She is black and white. On the white parts she has little black speckles all over her fur. I need to make sure I draw that detail
so my readers can tell its her. She wears a pink collar. I am going to add that in my picture. Lucca loves to go on walks outside so I am
going to draw her outside. I need to make sure to add details to my picture, like the trees, the grass, the sky and the sun. Discussing the
importance of adding details to pictures will draw your students attention to the details in their own writing.
Now yesterday we talked about how good writers try to add labels to their pictures. Labels help our readers understand the story
better. I am going to draw a line and label Lucca so my readers will know exactly who that is. Model stretching out the sounds as you
are writing. Engage students in this process by allowing them to offer suggestions as they hear the sounds in the words. Today I am
going to try to stretch out my thinking and add some more writing to my page. At the bottom I am going to write a sentence so my
readers can learn more about my picture. Model thinking aloud. Today I will write, This is my dog Lucca. I love her. As you are writing,
have the students help you sound out the words. Model using inventive spelling by listening to the sounds heard in each word.
Try It out:
Today, you are going to be an author again. I want you to think in your mind about what you will write about. Give the students a couple minutes to
think. Model closing your eyes and thinking in your head about different ideas. After a couple minutes, have the students turn to a buddy to share
their thinking aloud. Okay, I want you to open your eyes and turn towards your buddy. Share your idea with your buddy. What are you going to
write about today? Give the students a couple minutes to verbally share their topic with a friend.
Today I want you to be an author. Just like I did, I want you to draw a picture to show your thinking. It does not need to be perfect, but good
writers always try their best. Remember, good writers try to add labels so their readers can understand their writing. I want you to try to add
labels to your writing today.
Procedure Check:
Remember, good writers always need a quiet place to work so they can focus on their writing. As we are working today, our goal is to work quietly
so our friends can do their best work.
Today you will discuss procedures for writing tools, such as, pencils, crayons, etc. This is based on your own classroom expectations. For example, if
their pencil breaks, what should they do? What if they are missing a color? Etc.
**As students are working, rotate throughout the class, observing the students as they work. Try to conference with 2-3 students to focus on
individualized goals.
Sharing:
After the students have had an opportunity to write, select 2-3 students to share their work with others. The rest of the class will be an
audience and demonstrate listening respectfully. The students sharing will get to pick one friend to compliment and one friend to question
their work. **Another option is to have students meet with their writing buddy to share their work. They will still compliment and question
while working with their buddy.
1st Grade
The Launch
Day 3
Telling a Story
Instead of Naming the Parts
Mini-Lesson:
Today I will teach you how writers tell a story, they do not just name the pictures. I will read the story Pancakes for Breakfast by Tomie
DePaolo. In this story, there are no words. I want you to listen to me as I tell the story aloud. The first time you read the story, only name the
pictures on each page. For example, old lady, dog, cat, house, etc. After you have gone through a couple pages stop and mention how it is kind of
boring to read a story that way. Start the story again from the beginning, however, this time actually tell the story. For example, On a cold
snowy morning, there was an old lady asleep in her home. After you have read the entire book, discuss the difference between naming the parts
vs. telling the story. Tell your students about the importance of telling a story and not only naming the parts.
Try It out:
Today, you are going to get the chance to write. As you are writing, I want you to make sure you are telling a story and not only naming the
parts. Just like when I read Pancakes for Breakfast, tell your readers a story. This will help your readers enjoy your writing. It does not have
to be perfect, but we want to try our hardest. Remember, good writers always sound out their words and write the sounds that they hear. I
want you to try this as you are writing too.
Procedure Check:
Today I am going to teach you about your Writers Workshop folders. We will use these to organize the stories that we write this
year. It is important for writers to store their stories in a safe place so that they do not get lost or torn. Discuss the meaning of the
red/green stickers (working vs. completed). Model placing a story in the folder pockets so that they will not get wrinkled or torn. Also,
you will want to discuss the expectations for using the Writers Workshop folders. Where will they stay? How will students use them
during workshop time? Etc.
**As students are working, rotate throughout the class, observing the students as they work. Try to conference with 2-3 students to
focus on individualized goals.
Sharing:
After the students have had an opportunity to write, select 2-3 students to share their work with others. The rest of the class will be
an audience and demonstrate listening respectfully. The students sharing will get to pick one friend to compliment and one friend to
question their work. **Another option is to have students meet with their writing buddy to share their work. They will still compliment
and question while working with their buddy.
Suggested Read Aloud:

Pancakes for Breakfast by Tomie DePaola
1st Grade
The Launch
Day 4
Building Our
Writing Stamina
Additional Materials: Writing Stamina Chart
Mini-Lesson:
Today I am going to teach you about the strength it takes to write. Good writers use stamina. Writing is like running. When you start off
running, if you dont practice, it can make you really tired and out of breath. Show me what it looks like when youre tired/out of
breath. Let your students act this out so they can deepen their understanding of the concept. However, when you practice, you are
building your stamina. It means that running becomes easier and you can do it for longer without getting out of breath. (Model what it
would look like if you had more stamina). Well just like it takes stamina to become a better runner, it also takes stamina to become a
good writer. I want you to watch me while I write today. Notice all of the muscles it takes to write a good story. My brain is working hard
to think, my arms and hands are working hard to write. It can be really tiring. Dramatize the writing process so your students can
visualize the strength it takes to be a good writer.
We are going to try to build our writing stamina this year so we can become better writers. We may only be able to write for a couple
minutes right now, but with more practice, it will become easier and we will be able to work longer without getting tired.
Try It out:
Today, we are going to work on our writing stamina. We will use our muscles to be the best writers we can be. Our writing doesnt have
to be perfect, but we do know that we want to try our hardest. Lets try to work our hardest for 10 minutes today.
Procedure Check:
As the students are working, rotate throughout the classroom to ensure that they are remaining on task, adding details to their pictures
and stretching out the sounds in words (inventive spelling). Encourage the students to tell a story, rather than just naming the parts.
Celebrate the students that are displaying writing stamina.
Sharing:
Writing Stamina
Good writers use their
writing muscles to help them
writer for longer.
Monday Tuesday Wednesday Thursday Friday
Week 1 Week 1 Week 1 Week 1 Week 1
1 min.
2 mins.
3 mins.
4 mins.
5 mins.
6 mins
7 mins.
8 mins.
9 mins.
10 mins.
11 mins.
12 mins.
13 mins.
14 mins.
15 mins.
16 mins.
17 mins.
18 mins.
19 mins.
20 mins.
21 mins.
22 mins.
23 mins.
24 mins.
25 mins.
Writing Stamina
writer for longer.
1 min.
2 mins.
3 mins.
4 mins.
5 mins.
6 mins
7 mins.
8 mins.
9 mins.
10 mins.
11 mins.
12 mins.
13 mins.
14 mins.
15 mins.
16 mins.
17 mins.
18 mins.
19 mins.
20 mins.
21 mins.
22 mins.
23 mins.
24 mins.
25 mins.
Writing Stamina
writer for longer.
1 min.
2 mins.
3 mins.
4 mins.
5 mins.
6 mins
7 mins.
8 mins.
9 mins.
10 mins.
11 mins.
12 mins.
13 mins.
14 mins.
15 mins.
16 mins.
17 mins.
18 mins.
19 mins.
20 mins.
21 mins.
22 mins.
23 mins.
24 mins.
25 mins.
Writing Stamina
writer for longer.
1 min.
2 mins.
3 mins.
4 mins.
5 mins.
6 mins
7 mins.
8 mins.
9 mins.
10 mins.
11 mins.
12 mins.
13 mins.
14 mins.
15 mins.
16 mins.
17 mins.
18 mins.
19 mins.
20 mins.
21 mins.
22 mins.
23 mins.
24 mins.
25 mins.
Writing Stamina
writer for longer.
1 min.
2 mins.
3 mins.
4 mins.
5 mins.
6 mins
7 mins.
8 mins.
9 mins.
10 mins.
11 mins.
12 mins.
13 mins.
14 mins.
15 mins.
16 mins.
17 mins.
18 mins.
19 mins.
20 mins.
21 mins.
22 mins.
23 mins.
24 mins.
25 mins.
1st Grade
The Launch Building Our
Day 5
Writing Stamina
Additional Materials: Writing Stamina Chart
Mini-Lesson:
Today we are going to keep working on building our writing muscles. Model showing your muscles with the kids to engage them and help
them recognize the strength needed for writing. Writing can be really hard, but you guys have been working so hard to become
wonderful authors. I was so proud of you yesterday! It made my heart so happy to see you writing for so long.
Today we are going to strengthen our writing muscles. Just like when you run around the track, if you dont practice, you will get tired
really fast, but the more you practice, the easier if will become and you will become a better runner. Well writing is the same way! We
are already great little writers, but we want to become even better so we have to practice!
Try It out:
Today, we are going to work on our writing stamina again. We will use our muscles to be the best writers we can be. Our writing doesnt
have to be perfect, but we do know that we want to try our hardest. Lets try to work our hardest for 11 minutes today. You will add 1
minute to the time from yesterday. After writing time has finished, you will chart the students growth on the Stamina Anchor Chart.
Procedure Check:
Sharing:
1st Grade
The Launch
Day 6
Writers Workshop:
The Layout
Part 1: Mini-Lesson
Mini-Lesson:
Today I am going to teach you about an important part of Writers Workshop. Every day, before we start writing, we will meet together
on the carpet, just like you are right now. When were here, we will be learning about all of the things that good writers do as they write.
This is called a mini-lesson. Its short, but its the time when I will teach you all of the things that make a good writer. During this time,
discuss your expectations with the students. For example, eyes on the teacher, listening attentively, raising their hand, etc. These
expectations should correlate with your classroom expectations, so it will be easy for the students to have success. There has been an
anchor chart provided for you to use as a reference. You can refer to this throughout the year to ensure that students are meeting the
desired expectations.
Try It out:
Today, we are going to keep working on our writing stamina. We will use our muscles to be the best writers we can be. Our writing
doesnt have to be perfect, but we do know that we want to try our hardest. Lets try to work our hardest for a little bit longer today!
Add 1 to 2 minutes today in order to stretch their writing stamina. Celebrate their success after Writers Workshop today.
Procedure Check:
Sharing:
1st Grade
The Launch
Day 7
Writers Workshop:
The Layout
Part 2: Try It Out
Mini-Lesson:
Today I am going to teach you about another important part of Writers Workshop. Every day, after we meet together on the carpet,
you will get a chance to do your own writing! This may become your favorite part of each day. You will get the opportunity to be an
author! During this time, discuss your expectations with the students. For example, working quietly, raising your hand for help, staying on
task, etc. These expectations should correlate with your classroom expectations, so it will be easy for the students to have success.
There has been an anchor chart provided for you to use as a reference. You can refer to this throughout the year to ensure that
students are meeting the desired expectations.
Try It out:
Today, we are going to keep working on our writing stamina. We will use our muscles to be the best writers we can be. Our writing
doesnt have to be perfect, but we do know that we want to try our hardest. Lets try to work our hardest for a little bit longer today!
Add 1 to 2 minutes today in order to stretch their writing stamina. Celebrate their success after Writers Workshop today.
Remember, today while you are working, I will be looking for good writers. We know that when were working on our writing, its quiet,
so that we can focus, we work the entire time, and we raise our hands if we need help.
Procedure Check:
Sharing:
1st Grade
The Launch
Day 8
Writers Workshop:
The Layout
Part 3: Sharing Time
Mini-Lesson:
We have been learning about the things that make Writers Workshop so special. Today I am going to teach you about one of my
favorites: sharing time. I love to share my work, but since there are so many friends in our class, I cant always share my work everyday.
Each day I will pick 3 friends to share their work with the class. This will be your time to share your hard work with all of us.. Sharing
time is so much fun!
When we listen to our friends share their work, we want to make sure that we are being good listeners. We know that good listeners
Discuss your expectations with the students about their behavior during Sharing Time. This should correlate with your classroom
expectations that are already in place, such as, sitting on the carpet, eyes on the person sharing, raising their hand for
compliments/questions, etc.
Try It out:
Today I will look for 3 friends to share their writing with our class. Its okay if your work is not finished, we just want to celebrate your
hard work! I am looking for friends that are staying focused, using their writing muscles, etc. Tell your students what you will be looking
for when selecting students to share. This will relate to your expectations during Writers Workshop time.
**When you begin your conference schedule, two students will be scheduled each day and only one will be selected based on writing
expectations. This is a great way to begin the process though so students become familiar with the expectations during Writers
Workshop.
Procedure Check:
Sharing:
LOVE
Your Writing!
Please Share!
LOVE
Your Writing!
Please Share!
LOVE
Your Writing!
Please Share!
1st Grade
The Launch
Day 9
Complimenting &
Questioning
Using Our Buddies as a Resource
Mini-Lesson:
Yesterday we learned about our Sharing Time during Writers Workshop. I told you that was one of my favorite parts because we get
to read our stories aloud to our friends. One thing that I really love about sharing, is that our friends get to compliment our writing. Does
anyone know what that word compliment means? Give the students some time to think before sharing their thoughts aloud. Yes, when
you compliment someone you tell them something nice! It makes my heart feel so good when people give me compliments. Our friends
that share their stories aloud have been working really hard! We want to find things about their writing that we could compliment. Maybe
we love the details in their illustrations, or the topic that they wrote about. Maybe they had a funny surprise that you really enjoyed. All
of our stories are special and we want to celebrate our friends hard work! When you compliment their writing it will make their hearts
feel happy! As a whole group you could create an anchor chart of ideas that the students could use to guide their compliments during
the sharing time. **Sometimes littles struggle with thinking of different things to compliment, so you will want to provide support and
scaffold their learning.
Another thing I love about sharing time is that I get to pick another friend to QUESTION my writing too! When someone asks me a
question, it can help me make my story even stronger so that its more exciting for my readers. Sometimes I may be stuck and not able
to think of anything else to add to my writing, but as soon as a friend asks me a question, it sparks a new idea! Our readers might want
to know more about the characters, or what will happen next in the story, or maybe if its a fiction or nonfiction story. There are so
many questions that our readers can ask about our writing!
**Today you will want to read your own story aloud to model complimenting and questioning as a whole group. You can guide the students
to find things to compliment and help them think of questions they could ask about your writing. Teaching the students about
complimenting and questioning with modeling will be much more powerful than just telling them about the two.
Try It out:
Today I will look for 3 friends to share their writing with our class. Its okay if your work is not finished, we just want to celebrate your hard
work! I am looking for friends that are staying focused, using their writing muscles, etc. Tell your students what you will be looking for when
selecting students to share. This will relate to your expectations during Writers Workshop time. If you get to share your story aloud today, you
will get to pick one friend to compliment your writing and one friend to ask you a question about your writing!
**When you begin your conference schedule, two students will be scheduled each day and only one will be selected based on writing expectations.
This is a great way to begin the process though so students become familiar with the expectations during Writers Workshop.
Procedure Check:
As the students are working, rotate throughout the classroom to ensure that they are remaining on task, adding details to their pictures and
stretching out the sounds in words (inventive spelling). Encourage the students to tell a story, rather than just naming the parts. Celebrate the
students that are displaying writing stamina.
Sharing:
After the students have had an opportunity to write, select 2-3 students to share their work with others. The rest of the class will be an audience
and demonstrate listening respectfully. The students sharing will get to pick one friend to compliment and one friend to question their work.
**Another option is to have students meet with their writing buddy to share their work. They will still compliment and question while working with
their buddy.
1st Grade
The Launch
Day 10
What Can I Write?
Brainstorming Writing Topics
Additional Materials: Writing Topics Anchor Chart
Mini-Lesson:
Today were going to talk about all of the things we can write about during our Writers Workshop time. So far, I have written about
my family and my dog, but there are so many other things in my life that I would love to write about! Sometimes, the hardest part is
thinking of them though. Today were going to make an anchor chart so you will always have a place to look for ideas. Show the students
the anchor chart paper that you will use to record their thinking. You can break it up into different topics in order to get their little minds
brainstorming ideas. Okay, I want you to close your eyes and think in your mind of some things you would like to write about.
As students are giving ideas, begin recording them on the anchor chart. This chart will be utilized throughout the year for the students to
refer to as they are brainstorming writing topics. Some ideas they may think of, include, family, friends, sports, videogames, etc.
Try It out:
Okay, now that weve had a chance to think of some ideas, you guys are going to get a chance to be a writer. Do you have to pick
something off of this anchor chart? No, but it is here to help you, in case you get stuck. Have the students turn to a buddy around them
to discuss their ideas for writing today. The pair/share opportunity will ensure that they have a topic before they move to their seats to
practice independently. After the students go to their seats, remind them about the importance of writing stamina. Add 1-2 minutes to
the writing block today.
Procedure Check:
Sharing:
Writing Topics
What Can We Write
About?
People
Places
Events
Animals
1st Grade
The Launch
Day 11 What Can I Write?
Brainstorming Writing Topics &
Personalizing Our Folders
Mini-Lesson:
Yesterday we talked about all of the things we can write about during Writers Workshop. You guys did such a great job thinking of
ideas! Well, today were going to decorate our writing folders with pictures of things that are important to us. This will help give us more
ideas as we are writing this year. Bring in your own photos to use as an example to model for the students. Tell them a little about each
picture so they can get an idea of how to utilize the pictures on their folders throughout the year. As you talk about each picture, glue it
to your folder.
Try It out:
Okay, today for Writers Workshop, you are going to get a chance to decorate your writing folder. You will want to use the pictures that
you brought, just like I did. We will use these pictures to help us think of ideas when we write, just like we use our anchor chart to help us
think of ideas. After the students begin finishing up with decorating their Writing Folders, prompt them to write with any additional
time. Encourage them to use their photos to help guide their writing topics.
Procedure Check:
Sharing:
1st Grade
The Launch
Day 12 Adding Details:
Characters Wear Clothing
Additional Materials: Characters Anchor Chart (there are 2 to choose from)
Mini-Lesson:
Today you will discuss the importance of adding details to the illustrations in a story. You will draw an illustration of some students in the
class, on this specific day. However, while you are drawing, leave out details that would help the students recognize them. (stick figures,
no colors, no details in the clothing, etc.) After you have finished, tell the students that you drew a couple friends from your class. Ask
them if they can tell you who it is. Usually, they will reply with a big NO because they recognize that there are no details.
After you have discussed the importance of adding details to illustrations, complete your drawing by adding details. Try to make the
illustration look just like the children on that specific day. For example, if they are wearing stripes, add stripes, if their hair is in a
ponytail, draw it that way, etc. After you have finished drawing, ask the children if they can tell who it is. They should be able to this
time. After they have guessed, talk about how impactful the details of illustrations are when writing.
Try It out:
Today, you are going to get a chance to write in your story. It was really hard to tell who my characters were when I didnt add details.
Remember that as you are writing. Make sure you add details to your characters so that your readers will know exactly what they look
like. Does it have to be perfect? No, but we do want to make sure that we try our best! Today as the students are writing, encourage
them to add details to their illustrations. For any child that is struggling, try to asking prompting questions in order to build the
visualization in their mind. This will help them as they are working independently.
Procedure Check:
and stretching out the sounds in words (inventive spelling). Encourage the students to add details to their illustrations. Celebrate the
students that are displaying writing stamina.
Sharing:
Characters
Who and what the
story is about.
CHARACTERS
Who and what the
story is about.
1st Grade
The Launch
Day 13 Adding Details:
Our Story Needs a Setting
Additional Materials: Setting Anchor Chart (there are 2 to choose from)
Mini-Lesson:
We have learned so much about being writers! Today we are going to talk about how even our pictures can help readers understand our
story. Sometimes when I look at books, my favorite part is to look at the illustrations. It helps me understand the story better. We know
that good writers always start by illustrating so that their brain can remember each detail. I want you to watch as I start on my
writing, then I am going to need some help telling my story. In front of the class, model drawing a new illustration in your story. Be
dramatic and quickly just draw the characters, no background. After you have finished, ask for some volunteers to help tell your story.
They will most likely have a hard time because there is no background or details, but if they do not, ask questions such as, Where am I?
What am I doing? Am I outside or inside?, etc. in order to draw their attention to the setting. After you have finished, discuss the
importance of adding settings in their writing. Ask the students to share their thinking as well.
Complete the page of your writing by adding setting and telling the students about the story. Draw attention to how impactful the setting
is when telling a story.
Try It out:
Now it is your turn to write. Today I want you to remember how important it is that we add a setting to our illustrations. As you are
working, I want you to look to see if you are adding a setting that will help the readers understand your story. As students are working
today, you will want to make sure they are applying the mini-lesson to their own work. Provide support for those students who are
struggling with adding details, but prompting them with questions about their story, just like in the mini-lesson.
Procedure Check:
and stretching out the sounds in words (inventive spelling). Encourage the students to add details to their writing, especially a setting.
Sharing:
Setting
When and where the
story takes place.
Setting
Where and when the
story takes place.
1st Grade
The Launch
Day 14 Stretching Our Words
Using Stretchy Snake in our Writing
Additional Materials: Stretching Sounds Anchor Chart

Mini-Lesson:
Today you are going to teach the students the importance of stretching out the sounds in words. It is helpful to use a slinky to model
stretching out the sounds in words. Sometimes I will choose a student to hold the slinky to stretch as they are sounding out a word. It
helps the students visually make the connection of stretching out the sounds heard in each word.
You guys are such great writers, but today were going to practice stretching out the sounds that we hear in words. Some words, like
short ones, are easier for us to sound out, but when we write, some of our words will be longer, so we have to practice. Remember how
we use stretchy snake when were reading? Well we are going to do the same thing when were writing. I am going to need your help
today while I sound out the words in my writing. Think of a sentence for your writing that will have long and short words so you can
model problem solving and inventive spelling with your students.
Today I am going to write about Lucca. She loves to snuggle up under the covers on my bed. I know how to spell Lucca, but I may need
help sounding out the word love. Have a child help sound out the word love (using a slinky if you choose) as you write it on your paper.
Celebrate sound/symbol correspondence /luv/. Okay, now I need to write the word to. I know that one because its on our word wall.
Remember, when a word is on the word wall, I HAVE to write it correctly. I need to look under the /t/ to find the word to. There it is
/t/o/. Now, snuggle is a big word. I will really need to stretch out the sounds. Lets try this one together, s-n-u-g-l. Continue modeling
stretching out the sounds in words until you complete your sentence. Call attention to any of the words that are on the Word Wall so the
students become familiar with utilizing the Word Wall as a resource.
Try It out:
Today as you are writing, I want you to stretch out the sounds in your sentence. If its a short word, there wont be many letters, but
if its a long word, it is going to have more letters. Do your words have to be perfect? Of course not, but we want to try our best.
Procedure Check:
and stretching out the sounds in words (inventive spelling). Encourage the students to add details to their writing. Celebrate the students
that are displaying writing stamina.
Sharing:
Stretching Sounds
{like a snake}
Good writers
stretch out the sounds in
words and blend them
together.
Stretching Sounds
Good writers
stretch out the
sounds in words and
blend them
together.
1st Grade
The Launch
Day 15 Stretching Our Words
Using Stretchy Snake in our Writing
Additional Materials: Stretching Sounds Anchor Chart
Mini-Lesson:
Today we are going to keep using stretchy snake to help us write our words. You guys did such a great job helping me yesterday and I
even saw my friends doing it in their own writing! It made my heart so happy to see you stretching out the sounds to write words1 I am
going to need your help again to stretch out the words in my sentence so I can be sure I dont forget anything.. Remember, some words
are short, so they will have less letters. Other words are long, so they will need more letters. We want to remember this when were
writing so we can check to be sure were not forgetting anything, especially in those longer words.
Model writing a sentence today for your students. Use the same strategy as yesterday. Have the students help sound out the words using
inventive spelling, but refer to the Word Wall for any high-frequency words that are posted in your classroom. You can let students use a
slinky as a tool for sounding out the words. This will help them visually recognize the strategy of stretching out sounds.
Try It out:
Today as you are writing, I want you to stretch out the sounds in your sentence. If its a short word, there wont be many letters, but if
its a long word, it is going to have more letters. Do your words have to be perfect? Of course not, but we want to try our best.
Procedure Check:
and stretching out the sounds in words (inventive spelling). Encourage the students to add details to their writing. Celebrate the students
that are displaying writing stamina.
Sharing:
1st Grade
The Launch
Day 16
Using Our Classroom
Resources
Mini-Lesson:
Did you guys know that authors use lots of things to help them when theyre writing? Well, we have things in our classroom that we can
use to help us become better writers. One of my favorites, is the word wall. At this point you should have added some words (high-
frequency) to the Word Wall in your classroom. As writers, we can use the word wall to help us write words.
Not every word in my writing will be on the Word Wall, but if it is, I want to make sure I spell it correctly. Today you will model writing
a sentence and using the Word Wall to spell high-frequency words. Engage the students so they can be involved in the process. Today I
am going to write, Lucca plays with the dog next door when she is outside. I know Lucca so I will write that. The word play is on our
Word Wall so I need to make sure I spell it correctly. Choose a student to walk over to the Word Wall to touch the word play. Continue
this process, selecting students to find words from the Word Wall and stretching out the sounds in any words not on the Word Wall until
you complete your sentence.
Try It out:
Today while you are writing, I want you to try to use the Word Wall to help you write your words. Remember, not every word will be on
the word wall, but we know how to stretch out sounds to figure those ones out. If a word is on the Word Wall, we want to make sure we
spell it correctly. Our writing does not have to be perfect, but we always want to try our best!
Procedure Check:
and stretching out the sounds in words (inventive spelling). Encourage the students to use the Word Wall to spell high-frequency words in
their writing.. Celebrate the students that are displaying writing stamina.
Sharing:
1st Grade
The Launch
Day 17
Using Our Writing
Magnifying Glass
Additional Materials: Zooming In Anchor Chart
Mini-Lesson:
Does anyone know what we use a magnifying glass for? As students are giving their response, respond with yes, and we them to get a closer
look at something. Have students use their hands to make imagination magnifying glass. Well today, I am going to use my writing magnifying
glass to get a closer look into my topic. You know that I love writing about my family, but today I am going to zoom in and write about
something we love to do! We love taking our dogs on a walk at the park. You all know about Lucca, but today I am going to add Paisley, Stella
and Millie in my writing because I am zooming in on the day that my family took our dogs to a dog park. As you are talking about your story,
draw your illustrations so the students can observe the process. So one day, my mom, my sisters and I decided that we wanted to take our
dogs on a walk. We didnt just want to walk around the neighborhood, so we drove to a park so the dogs would have a lot of room to run and
play. When we got there, the dogs were so excited to play! After our walk, we took them into a dog park where they could play without any
leashes. When we got inside, they were so excited. Their tails were wagging, they had their tongues out, and they were making friends with
other dogs. Lucca was playing for a couple minutes, but then got really nervous about other dogs coming near me. She is very protective! She
stood by my side the rest of the time so that she could be sure I was safe from the other dogs. I want to be sure I show that in my
illustrations. I want to make sure that my reader knows what is happening, so I am going to add a speech bubbleLucca, why are you not
playing? I have not yet discussed speech bubbles with my class, but this will be an easy way to introduce it before the actual lesson. Some of
your higher level writers may be ready to utilize speech bubbles in their writing.
Now that I have drawn my picture, I need to be sure that I add my setting in the background so the reader can see exactly where were at.
I need to be sure to draw the grass, the fence around the dog park, the sky, etc. Calling attention to the setting will support your lesson from
Session 11 and reiterate for students how important it is to add details to their illustrations.
I am also going to add some writing to the bottom of my page. I want to say One day we took our dogs to the dog park. They had so much
fun playing with other dogs and without a leash! Lucca only wanted to stand by me. As you are writing, try to engage the students by having
them assist with the spelling of words to model inventive spelling and sound/symbol relationships.
Try It out:
Today you are going to get a chance to use your writing magnifying glass. Just like I did, I want you to tell me more about your topic. Does it
have to be perfect? No, but we do want to always try our best. We will need to keep using our writing stamina today. I am going to add 1
minute to our stamina chart today. Add 1 more minute to the Workshop time so students continue building their stamina. Remind students to
listen for the sounds in words as they write.
Procedure Check:
As the students are working, rotate throughout the classroom to ensure that they are remaining on task, adding details to their pictures and
stretching out the sounds in words (inventive spelling). Encourage the students to zoom in on their topic to be more specific. Guide them to add
more than just naming the pictures. Celebrate the students that are displaying writing stamina.
Sharing:
audience and demonstrate listening respectfully. The students sharing will get to pick one friend to compliment and one friend to question their
work. **Another option is to have students meet with their writing buddy to share their work. They will still compliment and question while
working with their buddy.
A Writers
Magnifying Glass
Good Writers
zoom
into their
topic to give
the reader
more details.
1st Grade
The Launch
Day 18 Using Our Writing
Magnifying Glass
Additional Materials: Zooming In Anchor Chart
Mini-Lesson:
Remember how yesterday I used my writing magnifying glass to zoom into my topic? Well, I am going to do the same thing today. I will
continue writing about my family and experiences with our dogs, to model zooming in for my students. I like to choose topics that they
may be able to relate to in their own lives (family/pets) to support their thinking and writing. Today I may write about taking the dogs to
the river to swim, celebrating a birthday, etc. You may choose any topic, but try to make it similar to yesterdays session so the students
can see how zooming in gives the reader more details about a topic.
Try It out:
Okay, now it is your turn to write. I want you to remember to use your writing magnifying glass to zoom in on your topic. Does it have to
be perfect? No, but we do always want to try our best as writers. Today we are going to use our muscles to keep building our stamina.
Today you will add 1 more minute to the writing workshop time to build up stamina.
Procedure Check:
and stretching out the sounds in words (inventive spelling). Encourage the students to zoom in on their topic. Guide them to tell a story,
rather than just naming the pictures. Celebrate the students that are displaying writing stamina.
Sharing:
1st Grade
The Launch
Day 19
Publishing Our Writing,
Just Like Authors
Additional Materials: Fixing It Up Anchor Chart
Mini-Lesson:
We are almost done with our launch of Writers Workshop! We have been working so hard to become good writers and do all
of the things that authors do. The last thing authors do before their finish a story is fix it up. Today I am going to pick one of
my pieces to fix up. I want to pick one that I think others would really like to read. Model looking through your Writers
Workshop folder to select a piece to fix up today for the mini-lesson. When I pick the piece I want to fix, I will think about
what I can do to make sure its my best work. Does it make sense as I re-read it? Do I need to add more details to my
illustrations? Is there anything else I want to say in my writing? Etc. **Today you will model making changes to your own
writing so the students can observe this process. You can use the Fix It Up Anchor Chart to guide your changes.
Try It out:
Today you are going to fix up one of your pieces so it will be ready to share with others. First we want to look through our
Writers Workshop folder to pick one that we think others will want to hear. You will want to re-read the words and look closely
at your illustrations to see if theres anything we can add or change in our writing. Does it have to be perfect? Of course not,
but we want to work our hardest to get our writing ready for our readers!
Procedure Check:
As the students are working, rotate throughout the classroom to ensure that they are remaining on task, adding details to their
pictures and stretching out the sounds in words (inventive spelling). Encourage the students to zoom in on their topic. Celebrate
the students that are displaying writing stamina.
Sharing:
Today we will all get a chance to share our writing today, with our writing buddy. Have your students find their buddy and sit
together for the next directions. The first buddy will share their work. The other friend will give a compliment and ask a
question. Repeat the process. You will want to guide them through each step so they become more confident providing
compliments and questions. Some of your students will grasp this concept very quickly, while others may need more practice. Be
sure to rotate throughout the groups in order to provide support for those that need it.
Today I am going to take up your writing, instead of putting it back in our Writers Workshop folders. Now that we have fixed
it up, we are ready to publish it, just like real authors. We will celebrate our hard work tomorrow!
FIXING It Up
Publishing our writing,
like an Author
Questions to
Guide My Thinking
What details can I

add to my pictures?
Does my story make

sense?
Can I fix the spelling

of my words?
Writers use their tools to get their

writing ready to share with others.
1st Grade
CELEBRATION!
The Launch
Day 20
Celebration day is VERY exciting for your littles. They get to celebrate their hard
work and share their writing with others. I like to have a special treat for my
kids, like cookies, fruit snacks, etc. to make it a little more special for them.
**Your celebration day may look different, depending on your preference. In my classroom the
students meet in small groups (4-5 students) and take turns sharing their books with their group,
while eating their snack. During the celebration, I let them have an opportunity to share their
book with their group and listen to their friends books. They go in a circle, giving everyone an
opportunity to read their book. Some of my littles even like to incorporate our compliments into
the celebration day. Theyre just too cute!
Other Ideas to Celebrate:
Small Groups (4-5 students)

Circle Rotation
Partner Share
Read to a Different Classroom
**You could even invite parents, faculty members, or other classrooms to join you during the
celebration day. This day is really based on your personal preferences, but it is important to
celebrate your littles hard work during the unit.
Display Student Work:

After our celebration, I like to display my littles work by hanging it in the hallway or in our classroom. Some
of my littles even ask to add their book to our classroom library. Displaying student work is just as
important as the celebration, however, if my littles want to take their work home to share with their
families, I always let them do that. Its up to them how their work gets displayed!
Grade
Writers
Workshop
Narrative Unit 2
Writers Workshop
First Grade Narrative Unit 2
Writers Write Writers Write Touching, Touching, The Story Hand
Stories Stories Telling, Writing Telling, Writing
Adding the & Drawing & Drawing
Next Page in
Our Books

The Story Hand Stretching out Is it on the Telling Your Making
Continued the sounds in Word Wall? Story to a Characters
words Using Classroom Friend Think & Feel
Resources
Making Character Talk: Character Talk: Drawing from Making Our

Characters Using Speech Using Speech different Stories Come
Think & Feel Bubbles in Our Bubbles In Our points of view to Life (5
Writing Writing Senses)
Making Our Going Back to Making Our Reteach Any Reteach Any
Stories Come Re-Read. Am I Stories Library Lessons As Lessons As
to Life (5 Really Done? Ready Needed Needed
Senses) (Units 1 & 2) (Units 1 & 2)
Reteach Any Reteach Any Reteach Any

Publishing our Celebration
Lessons As Lessons As Lessons As
writing, like an
Needed Needed Needed
author
(Units 1 & 2) (Units 1 & 2) (Units 1 & 2)
This will be Writers Workshop Unit 2 for First Grade. The sessions created in this unit will focus on Narrative
Stories. It will get your kiddos familiar with writing personal narratives and make them excited about writing!
Writers Workshop
Narrative Unit Information
The Narrative Unit of the Writers Workshop
Guide will teach students how to tell stories
about their own lives, in writing. It will teach
about the key components of writing a
story, but also integrate strategies that
writers use to make their stories come to
life. Your students should feel confident and
excited about writing stories after this
narrative unit!
**Mentor Text:
Our Tree Named Steve by Alan Zweibel
Knuffle Bunny by Mo Willems

Snowy Day by Ezra Jack Keats
Big Mamas by Donald Crews
**Mentor Text for teaching speech bubbles

(Session 13):
Lets Go for a Drive by Mo Willems

Narrative Unit 2
Materials List
Teaching Materials:
Chart Paper
ABC Chart
Word Wall
Student Materials:
Writing Paper
Folder
ABC Chart
Personal Word Wall

1st Grade
Narrative
Day 1 Writers Write Stories
Mini-Lesson:
Read Aloud Before: Our Tree Named Steve by Alan Zweibel
You all have become such wonderful writers! Did you know that writers can write stories about their own lives? We call these kinds of
stories, narrative stories. As a writer, when we write narrative stories, we get to tell a story about something that has happened to us.
You may want to give your students some examples of narrative stories that you have read throughout the year. This will help them make
a deeper connection with this type of writing style.
Today I want to start my own narrative story! I love that since narrative stories are about my own life, there is SO much I can write
about. My first step is to think about what I will write. Model brainstorming ideas aloud so your students can observe this process. Be
very dramatic as you think through different ideas. HmmI could write about the time I went to the beach with my sisters, or about
the day I went to the zoo, or maybe I want to write about taking Lucca to the river for a swim.
I know! Today I really want to write a story about the day I took Lucca to the river for a run and a swim. This is one of Luccas
favorite things to do and I love taking her! I am going to start my story by saying, One morning I decided to take Lucca down to the
river for a swim. I put on Luccas leash. She was so excited that she started jumping up and down! Model writing the sentence for your
students. Engage them in the process by having volunteers help with spelling.
Now that I have written my words, I want to illustrate my picture. I want to make sure that my picture matches what my words are
saying. I really want to add lots of details in my illustration to show exactly what is happening in my story! That is what great authors do
in their writing too! **You will not have time to complete your illustration before your littles start to get restless, so you will want to stop
before that happens. I always tell mine that I want them to have plenty of time to work on their own stories, so I will finish my drawing
later.
Try It out:
Today you are going to start writing your first book, just like I did. Remember, writers have to think about what theyre going to write about
before they can even start. Think in your mind of something that has happened to you, then start writing about it! We want to try our best to
sound out our words and draw pictures that match our words. Does it have to be perfect? Of course not, but we know that we always want to try
our best!
Procedure Check:
Today while you are writing I am going to meet with a couple of friends to talk about their writing. We know that when I am working with a student, you
may not interrupt me. I will be looking for friends that are doing the things that good writers do!
Remind the students about important concepts that you want them to focus on during their independent writing time. For example, adding detailed
illustrations, sounding out their words, using finger spaces, etc. This is really an opportunity for you to spotlight something that your littles need to
continue to work on or remember to add in their writing. You can use your conferencing data and teacher observation to guide your decisions.
Sharing:
demonstrate listening respectfully. The students sharing will get to pick one friend to compliment and one friend to question their work. **Another option
is to have students meet with their writing buddy to share their work. They will still compliment and question while working with their buddy.
1st Grade
Narrative
Day 2 Writers Write Stories
Day 2: Adding the Next Page in Our Books
Mini-Lesson:
Yesterday we learned that writers can write stories about their own lives! We call these types of stories, narrative stories. Its so fun that as a
writer, you get to tell others about things that have happened to YOU. Who doesnt love telling stories about their own lives?
Today we are going to learn how to add a new page to our story. Yesterday, I started writing about when I took Lucca to the river for a swim.
She just loves going to the river. Its so cute how excited she gets! My first step as a writer, is to READ the words that I wrote yesterday. If I just
start writing, I may forget to add something important, or my story might not make sense. Good writers ALWAYS go back and read what they
wrote before starting a new page. Model reading your page from yesterday aloud to your littles. After you have read it aloud, model
brainstorming what you will write next. The thinking process is very important as they begin writing books.
Okay, today I need to add another page to my story. I need to make sure that it is still about taking Lucca to the river for a swim or else it will
not make ANY sense to my readers. I need to be very careful as I turn to the next page. I dont want to skip any by accident. Model turning the
page for your students. You may want to be a little dramatic so they will remember to carefully turn the page as they work independently. Okay,
today I want to write, Lucca jumped into the car and we drove to the river. When we got to the river, Lucca started running as fast as she could
to the water. It was so funny watching her jump in! Model writing the sentence for your students. Engage them in the process by having volunteers
help with spelling.
Now that I have written my words, I want to illustrate my picture. I want to make sure that my picture matches what my words are saying. I
really want to add lots of details in my illustration to show exactly what is happening in my story! That is what great authors do in their writing
too! **You will not have time to complete your illustration before your littles start to get restless, so you will want to stop before that happens. I
always tell mine that I want them to have plenty of time to work on their own stories, so I will finish my drawing later.
Try It out:
Today you will keep adding more to your story. I loved reading your writing from yesterday and cant wait to hear more of your stories! This is
why I absolutely love narrative stories. I get to learn so much about YOU, just by reading your wonderful writing. Remember, when writers start a
new page, they have to go back and read what they wrote before adding anything new to their story. Look at your work from yesterday before
you start adding anything new to your story. Dont forget, you have to be very careful as you turn to the next page in your book. We dont want to
skip any pages in our story. That is what good writers do when they are making a book!
Procedure Check:
Today while you are writing I am going to meet with a couple of friends to talk about their writing. We know that when I am working with a
student, you may not interrupt me. I will be looking for friends that are doing the things that good writers do!
Sharing:
their buddy.
1st Grade
Narrative
Day 3 Telling,
Writing & Drawing
Mini-Lesson:
I have loved watching you guys work on your narrative stories and listening to you read them! You are becoming such wonderful writers. I think I
have a lot of future little authors in my class this year! You should be very proud of the stories youre writing! Today I want to teach you about the
steps that writers take to make sure that their stories make sense and that they are exciting for their readers.
Each time I start a new story, what is the first step I do? Exactly, I always tell my story aloud so that my brain knows exactly what I am going
write about. This helps me organize my thinking, get ready to start my writing, and helps me make sure I dont forget anything important in my
story. As I tell my story aloud, sometimes it helps to touch each page of my book. Even though theyre just white now, after I write, they are going
to be filled with my words and pictures. Touching them while I tell my story helps my brain to plan what I will write on each page. So, my first step
as a writer is to tell my story aloud. Perfect!
Now that I have told my story aloud, Im ready to start writing. Writing is the second step that an author takes when they are making a story. I
want to write the words that I used when I was telling my story. Now will EVERY word I want to write fit on the first page? Of course not, but
we know that good writers go back to re-read before they start the next day, so you can take your time on your story.
So our first step is to tell our stories aloud, our second step is to write the words in our story, and our last step is to draw our pictures. After you
write the words for a page, you will want to take your time to illustrate. Our pictures are just as important as our words. They make our stories
exciting for our readers and add more details to our writing! We want to make sure that our pictures match the words that are on the page.
Try It out:
While you are writing today I want you to use the steps that authors use to help their writing. First, you will tell your story aloud so that your
brain knows exactly what its going to write about. Next, you will write the words that you want on the next page in your story. Last, you will draw
a picture that matches the words that you wrote. Remember, we want our pictures to be as strong as our words, so we always add lots of details.
Does it have to be perfect? Of course not, but we know that we always try our best!
Procedure Check:
Sharing:
their buddy.
1st Grade
Narrative
Day 4 Telling, Writing & Drawing
Mini-Lesson:
Yesterday we talked about the steps that a writer takes when they are working on a story. We learned that first a writer must tell their story
aloud. I saw lots of my friends telling their stories aloud yesterday BEFORE they started writing. I was so proud of you! Next, we learned that a
writer must write the words on the next page of their story. I saw lots of my friends working really hard to add words to their stories yesterday.
You are such great writers! And last, we learned that writers must draw a picture that matches their words and add lots of details to that picture.
You are wonderful artists and I saw lots of beautiful illustrations in your stories. You are definitely using the steps that writers use as they are
writing a story.
Today I want to use the steps to help me add another page to my story about taking Lucca to the river. I am going to go back and re-read my old
pages, then Ill finish telling my story aloud since thats the first step a writer takes. **As you read you old pages in your story, show the pages to
your students. One morning I decided to take Lucca down to the river for a swim. I put on Luccas leash. She was so excited that she started
jumping up and down! Lucca jumped into the car and we drove to the river. When we got to the river, Lucca started running as fast as she could to
the water. It was so funny watching her jump in! Now, I am going to tell the rest of the story aloud. Lucca ran up and down the banks of the river
for a long time. She would jump in the puddles, sprint towards me, then turn away, and swim in the water. She was having so much fun! Finally
though, she started to get tired. I decided that it was time to take her home. I wrapped Lucca in a towel and set her in the car. She was really dirty
and stinky! We drove to the dog wash to stop there before we went home.
Okay, now that I have re-read my old pages and told the rest of my story aloud, Im ready to start writing my words. Today I am going to write,
Lucca ran up and down the banks of the river for a long time. She would jump in the puddles, spring towards me, then run away, and swim in the
water. She was having so much fun! Model writing the sentence for your students. Engage them in the process by having volunteers help with
spelling.
Now Im ready for my last step. I want to start drawing the picture that goes with the words on this page. I want to add lots of details to my
picture to show exactly what was happening and how we were feeling that day. Lucca and I were both really happy, so I want to draw us both with
a big smile. It was really muddy there, so I may want to add some mud on Lucca to show my readers how dirty she was getting. Etc. You will not
have time to illustrate your picture before your littles start getting restless, so you will want to stop and tell them you will finish later so that they
have time to work on their own writing.
Try It out:
While you are writing today I want you to keep using the steps that authors use to help their writing. First, you will tell your story aloud so that your
brain knows exactly what its going to write about. Next, you will write the words that you want on the next page in your story. Last, you will draw a
picture that matches the words that you wrote. Remember, we want our pictures to be as strong as our words, so we always add lots of details. Does it
have to be perfect? Of course not, but we know that we always try our best!
Procedure Check:
Sharing:
1st Grade
Narrative
Day 5
The Story Hand
Additional Materials: Story Hand Anchor Chart
Mini-Lesson:
Today I am going to keep writing about the day I took Lucca to the river for a swim, but first I want to teach you about one of my favorite
things that writers use to help them write stories. Its called the Story Hand. Did you know that YOUR hand can help you plan your writing? This is
one of my favorite things to teach my first grade writers about every year! Hold up your hand and point to each finger as you tell your students
about the Story Hand. My thumb is for the characters or the people in my story. My pointer finger is for my setting, this is the place where my
story takes place. My last three fingers remind me that I need to have AT LEAST three things happen in my story. Can you hold up your hand and
do it with me? Have your students use their hands as you repeat the meaning of each finger on the story hand. Tomorrow we will get to learn
about the heart. That is my FAVORITE part of the story hand so I am really excited to tell you about it.
Okay, first I want to look at my story to make sure I have my characters and setting. (As you discuss each part of the story hand, show the
parts in your own book, modeling for the students.) My characters are Lucca and I, so I do have that part of the story hand in my writing. My
setting, or the place where my story happens, is the river, so I have that part too. I have some things that have happened in my story, but now I
want to add more to my story so I can make sure to have AT LEAST three things that happen. Its important to add at least three things so your
story will be more exciting for your reader.
Today I want to add another page to my writing, I want to be very careful as I turn my pages so I do not skip any by accident. Model
brainstorming the next page in your story. You may want to close your eyes to make it more dramatic. Articulate your thinking aloud so your
students can observe this process. Today I want to write about taking Lucca to the dog wash after our trip to the river. Oh my, she was so dirty
and stinky from being in the muddy water. I am going to write, I wrapped Lucca in a towel and set her in the car. She was really dirty and stinky!
We drove to the dog wash to stop there before we went home. Model writing and illustrating the next page in your writing. **You will probably not
have enough time to finish your own writing/illustrating before your littles get restless, so you will want to remind your students that you will finish
later so they can have more time to work on their own writing.
Try It out:
Today as you are writing, I want you to use your story hand to help guide you. Remember, your thumb reminds you to add the people into your
story. Your pointer finger reminds you to add a setting, a place where your story takes place. Our other three fingers remind us that we need to
have three things happen in our story. Last, the most important part, is our heart! We really want our readers to feel the heart in our story. If you
forget, you can look at the anchor chart to help you remember the parts of the story hand.
Procedure Check:
Sharing:
STORY Hand
1
2
3
WRITERS need to have a

character, setting and at least
three things that happen in their
story.
1st Grade
Narrative
Day 6 The Story Hand
Mini-Lesson:
I am getting near the end of my story. I have told you a lot about the day I took Lucca to the river for a swim. I even told you that after the
river, we stopped at the dog wash because she was so dirty and stinky! Before I write today, I want to go through my writing to make sure I am
ready to add my ending. Model reading through your writing. As you read, call attention to the different components of the story hand. Model for
your students identifying each part of the story, characters, setting, and at least three that have happened.
Okay, I think I am finally ready to add my ending. Remember how I told you that my favorite part of the story hand was the heart? Well, thats
because when you show your heart in your writing, your reader gets to feel exactly how you feel. I think its the most important part of our
writing, adding our heart! When I started my story I told you that taking Lucca to the river is one of my favorite things to do. Seeing how happy
she is running through the water, rolling in the mud, it just makes my heart so happy! I want my reader to feel that happiness so I need to add it
into my writing.
First I need to make sure to turn to the next page in my story. I want to be careful as I turn the pages so that I dont accidently skip any in my
story. Model brainstorming the next page in your writing. Think aloud for your students so they can observe this process. You can be a little
dramatic and close your eyes if you want to. Okay, I am ready. Today I want to write, On our way back home from the dog wash, Lucca had a big
smile on her face. It made my heart so happy to see her smiling like that. Our day at the river is one of my favorite days with Lucca.
**You will want to model writing/illustrating the page for your littles. You may want to engage the students by having them help with decoding
words, identifying needs in the sentence structure, etc. You will not have enough time to complete your entire page before your students get
restless, so you will want to tell them that you will finish later, so they will have enough time to work on their own writing.
Try It out:
Today as you are writing, I want you to use your story hand to help guide you. Remember, your thumb reminds you to add the people into your
story. Your pointer finger reminds you to add a setting, a place where your story takes place. Our other three fingers remind us that we need to
have three things happen in our story. Last, the most important part, is our heart! We really want our readers to feel the heart in our story. If you
forget, you can look at the anchor chart to help you remember the parts of the story hand.
Procedure Check:
Sharing:
their buddy.
1st Grade
Narrative
Day 7
Stretching Out the
Sounds in a Word
Mini-Lesson:
Today you are going to review the importance of stretching out the sounds in words. It is helpful to use a slinky to model stretching out
the sounds in words. Sometimes I will choose a student to hold the slinky to stretch as they are sounding out a word. It helps the students
visually make the connection of stretching out the sounds heard in each word.
You guys are such great writers, but today were going to practice stretching out the sounds that we hear in words. Some words, like
short ones, are easier for us to sound out, but when we write, some of our words will be longer, so we have to practice. Remember how
we use stretchy snake when were reading? Well we are going to do the same thing when were writing. I am going to need your help
today while I sound out the words in my writing. Think of a sentence for your writing that will have long and short words so you can
model problem solving and inventive spelling with your students.
I am ready to start a new story today! I think I am going to write about the time I went to the beach with my sisters. It was so much
fun! I know how to spell some of the words in my writing, but I may need help sounding out some of the longer words. On my first page
I want to write, One time my sisters and I decided to go to Mexico for a trip to the beach. **Have a child help sound out words that
are more challenging (using a slinky if you choose) as you write them on your paper. Celebrate sound/symbol correspondence. Continue
modeling stretching out the sounds in words until you complete your sentence. Call attention to any of the words that are on the Word
Wall or on other resources around the classroom so the students become familiar with utilizing classroom resources to support writing.
Try It out:
Today as you are writing, I want you to remember to stretch out the sounds in each words as you are writing a sentence. If its a short
word, there wont be many letters, but if its a long word, it is going to have more letters. Do your words have to be perfect? Of course
not, but we want to try our best.
Procedure Check:
Sharing:
their buddy.
1st Grade
Narrative
Day 8
Is It On the Word Wall?
Using Classroom Resources
Mini-Lesson:
Yesterday we talked about how important it is to stretch out the sounds in our words as we are writing! Good writers always take their
time and write down all of the sounds they hear in each word. I am so proud of each one of you! You always work so hard to write the
sounds that you hear in each word. You are such amazing writers! You know, it can get really hard for writers to sound out so many
words, so sometimes they use resources to help them. It makes writing a little bit easier AND makes sure that words are spelled
correctly for their readers. What are some resources we have in our classroom that can help us as were writing? Give students an
opportunity to think independently, then allow them to share aloud or with a buddy. Letting the students brainstorm will help spotlight
other resources that can be utilized during Writers Workshop, such as, alphabet strip, math board, posters, etc. Exactly! Our Word Wall
is a great way to find words that we want to spell in our writing! Look at all of the words on our Word Wall. Some of those are really
tricky words. When we look at the word wall, it makes it a little bit easier for us as writers, but also makes sure that were spelling our
words right!
**You may want to review the words on your word wall today before letting the students start writing independently. There are lots of
fun activities you can do with your students to make the Word Wall activity interactive. Pinterest, TeachersPayTeachers and bloggers have
lots of ideas.
Try It out:
Today as you are writing, I want you to remember to use the Word Wall, or other resources in our classroom, to help spell the words in
your writing. Remember, if a word is on our Word Wall, its important that we spell it just like it is spelled on the word wall. These are
words that we dont even have to sound out, because theyre right there for us! Does it have to be perfect? Of course not, but I want
you to try your best to use the Word Wall to make your writing strong!
Procedure Check:
Today while you are writing I am going to meet with a couple of friends to talk about their writing. We know that when I am working
with a student, you may not interrupt me. I will be looking for friends that are doing the things that good writers do!
Remind the students about important concepts that you want them to focus on during their independent writing time. For example, adding
detailed illustrations, sounding out their words, using finger spaces, etc. This is really an opportunity for you to spotlight something that
your littles need to continue to work on or remember to add in their writing. You can use your conferencing data and teacher observation
to guide your decisions.
Sharing:
1st Grade
Narrative Telling Your Story
to a Friend
Day 9
Mini-Lesson:
You guys know that I love talking and telling stories about my life. I am so lucky that I have such great listeners like YOU to listen to me,
but since we are so busy, there are a lot of stories I dont get to tell you. It makes it a little tricky for me to write about a story if I
dont get to talk about it first. Today we are going to learn about how we can help each other as we start writing narrative stories
about our lives. Our brains are so busy and full of information, so when we work with our writing buddy to share our story, it helps us
know exactly what to write in our story, that way we dont forget anything important.
Today you will want to model sharing your own story with a student to model working with buddies. As you are sharing and letting the
student share, call attention to the expectations for turn and talk. This is a review from Unit 1, so you will want to assess your students
understanding of sharing with a buddy, engaging in pair/share and listening to their buddy. Depending on your students understanding, you
can make this lesson a quick review or more in depth teaching opportunity.
Try It out:
Today we are going to tell our stories to our writing buddies before we even start writing. This helps us plan our writing, but also helps
us make sure we dont leave out anything important. Remember, when we work with our writing buddies, we have to use our Turn and
Talk Manners. We know that we take turns sharing our thinking, our eyes stay on our friend and we listening quietly while our friend is
sharing, we show kindness and use inside voices. You are already so wonderful at working with your writing buddies, but I just wanted to
give you a reminder, in case anyone forgot.
Procedure Check:
Sharing:
Turn
& Talk MANNERS
We always use our manners when we work
with others.
We keep our EYES on

our buddy.
We LISTEN as our buddy
is speaking.
We show KINDESS to
our buddy.
We use QUIET VOICES when
were speaking.
Are YOU
using your
best
manners?
1st Grade
Narrative
Day 10
Making Characters
Think & Feel
Mini-Lesson:
Read Aloud Before-Lets Go for a Drive by Mo Willems
You guys know that Mo Willems is one of my favorite authors. I just love his stories about Piggie and Elephant! One of the things I love is
that I can always tell exactly how the characters are feeling, just by looking at the illustrations. Mo Willems does a perfect job of showing
his characters feelings, just by adding details to his illustrations! This makes his stories so exciting and entertaining for the readers!
**Today you may want to go through some of Mo Willems Piggie and Elephant books to show how he adds details to show the
characters feelings. Engage the students by discussing different strategies that he uses in his illustrations. Also, you may want to model
showing how a character feels in your own writing. Having students act out different feelings, just by changing facial expressions, is
another great way to emphasize how our facial expressions show feeling.
As writers we can do the same thing as Mo Willems to make our characters come to life! If a character is angry, you could draw smoke
coming from his ears, or a tornado over his head. If a character is surprised, you might draw his eyes really big, with his mouth open. If
a character is feeling down, you could draw a rain cloud over them, and a sad face. There are so many ways to show how our characters
are feeling!
Try It out:
Today I want you to try to show how your characters are feeling in your own writing, just like Mo Willems! If your character is feeling
angry, maybe you can draw a tornado over his head, or if hes feeling lovey, maybe use hearts as eyes. There are so many ways that we
can add details to our illustrations to show exactly what a character is feeling. I cant wait to see how your characters feel, just from the
details you add to your writing! Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
Feelings
Characters have
feelings, just like us.
Happy
SAD
Scared
Surprised
worried
MAD
1st Grade
Narrative
Day 11
Making Characters
Think & Feel
Mini-Lesson:
Yesterday we talked about how authors add details to their illustrations to show their readers how a character is feeling. This makes our
story come to life and makes our writing more exciting and entertaining for the readers! This is one of the reasons I love Mo Willems
books. His illustrations always show exactly how Piggie and Elephant are feeling. It always makes me laugh! You guys did such a great job
making your characters come to life yesterday in your own writing! I saw lots of feelings in your illustrations. I could tell exactly how your
characters were feeling, just by looking at your illustrations. That is what great authors do! I am so proud of you!
Try It out:
You guys did such a great job adding details to show how your characters are feeling in your own writing. Today I want you to keep
trying to show how your characters are feeling in your own writing, just like Mo Willems! If your character is feeling sad, maybe you can
draw a rain cloud over his head, or if hes feeling lovey, maybe use hearts as eyes. There are so many ways that we can add details to
our illustrations to show exactly what a character is feeling. I cant wait to see how your characters feel, just from the details you add to
your writing! Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Narrative Character Talk:
Day 12
Using Speech Bubbles
Mini-Lesson:
Read Aloud Before: Lets Go for a Drive by Mo Willems
You guys know how much I love Mo Willems. Hes just such a great author! We talked about how he makes his stories come alive by
showing how his characters are feeling, but something else that he does, that I love, is uses speech bubbles to have his characters talk to
each other. Speech bubbles make the story come to life and add even more details to our writing so it becomes more exciting and
entertaining for the readers. I just love using speech bubbles. You can use them in your writing too.
When we add a speech bubble, were adding a little extra to our writing. You may want one character to say something to the reader,
or maybe you want characters talking to each other, like in Piggie and Elephant books. You get to decide how you want to use a speech
bubble in your own writing! When we add a speech bubble, it always helps to write the words first, then draw the bubble around our
words. It can be really hard to squeeze our words into a bubble thats really small, so I always like to write my words first.
**Today you may want to model adding a speech bubble in your own writing. Discuss with your students how the speech bubble can show
conversation between characters or just add more text from one character. Your students should be confident with speech bubbles as
they are popular in many books, comics, videogames, etc.
Try It out:
Today you might want to try to add some speech bubbles in your own writing. Speech bubbles make our stories come to life and add
more information about the story for our readers. It helps to write the words first, then draw a bubble around them. Does it have to be
perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
their buddy.
Speech Bubbles
Do you want
to fly this
kite with
me?
Speech bubbles
show what is
being said by the
characters in a
story.
1st Grade
Narrative Character Talk:
Day 13
Using Speech Bubbles
Mini-Lesson:

Review from Day 12, so make this lesson as in depth or a quick review as needed for your students.
Try It out:
Today you might want to try to add some speech bubbles in your own writing. Speech bubbles make our stories come to life and add
more information about the story for our readers. It helps to write the words first, then draw a bubble around them. Does it have to be
Procedure Check:
Sharing:
1st Grade
Narrative
Day 14 Illustrative Study:
Drawing From Different Points of View
Mini-Lesson:
Mentor Texts to Teach Illustrating from Different Points of View: Hey Little Ant by Shortcut by Donald Crews, or Red Rubber Boot Day
by Mary Lyn Ray
We have learned so many ways that writers can make their stories come to life! One of my favorites, is by adding details to our
illustrations. I love just love reading books with beautiful illustrations. You all have become such great writers and illustrators! I love
reading your stories for so many reasons, but one of those is because you make your stories come to life by adding details to your
illustrations.
Sometimes an author will draw an illustration so it looks like someone took a picture with a camera. Thats usually how I draw my
pictures, just like this. (show an example of a normal illustration to your students). Sometimes though, a writer will draw their
illustrations different than that in order to make their story more exciting for the reader! They can draw a close up picture to zoom into
a part or they can draw the picture from way up high, like a bird, or really low to the ground, like an ant. There are so many different
ways to draw our pictures to make the story come to life! **You can flip through different stories as a whole group to show mentor
texts that illustrate from different perspectives. Using text to support your students learning is very beneficial. This will give them
experience recognizing different perspectives in illustrations.
**Today you will want to model drawing from a different perspective in your own writing. You may want to zoom in on something, draw
from a different point of view, etc. Discuss the difference between how you drew your illustrations before vs. todays. Talk about how it
makes the story come to life by adding in different perspectives in your pictures.
Try It out:
Today when you are writing, maybe you want to try drawing your picture from a different perspective! Instead of drawing like you took
a picture with a camera, maybe you want to draw what it would look like from up above, or maybe zoom in really close to something, etc.
There are so many different ways that we can draw our illustrations to make our story come to life! You may want to try this in your
own writing! Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Narrative
Day 15
Making Our Stories
Come to Life (5 Senses)
Mini-Lesson:
We have learned that authors make their stories come to life using so many strategies in their writing! They can use speech bubbles,
draw their illustrations with lots of details, write their words to show how a character is talking loud or quiet, draw from different
perspectives and so much more! I love that you guys use these strategies in your OWN writing! I am so proud of each of you and love
the way you make your stories come to life! Today were going to talk about how authors make their stories come to life by using their 5
senses!
First, who can remind us what the 5 senses are? **Give your students an opportunity to think independently then share aloud or
pair/share their thinking. Yes, you are right! Our five senses are hearing, smelling, tasting, touching and seeing. When a writer remembers
to use the 5 senses in their writing, it really makes their story come to life and it makes the reader feel like theyre IN the story! If you
are writing about cooking, maybe you will want to describe exactly how it SMELLS so your reader can imagine it. If you are writing
about swimming, maybe you will describe how the water FEELS when you first get in, so your reader can imagine that feeling. If you are
writing about eating something, maybe you describe exactly how it TASTES so your reader can imagine it! We can make anything we
write about come to life by activating our readers senses!
**Today you will want to model using at least ONE of the five senses in your own writing. Discuss with your students how it makes your
story more powerful and brings it to life for a reader. Be very dramatic as you discuss the impact it has on yourself as a reader.
Try It out:
Today as you are writing, I want you to try to use at least ONE of the five senses in your own writing! We know that good writers
always try to make their story come to life for the readers. This is a great way to make your own story come to life! When you add
details to activate your readers senses, you are making them feel like they are in your story! Does it have to be perfect? Of course not,
but we know that we always want to try our best!
Procedure Check:
Sharing:
Our 5 Senses
Make Our Stories Come to LIFE
sight
We can tell how something looks.
smell
We can tell how something smells.
hearing
We can tell how something sounds.
taste
We can tell how something tastes.
touch
We can tell how something feels.
1st Grade
Narrative
Day 16
Making Our Stories
Come to Life (5 Senses)
Mini-Lesson:
We have learned about so many ways that writers can make their stories come to life! We just learned how writers can activate a
readers senses by describing things in their stories that use our five senses. I was so proud of my friends yesterday that made their
stories come to life by really describing things in the story so their readers could feel like they were there too! I saw so many friends
using their five senses to make their story powerful and make it come to life! You all are such wonderful writers!
**Today you will want to continue modeling descriptive writing to make a story come to life. Try to use a different sense today than you
did yesterday. Be dramatic as you discuss the impact it has on yourself as the reader. You can even have your students close their eyes
as you read aloud to imagine being there with you as you read your story aloud, acknowledging the times that they can feel with their
senses.
Try It out:
Today as you are writing, I want you to try to use at least ONE of the five senses in your own writing again! We know that good writers
always try to make their story come to life for the readers. This is a great way to make your own story come to life! When you add
details to activate your readers senses, you are making them feel like they are in your story! Does it have to be perfect? Of course not,
but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Narrative
Day 17 Going Back to Re-Read
Am I Really Done?
Mini-Lesson:
Weve been working so hard to write stories that others can read, just like real authors. When an author finishes a story, they always to
back to re-read it. This helps them make sure that their story is ready to share with others and catch anything that they may want to
change in their pictures or words. When we work really hard, sometimes we make little mistakes because our brain is working so hard to
sound out words, think of ideas for the story, add details to our pictures. When we go back to re-read it gives us a chance to catch any
changes that we may want to make to our story. Maybe we want to add more details to our pictures or make changes to our words so
that the story makes more sense. Re-reading will help us catch those little changes that we want to make!
Try It out:
Today if you finish your story, or if you have a different story that youve already finished, I want you to go back and re-read it. We
want to make sure that our story is ready for readers before we completely finish it. Ask yourself, does it make sense? Can I add
details to my pictures? Do my words make sense? Etc. This is your chance to make your story even better so that your readers will love
it! Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Narrative
Day 18
Making Our Stories
Library Ready
Mini-Lesson:
Oh my goodness, you all have been working so hard to become authors this year! I am so proud of each of you. When I meet with you,
watch you write and look through your writing folders, I see beautiful writing every time! You guys are doing the things that great
writers do, in your own writing! Today were going to talk about how we know if our story is Library Ready. I think we should look at
some books that we love to see what a book MUST have before its ready to share with others in the library.
**Today you will want to use some books from your classroom library to identify things that ALL authors have in their writing. Examples
would include, a title page, illustrations with details, a story that makes sense, etc. This process will become helpful as your students begin
the publishing/editing process throughout the Writers Workshop guide.
Try It out:
You have written so many wonderful books this year! I am so lucky that I get to listen and read each of the stories that each of you
writes! You may be ready to share one of your books with others by putting it in our library. Before we can share our books, we have to
make sure that theyre library ready. You can use the anchor chart to help guide you as you make sure all of your books are library
ready. Ask yourself, does it have a cover page? Have I read my story again and does it make sense? Does my story use the story hand?
Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
Making Our Stories
Library Ready
Does your story
have a cover?
Did you reread

every page of
your story?
Does your story

make sense?
1st Grade
Narrative
Day 19
Reteach Any Lessons
As Needed
(From Units 1 or 2)
Today is a great day to review a previously

taught concept that your students may need to
review. Utilizing your conferencing notes and
observations of student work/thinking will be
great in determining your students needs.
**These days could look different from class to class or year to year
since they are individualized to meet your own students needs.
Sharing:
1st Grade
Narrative
Day 20
Reteach Any Lessons
As Needed
(From Units 1 or 2)

Sharing:
1st Grade
Narrative
Day 21
Reteach Any Lessons
As Needed
(From Units 1 or 2)

Sharing:
1st Grade
Narrative
Day 22
Reteach Any Lessons
As Needed
(From Units 1 or 2)

Sharing:
1st Grade
Narrative
Day 23
Reteach Any Lessons
As Needed
(From Units 1 or 2)

Sharing:
1st Grade
How-To
Day 19
Just Like Authors
Mini-Lesson:
We are almost done with our unit about teaching others how to do things with our writing! I have absolutely loved learning so many things from
you! Your writing has taught me so much about playing videogames, making food for myself, etc. (try to use examples that your students have
written about throughout the unit). We have been working so hard to become good writers and do all of the things that authors do. We know that
the last thing authors do before their finish a story is fix it up. Today I am going to pick one of my pieces to fix up. I want to pick one that I think
others would really like to read. Model looking through your Writers Workshop folder to select a piece to fix up today for the mini-lesson. When I
pick the piece I want to fix, I will think about what I can do to make sure its my best work. Does it make sense as I re-read it? Do I need to add
more details to my illustrations? Is there anything else I want to say in my writing? Etc. Today, before we make changes to our writing, we will
meet with our editors. This helps us get another opinion about what changes we can make so that our stories are ready for readers! We know that
when we work with our editor, we want to use our best partner manners. You can use the anchor chart as you and your editor take turns sharing
your writing together. You will read your story aloud, ask if it made sense, and then ask your editor if you should make any changes to your writing.
Our editors are our helpers! They make sure that our writing is ready to publish so others can read it!
**Today you will model working with an editor and making changes to your own writing so the students can observe this process. You can use the Editing
Our Stories and Fix It Up Anchor Charts to guide your changes.
**You will want to have students meet with their editors before letting them work independently. They will read their story to their editor, ask the
questions from the anchor chart and then repeat the process so the next friend can share their writing. Modeling this procedure will ensure that they are
confident and able to do this independently so you can rotate throughout the groups to provide support.
Try It out:
Today you are going to fix up one of your pieces so it will be ready to share with others. First we want to look through our Writers Workshop
folder to pick one that we think others will want to hear. You will want to re-read the words and look closely at your illustrations to see if theres
anything we can add or change in our writing. Dont forget to look for words that you may want to re-spell or words that are on the Word Wall
that you forgot to spell correctly. Does it have to be perfect? Of course not, but we want to work our hardest to get our writing ready for our
readers!
Procedure Check:
Sharing:
Today we will all get a chance to share our writing today, with our writing buddy. Have your students find their buddy and sit together for the next
directions. The first buddy will share their work. The other friend will give a compliment and ask a question. Repeat the process. You will want to guide
them through each step so they become more confident providing compliments and questions. Some of your students will grasp this concept very quickly,
while others may need more practice. Be sure to rotate throughout the groups in order to provide support for those that need it.
Today I am going to take up your writing, instead of putting it back in our Writers Workshop folders. Now that we have fixed it up, we are ready to
publish it, just like real authors. We will celebrate our hard work tomorrow!
Editing Our
Stories
Editing our stories makes them even better before
we publish and share them with our readers.
Read your
1
story to your
editor.
2 Ask, did that

make sense? ?
Ask, should I
3 add anything
else?
FIXING It Up
like an Author
Questions to
Guide My Thinking
What details can I

add to my pictures?
Does my story make

sense?

of my words?

1st Grade
CELEBRATION!
Narrative
Day 25
work and share their writing with others. I like to have a **special treat for my
littles, like cookies, fruit snacks, etc. to make it a little more special for them.

Circle Rotation
Partner Share

Grade
Writers
Workshop
How-To Unit 3
Writers Workshop
First Grade: How-To Unit 3

Writing Like a Selecting a Its All in the Writers Can Using Words
Teacher Topic to Teach Name: Be Actors to Keep Our
to Others The Acting out & Steps in Order
Importance of Numbering Our Transitional
Naming the Steps Words
Activity

10:
Does it Make Teaching With Using Labels Uh oh! Adding
Sense? Our Pictures To Teach Cautions & Tips
Stretching Out
Using Exact Others In our Writing
the Sounds in a
Words to Make
the Steps
Word
Clear.
Is it on the Cooking It In What Do We
Capitals Come Making Sure to the Classroom:
Word Wall? Need? Adding a
at the Leave Spaces Adding Recipes
Using Materials List
Beginning Between Our to How-To
Classroom to Our Writing
Words Resources Genre
Reteach Any Reteach Any Publishing Our Celebration
Lessons as Read, Stop, Writing, Like an
Lessons as
Needed Collaborate. Author
Needed Working with a
(Units 1-3) (Units 1-3) buddy to be
sure our writing
makes sense.
This will be Writers Workshop Unit 3 for First Grade. The sessions created in this unit will
focus on How-To Writing. This is a great way to transition your littles from writing
narrative stories to beginning informative text.
Writers Workshop
How-To Unit Information
The How-To Unit of the Writers Workshop
Guide will begin teaching students about
informational writing, but in a way that
scaffolds their learning. This unit will teach
the basic concepts of informational writing,
boost your students self-confidence and
get them excited about teaching others!
Kids always love to be the teacher, so this
unit gets them really excited to teach as a
writer!
**Mentor Text:
How to Teach a Slug to Read by Susan Pearson
How Rocket Learned to Read by Tad Hills

How to Babysit a Grandpa by Jean Reagan
How a House is Built by Gail Gibbons
How-To Unit 3
Materials List
Teaching Materials:
Recipes/Cookbooks/Etc.
Chart Paper
ABC Chart
Word Wall
Student Materials:
Writing Paper
Folder
ABC Chart
Personal Word Wall

1st Grade
How-To
Day 1
Writing Like a Teacher
Teaching Readers How-To
Additional Materials: How To Writing Topics Anchor Chart
Mini-Lesson:
Read Aloud Before: How to Teach a Slug to Read by Susan Pearson
Today were going to learn how we can be teachers when we write! Did you know that you can be a TEACHER? Yes, just like I teach you
each day, YOU can teach people by writing. Your students will probably be very excited to hear that they can be teachers. This always
gets them excited for our next Writers Workshop unit.
Did you notice how Tomie DePaola teaches us (how to) make a cloak in his story? I love how he wrote the steps for making a cloak and
drew pictures that matched each step. That really helps me as a reader figure out EXACTLY how to make a cloak if I want to try
myself. We can write to teach people how to do things, just like Tomie DePaola does. Today were going to learn about how to teach people
with our writing.
First I need to think of something that I can teach to others. Model thinking aloud for your students so they can observe this process.
I know how to take Lucca on a walk. I also know how to pick out a book from the library, or I could write about sharpening my pencil.
Give some ideas that your students would be familiar with so they can start their own brainstorming process.
Okay, Im ready. I really want to write about taking Lucca on a walk because I do that all the time, so Im an expert. First I need to
name my writing so that the reader knows what I am trying to teach them. I am going to name it How To Walk Your Dog. Now I want
to draw a picture for each step, and then write the steps. Begin modeling how to write steps and illustrate pictures that correspond with
the words written.
**You will probably not have time to complete your How-To writing before your little ones get antsy. I always tell my students that I will
finish mine later, but I REALLY want to have time to work on their own writing since theyre such wonderful little writers.
Try It out:
Today you get to be teachers as you write. I want you to do just what I did. First, think of something you are an expert at doing, then
name your writing so your reader knows EXACTLY what they will be learning.. Next you can start drawing pictures that match the words
you are writing for each step. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
their buddy.
Teaching Others
How-To
read a book cook make friends
clean up paint swim
care for a pet play a game ride a bike

1st Grade
How-To
Day 2
Selecting a Topic
to Teach Others
Additional Materials: How To Example Anchor Chart
Mini-Lesson:
Yesterday we learned that writers can be teachers. Just like I teach you each day, YOU get to teach others! I love when my students get
to become teachers. I always learn about so many things that I did not know how to do before, like play Minecraft, use an Xbox, etc. Isnt
it crazy that I didnt know how to do those things until my students TAUGHT me how? Helping your students see how their writing can
affect you, as the teacher, is powerful in getting them excited for the How-To unit. They always think its so funny that they get to
teach me new things.
Before we can start writing, we have to think WHAT can we teach to others. If Im not an expert at the activity, I cannot try to teach
it to someone. I do not know how to play videogames, so it would be REALLY hard for me to tell someone else how to play videogames. I
am really great at taking Lucca on a walk though, so I think I could teach someone else exactly how to take their own dog on a walk.
When we are writing to teach others, we want to be the expert on the activity.
**Together as a whole group, you will create a chart of ideas that the students can write about during Writers Workshop. This will
guide their thinking and give them a resource to use when they say I cant think of anything to write about.. Most students will not
struggle with thinking of an idea, but this will be a resource for those that do. Some ideas that you could include are, riding a bike,
choosing a book from the library, playing a game, making a friend, etc.
Try It out:
Today, before you start writing, I want you to think of something you are an EXPERT at doing. You are the teacher, so you want to know
exactly how to do something before you try to tell someone else how to do it. Remember, I dont know how to play videogames, so is that
something I could teach about? Of course not! I wouldnt know the first step to tell my readers. I want to think of something I am really
great at doing, so I can teach others how to do it. I want you to do the same thing. Think of something you are great at, then think about
HOW to you teach others to do that activity!
Procedure Check:
Sharing:
How To Plant a Flower
First, find a
pot and fill it
with soil.
Next, put
flower seeds
into the soil.
+ Then, make sure

your pot has
sun and water.
Finally, you will

have beautiful
flowers in your
pot.
1st Grade
How-To
Day 3 Its All in the Name.
The Importance of Naming the Activity
Mini-Lesson:
You guys are such great writers! I have already learned so much by reading and listening to your writing! We have so many little experts
in our class. Today we are going to talk about how important the title of our writing is when were working on teaching people how to do
things. Who has an idea about why the title of our writing would be so important? Give students an opportunity to share their thinking
aloud. This will help them process their thinking and build the foundation as to why the title is essential in conveying meaning.
You are so right! Our title is important because it tells our readers EXACTLY what they will be learning. If Im teaching how to sharpen a
pencil, should I name my story, Minecraft Unleashed? Of course not! That would confuse my readers and my writing has nothing to do
with Minecraft! I want to name my writing How To Sharpen a Pencil so they know exactly what they will be learning when they read my
writing. Good writers always use the phrase How To when they are teaching people how to do something. This makes their title really
strong so the reader knows exactly what they will be learning. I want you to try to use How To in your title. I am going to add it to our
word wall so you will know exactly how to solve your problem if you get stuck.
**You may want to add the phrase How To to your word wall so that students can use it as a reference during Writers Workshop.
Try It out:
Today I want you to try to add a title that names the activity that your reader will be learning. Remember, I put the phrase How To
on the word wall so you can look over there if you get stuck. We know that we want to spell it right since its on our word wall now.
Thats what great writers do!
Procedure Check:
Sharing:
1st Grade
How-To
Day 4
Writers Can Be Actors.
Acting Out & Numbering Our Steps
Mini-Lesson:
Oh my goodness, today is one of my favorite days of our Writers Workshop unit! Did you know that writers can also be actors? We
can write, we can teach, we can act. This is why I just love writing! Today we are going to practice being actors as we write to make sure
that we have every step in our writing. Acting out our steps helps us make sure that we dont forget anything important as we are
writing.
Today I am writing about How to Sharpen a Pencil. I am going to need a volunteer to help me ACT OUT my steps to be sure that I
dont forget anything important. Select a student demonstrating good behavior to model acting out the steps of your activity. During this
time you will deliberately want to forget steps as you are writing to show how important acting out is to the writing process. As you
change steps, try to call on different volunteers to model acting them out so that you can engage more of your students.
**Here is an example: First, get a pencil that needs to be sharpened. (Have a student act it out) Next, sharpen it. (Uh oh, be VERY dramatic as you
catch missing steps, such as, walk to the sharpener by the ____________, put the pencil into the hole at the top of the sharpener, hold the pencil in the
sharpener until the red light comes on, then take out the pencil, walk back to your seat and start working.
Did you guys see how important it was to act out my steps before I started writing?; Thank goodness you guys helped me or else I
would have forgotten a lot of important information, like walking to the sharpener, telling my reader where it was located, etc.
Try It out:
Today when you are writing, I want you to be actors! As you are planning or moving forward in your book, act out the steps so you
wont forget anything important. When were teaching others we want to make sure that our readers have ALL of the steps to do the
activity. Does it have to be perfect? Of course not, but we know that we always want to try our best. And how fun is it that we get to
act as we write?
Procedure Check:
Sharing:
1st Grade
How-To
Day 5
Using Words to Keep Our
Steps in Order (Transitional Words)
Additional Materials: Transitional Words Anchor Chart
Mini-Lesson:
I am so proud of what great writers you all are becoming! I just keep learning so much from you each day. Since you are such great
writers, I think you are ready to learn about some really POWERFUL words that authors use when they are writing to teach others. The
words are (first, then, next, last). We call them sequencing words. Sequencing words help us keep our steps in order, just like numbers do.
Introduce the Sequencing Words Anchor Chart to your students as you introduce this concept.
When were writing, sequence words help our readers know exactly what order the steps go in for our activity. Lets look at my writing.
I wonder if I could add some sequencing words to make my writing more powerful. Demonstrate using sequencing words in your own
writing. You could engage students by having them partner share which word they think would work best in certain spots, do shared
writing by letting volunteers write words, blow their thinking into their hand, etc. Some of your littles will grasp this concept quickly, but
others may need more support. Be sure to make the anchor chart available or add the words to your word wall so that your students will
feel success integrating these words into their writing.
Try It out:
Today I want you to try to add some sequencing words into your own writing. We already know that we can number our steps, but
great authors use these powerful words to tell a reader what is coming next! You can do it too! Does it have to be perfect? Of course
not, but we know that we always want to try our best. You can use the sequencing words anchor chart to help you as you are writing.
Procedure Check:
Sharing:
How-To Sequencing Words
First,
Next,
+ Then,
Finally,
1st Grade
How-To
Day 6 Does It Make Sense?
Using Exact Words to Make the Steps Clear
Mini-Lesson:
So last night I was thinking about my writing and how it could be a little confusing to someone who had NO IDEA about my activity. Just
like how I have no idea about Minecraft (insert popular kid activity here), but you all are experts. I dont even know what you play
Minecraft onso if someone told me, First, sign on to your accountwell, I would have no idea where to even do that. A library, a phone, a
computer? See, I told you guys, I really dont know anything about playing Minecraft!
Well I might be doing the same thing to my reader if Im not using exact words to make my steps clear. Right now I am writing How To
Give a Dog a Bath. Well Im an expert from all the baths I give Lucca, but someone who knows nothing about giving a dog a bath, may
get confused if I dont use lots of detail. You will want to model going through your writing to find a place to edit in order to make the
steps more clear for your reader.
Im going to need your guys help as I look through my writing to be sure that someone who knew NOTHING about giving a dog a bath,
could understanding my steps. Lets see, I wrote First, fill up the bathtub with water. Make sure its not too hot, but not too cold. Okay, I
think thats a good first step. Lets see what I wrote next, Next, put your dog into the bath and squirt shampoo on its back. Uh oh, I
didnt tell them what to do with the shampoo now that its on the dogs back. They may not know to scrub it into the dogs fur until it
gets frothy and that the dog has to be scrubbed all over with shampoo. See, I just assumed that my reader would KNOW to do that, but
when Im teaching them, I have to pretend they have no idea about my activity.
**You will want to really model using EXACT details because lots of littles think that the reader will know what they are talking about.
This may be a concept that requires more than one day to teach. It can be a tricky concept for little thinkers.
Try It out:
Today when youre writing, I want you to make sure youre using lots of details in your words to make your steps clear. Remember, you
are the expert, but the person reading your writing may know NOTHING about your topic. You are the one teaching them! Try to use
details so that your reader wouldnt have to ask WHAT?. Does it have to be perfect? Of course not, but we know that we always want
to try our best.
Procedure Check:
Sharing:
their buddy.
1st Grade
How-To
Day 7 Teaching With Our
Pictures
Additional Materials: Teaching with Pictures Anchor Chart
Mini-Lesson:
We have been working really hard to become writers that teach others. Yesterday we talked about how important it is to make sure our
steps are clear, but there are more ways that we can make sure our reader understands EXACTLY what to do! One of my favorites is
using illustrations to show what we mean. Just like when zoom in as we are writing, we can also zoom into our pictures.
I have been writing about How To Give a Dog a Bath. I told my reader that first they will fill up the bathtub with water that is not
too hot, but not too cold. I think instead of showing the bathtub in my picture, I am going to zoom into the picture and instead show my
hand twisting the knob on the bathtub faucet. I am also going to add an arrow so my readers know exactly how to turn the faucet! Now
my reader knows EXACTLY what to do because not only did I tell them, but now I showed them by adding a detailed illustration.
**Add Picture of Work Sample
Try It out:
Today while youre writing, you may want to try zooming in on your pictures, or adding labels or arrow to your work to make your steps
really clear for your readers. This helps our readers understand exactly what to do as we are teaching them! You are already experts at
doing this with the other stories that weve written this year, so now you can try using them in your How-To writing too! Does it have to
be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
Teaching
with Pictures
Writers add labels or arrows
to make their writing clearer.
petal
stem
leaf
1st Grade
How-To
Day 8
Labeling to Teach
Others.
Mini-Lesson:
Yesterday we talked about how writers can zoom into their pictures to show the reader EXACTLY what they mean in their writing. I
loved how each of you used the strategy of zooming in to make your writing clear. You are such wonderful writers and illustrators.
We have talked a lot about labels this year, especially during the beginning of writers workshop. Who can tell us how labels are helpful in
our writing? Your students should be familiar with using labels in their writing (from the launch & narrative units). Give them some time
to think then ask a couple students to share their thinking aloud with the class or have your students share their thinking with a buddy.
Yes, you all are so right! Labels are helpful in our writing because they make our stories more clear for the reader. If I couldnt read all
of the words in someones writing, the labels would help me figure out what is going on in the writing.
Try It out:
Today while youre writing, you may want to try zooming in on your pictures, or adding labels or arrow to your work to make your steps
really clear for your readers. This helps our readers understand exactly what to do as we are teaching them! You are already experts at
doing this with the other stories that weve written this year, so now you can try using them in your How-To writing too! Does it have to
be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
Uh, Oh! Adding Cautions
1st Grade
How-To
Day 9
& Tips in Our Writing
Mini-Lesson:
Oh, today is one of my favorite parts of writing to teach others how to do something.. Sometimes, even as the expert, things can go
wrong when were doing something. We want to warn our readers or give them tips for how to do the activity successfully. I have been
working on my book How to Give a Dog a Bath. You all know that I am an expert from all of the baths that I give Lucca, but sometimes,
even after all of the practice I have, things can go wrong. Some dogs (like Lucca) hate the bath, so she tries to jump out! It make such a
BIG mess. Water goes everywhere, then I have to catch her, then I get wet from trying to pick her up. It. Is. Bad. Well, I need to warn
my reader that this could happen when they try to give their dog a bath too. I am going to add a caution to my writing so they can
prepare.
**Model adding a caution to your writing. I use a (**) to show where my warning is. Mine may say Your dog may try to jump out of the
bath before its finished. Try to also model adding cautions or tips in other parts of your writing too. For example, a tip for washing your
dog would be a suggested amount of shampoo, keeping the bathroom door closed, etc.
Engage your students by asking prompting questions, such as, Should I add a caution/tip here?, What should it say?, etc.
Try It out:
Today you might want try adding a caution/tip to your own writing. This helps give your reader more details and makes sure that they
will be prepared as they start to do the activity that you are teaching them. Does it have to be perfect? Of course not, but we know that
we always want to try our best!
Procedure Check:
Sharing:
1st Grade
How-To
Day 10
Stretching Out the
Sounds in a Word
Mini-Lesson:
You all are so great at using strategies to help yourselves spell longer words in your writing. We know to stretch out the sounds we hear,
then write them (Stretchy Snake). We know to use the word wall to help us find words that we dont know how to write. Well another
way that we can spell tricky words is by finding the chunks (Chunky Monkey). **If you use this strategy in your reading instruction, this
will be a familiar concept for your littles. You may call it something different, but its using the strategy of finding chunks in words.
Today in my writing, I want to use the word disgusting. That is a LONG word. It could be hard for me to stretch out each sound since
it is so long, so instead Im going to find the chunks by saying the word, clapping the chunks, and then writing each chunk. Okay, lets see,
dis-gust-ing (clap as you say each chunk). Now I need to write each chunk that I hear in that word. (write dis), (write gust), (write ing).
**Make a BIG deal of how helpful that strategy was in helping you decode such a difficult word in your writing.
**Model using the strategy again in your writing with another multisyllabic word. This is great for reinforcing using strategies to decode
multisyllabic words not only in our writing, but also as readers.
Try It out:
Today as you are writing, I want you to try to use this strategy if you come to a BIG word that sounds tricky. You will say the word,
clap the word, then write the chunks you hear, just like I did. This is another way that writers help themselves spell longer words as they
write. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
How-To
Day 11
Capitals Come at the
Beginning.
Mini-Lesson:
There are so many things that great writers have to do in their writing. One of those things is remembering to use a capital letter at
the beginning of their sentences. You all are experts at writing the letters from the alphabet to make words. It can be so tricky though
when were writing to remember if we should write a capital or a lowercase letter. This rule helps us know exactly when to use each type
of letter in our writing. I know that a capital ALWAYS goes in the beginning of my sentence, and the rest of the letters in the sentence
are lowercase.
Lets look through my writing together to make sure I started each sentence with a capital letter and used lowercase letters
throughout the rest of my sentence. As you are modeling, engage the students by having them help you find the capitals. Draw attention
to the way you used lowercase letters throughout the rest of the sentences. (That can be the trickiest part of writing for little
learners)
**Give your students an opportunity to look through their own book, looking for the same thing. Ask them to make sure they have a
capital at the beginning of their sentences and lowercase letters throughout. Prompt them to edit any letters that they wrote
incorrectly. I would only spend 3-5 minutes on this task. Although it is a great hands-on learning activity and gives them practice in
editing, we really want them writing.
Try It out:
Today when youre writing I want you to check the beginning of each of your sentences to make sure you have a capital letter. We know
that our FIRST letter of a sentence is always a capital, and the rest are lowercase. Does it have to be perfect? Of course not, but we
know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
How-To
Day 12
Making Sure to Leave
Spaces-Between Our Words.
Additional Materials: Superhero Spacers:1 per child
Mini-Lesson:
You all have become beautiful writers! I love that I get to read your stories each day and watch you grow into great writers. We know
that we write so that people can READ our writing, but sometimes it can be tricky for people to read what we writeespecially if we
dont leave spaces between our words. It can be really hard to remember to leave spaces between our words when we are so excited
about our writing. Today we are going to practice remembering to slow down to make sure we have spaces between each word.
**Model leaving spaces between words in your own writing today. Sometimes to make the message very clear, I will purposefully forget
to add spaces so that the students can catch my mistake. I then try to read it and show how confusing it can be for our readers if we
forget to use spaces. Review the Super Spacers and let students volunteer helping you use the super spacer in your own writing.
Try It out:
Today as you are writing, I want you to try to make sure you are leaving spaces between your words. We know that spaces are VERY
important because they separate our words so that our readers can understand our writing. You can use your Super Spacer to help
you leave spaces in your own writing. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
Superhero Spacers
SUPERHERO SUPERHERO SUPERHERO SUPERHERO

Spacer Spacer Spacer Spacer

You can print off one Superhero Spacer for each child in your class to keep in their
art box. They can be used as a resource to make sure they are leaving spaces
between their words in writing. Some will not need to use a spacer, but any littles
that need some extra help will benefit from using this as a manipulative during
Writers Workshop. **You can also attach them to a popsicle stick if desired.
**Refer to Lesson 12 for more information.

1st Grade
How-To
Day 13
Is It On the Word Wall?
Using Classroom Resources
Mini-Lesson:
You all are such great writers! You make me so proud each day. I love that you always try to do the things that GREAT writers do to
make your own writing even more amazing. Today I just want to remind you that we have things all around our classroom that can make
our job as writers just a little bit easier. One of my favorites is the word wall. How does the word wall help me when Im writing? Give
the students an opportunity to think independently, then choose a couple students to share their thinking aloud with the class. **You could
even have students share their thinking with a buddy so that more students are engaged and given an opportunity to discuss.
That is why I love the word wall. If I come to a word in my writing that I dont know, the word wall helps me make sure that I spell the
word correctly. Now of course, not EVERY word we write will be on our word wall, but we have lots of other great strategies to spell
those words. If a word is on our word wall though, it makes our job as a writer easier because we can use the word wall as a resource
to help us.
Try It out:
Today as you are writing, I want you to try to remember to use the resources in our classroom to help you with your writing. Of course
we know that not EVERY word will be on the word wall, but if a word IS on the word wall, then we should spell it correctly. Does it have
to be perfect? Of course not, but we know that we always want to try our best! Using the word wall to help us with our writing will help
us become even more wonderful at writing!
Procedure Check:
Sharing:
1st Grade
How-To
Day 14
Cooking It In the
Classroom:
Adding Recipes to How-To Genre
Mini-Lesson:
**Today you may want to have recipes or children friendly cookbooks for your students to use as a resource. Your school library should
have some cookbooks that you could checkout.
You all have done such a wonderful job teaching people how to do things! I have learned so much about riding bikes, playing Minecraft,
using the laptop cart, etc. (give examples of student work in your class). I have a class full of teachers! Have any of you ever cooked?
Give your students an opportunity to share their thinking with a buddy. If they are having a hard time thinking of a time that they
cooked, you could offer some ideas, like making macaroni, a peanut butter and jelly sandwich, pouring a bowl of cereal, etc. You will want
to call on a couple students to share their thinking aloud with the class.
As writers, we can teach people how to cook, just like authors do in cookbooks. We call these types of How-Tos recipes. If someone
uses a recipe, it teaches them how to cook a specific type of food. I use recipes all the time when I cook at my own house. Im sure
your parents do too! Some of you have already written about how to make a type of food, but now we will all get a chance to write
recipes. Model writing a recipe for your students. Try to pick something that they would be familiar with cooking themselves, such as,
smores, sandwiches, cookies, etc. Be very descriptive as you write the steps (calling attention to strategies learned previously in the
unit).
**You may not have time to finish before your littles get restless. Remind them that you want them to have time to work, so you will be
waiting to finish yours until later.
Try It out:
Today I want you to try to write a recipe to teach someone how to cook a type of food. If you are an expert at making peanut butter
and jelly sandwiches, you could write about that. If you love making ramen noodles, you could write about that. Remember, we dont want
to write about something that we have never done. Its important that we are like an expert so we can teach someone exactly how to do
it themselves. As you are writing, try to use all of the strategies that writers use when they are teaching. Does if have to be perfect?
Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
How-To
Day 15
What Do We Need?
Adding a Materials List to Our Writing
Mini-Lesson:
Yesterday we talked about how writers can write recipes to teach people how to cook! I loved reading your recipes. Not only did they
make me really hungry, but I also think some of you need to come over to my house to cook me dinner. I have lots of future cooks in my
class! You all did such a wonderful job using the strategies that writers use when they are teaching others how to do something. I loved
that you made the steps clear for the reader, you used those POWERFUL sequencing words, added detailed illustrations, and so much
more!
Today we are going to talk about adding an important piece to our writing when we are trying to teach people. If we look at Tomie
DePaolas story, he adds a page to give us a list of the materials we will need to make a cloak. Show the students the book as an example.
This is so helpful as the reader because it tells me EXACTLY what I will need if I want to try to make a cloak at home. We can do the
same thing in our own books. If we put a materials list at the beginning, it tells my reader what they need before they even start to
work on the steps.
**You may want to use the cookbooks from yesterday as an example as you are discussing adding a materials list. Use one of your own
pieces of writing from this unit to model adding a materials list to your own work. Engage your students by having them help you create a
list of things that would be needed for the specific activity. Add this to your writing.
Try It out:
Today as you are writing, I want you to think, Would someone need something to do this? If they do, then you may want to add a
materials list to your book. This helps your reader know exactly what they need to have before they even start reading the steps of your
teaching. Just like Tomie DePaola, the authors of the cookbooks, and I added a materials list in our writing, you can do the same thing.
Procedure Check:
Sharing:
Materials List
To Make the Perfect
Cheeseburger
Top Bottom
Bun Bun
Lettuce Cheese
Tomato
Hamburger
Patty
1st Grade
How-To
Day 16
Reteach Any Lessons
As Needed
(From Unit 1 or 2)
Sharing:
1st Grade Reteach Any Lessons
How-To
Day 17 As Needed
(From Units 1 or 2)
Sharing:
1st Grade
Narrative
Day 18
Reteach Any Lessons
As Needed
(From Units 1 Or 2)
Sharing:
1st Grade
How-To
Day 19
Just Like Authors
Additional Materials: Editing & Publishing Anchor Charts
Mini-Lesson:
We are almost done with our unit about teaching others how to do things with our writing! I have absolutely loved learning so many
things from you! Your writing has taught me so much about playing videogames, making food for myself, etc. (try to use examples that
your students have written about throughout the unit). We have been working so hard to become good writers and do all of the things
that authors do. We know that the last thing authors do before their finish a story is fix it up. Today I am going to pick one of my
pieces to fix up. I want to pick one that I think others would really like to read. Model looking through your Writers Workshop folder to
select a piece to fix up today for the mini-lesson. When I pick the piece I want to fix, I will think about what I can do to make sure its
my best work. Does it make sense as I re-read it? Do I need to add more details to my illustrations? Is there anything else I want to say
in my writing? Etc. Today, before we make changes to our writing, we will meet with our editors. This helps us get another opinion about
what changes we can make so that our stories are ready for readers! We know that when we work with our editor, we want to use our
best partner manners. You can use the anchor chart as you and your editor take turns sharing your writing together. You will read your
story aloud, ask if it made sense, and then ask your editor if you should make any changes to your writing. Our editors are our helpers!
They make sure that our writing is ready to publish so others can read it!
Try It out:
readers!
Procedure Check:
Sharing:
Editing Our
Stories
Read your
1
story to your
editor.
2 Ask, did that

make sense? ?
Ask, should I
3 add anything
else?
FIXING It Up
like an Author
Questions to
Guide My Thinking
What details can I

add to my pictures?
Does my story make

sense?

of my words?

1st Grade
CELEBRATION!
How-To
Day 20

Circle Rotation
Partner Share

Grade
Writers
Workshop
Informative Unit 4
Writers Workshop
First Grade Informational Unit 4
Writers Use a Finding Your Taking a Cue Fingers Do HmmWhat
Teaching Voice Expertise So From the More Than Questions
To Teach You Can Greats Write. Would
ABOUT Topics Become a Looking at Using Our Someone Ask?
Teacher Other Fingers to Plan Thinking as a
Informational Our Writing Reader
Authors Work
Powerful Text Features Text Features Creating a Im stuck.

Pictures Table of Where Can I go
Using Pictures Contents to Find More
to Teach Our Information?
Readers Researching
Like an Author
Session 11: Session 12: Session 13: Session Session 15:

14:
Labels Help us Hooking Our
Writers are Cautions &
Teach Readers.
Brave. Using Tips. Editing on the
Using Labels in Using a Strong
Strategies to Using Voice in Go.
our Writing Introduction
Spell Difficult Our Writing to Looking Closely
at the
Words Convey at Punctuation,
Capitalization Beginning
Feelings
and spelling.
Tying It All The Genres Capitals Here, Spaces Come Writers Have
Together. Blend, Capitals There. Between My VOICE
Adding Closure Speech Using Capital Words Using
to Our Writing. Bubbles, Pop- Letters in Our Punctuation to
. Out Words, and Writing Convey Feeling
More
Reteach
Reteach
Lessons As
Reteach Edit & Publish, Celebrati
Lessons As Lessons As Like an Author
Needed Needed Needed on!
(Units 1-3) (Units 1-3) (Units 1-3)
Writers Workshop
Informational Unit
The Informational Unit of the Writers
Workshop Guide will begin teaching students
about informational writing! They will learn
about text features, telling true facts
instead of opinions, adding details to make
text more interesting, and much more! This is
such a fun unit with little kids! They get
excited about researching, writing and
sharing their work with others!
**Mentor Text:
Ice Bear by Nicola Davies
Any nonfiction books by Gail Gibbons

Informative Unit 4
Materials List
Teaching Materials:
Nonfiction Texts for Research
Chart Paper
ABC Chart
Word Wall
Student Materials:
Writing Paper
Folder
ABC Chart
Personal Word Wall
Nonfiction Texts for Research
Computers for Research
**All of the materials are suggested. Writers Workshop

should work for your classroom, so make it your own.
If you need/want to use different materials, do so!
1st Grade
Informational
Day 1 Writers Use a Teaching Voice
to Teach ABOUT Topics
Mini-Lesson:
Read Aloud Before: Ice Bear by Nicola Davies
Oh my, we have learned so much this year already! Remember, when learned about bats, spiders and pumpkins around Halloween? Oh,
and we also learned about penguins and other arctic animals. (Refer to a nonfiction topic you have taught this year). Give your students
an opportunity to turn to a buddy to share their thinking of more topics that you have learned throughout the year.
We have learned so my this year in first grade, but there are even MORE things that you are experts about that you havent learned in
school. Some of you are experts at playing Minecraft, playing sports or doing gymnastics. Some of you know a lot about dogs, dinosaurs,
or other animals. Those are things that we havent learned about in our classroom, but you are still experts! **Give your students an
opportunity to turn to a buddy to share some topics that they know a lot about.
**Today you will want to save their work as a work sample. This will be a great reference as you begin planning conferences, but will also
show growth made throughout the unit. Informational text can be challenging for little learners, so this will be a great way to track
student growth.
Try It out:
You all are so great at teaching people how to do things, but writers can also teach people ABOUT things. Today I want you to write
about something you know A LOT about. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Informational Finding Your Expertise
Day 2
So You Can Become a Teacher
Brainstorming Writing Topics
Additional Materials: Writing Topics Anchor Chart
Mini-Lesson:
You all did such a wonderful job teaching people how to do things, but now we get to teach people ABOUT things. I love that when I teach
people about things, I get to be the expert on the topic. Its important that I pick something I know a lot about if I am going to teach
about it.
**Today your students will turn and talk to their writing buddy to brainstorm topics that they know a lot about. Guide them through the
process by giving them a broad topic to discuss, allowing them time to share their thinking, then having them turn forward so that you
can call on a couple volunteers to share their thinking aloud. Repeat this process.
I want you to share with your buddy a PLACE you know a lot about. (lake, swimming pool, Texas, restaurants, school, etc.)
I want you to share with your buddy a PERSON you know a lot about. (parents, sisters, famous singers, athletes, etc.)
I want you to share with your buddy an ANIMAL you know a lot about. (dogs, cats, lions, rabbits, tigers, etc.)
I want you to share with your buddy a THING you know a lot about. (videogame, You Tube, toys, etc.)
**As you pick a couple volunteers to share their thinking aloud with the class, record their thinking onto a chart. This will give your littles a
reference to use if they cannot think of anything to write during this unit.
Try It out:
Today, just like we made a chart to show all the things we know about as a class, I want you to make your own to keep in your Writers
Workshop folder. Yours might look very different from your friends because you are thinking about what you know A LOT about. I want
to see what topics you are an expert on. Today we will start by adding writing ideas to our chart, then we will pick one to start writing
about.
**Give your students a few minutes to jot down some ideas independently. If anyone seems to be struggling with the brainstorming
process, use questions to guide their thinking. After the students have had some time to create a topic chart, then have them start
writing about one of their topics.
Procedure Check:
Sharing:
their buddy.
Teaching Others
All About Topics
places vehicles people
occupations art seasons
pets games plants

1st Grade
Informational
Day 3 Taking a Cue From the Greats
Looking at Other Informational Authors Work
Additional Materials: Capturing What the Greats Do Anchor Chart
Mini-Lesson:
You all are so great at teaching people how to do things, and now we know that writers can also teach people ABOUT things, just like
Nicola Davies in Ice Bear. We know her story teaches us a lot of information about polar bears, but I really love how she writes her
words to make it more entertaining as Im reading. Look at how her words flow through the pages. It looks like the wind is blowing the
words. I love that detail because I can imagine how cold and windy it might be in the arctic, where the polar bears live. **Point to
different parts of the text to show how the author uses this strategy in her writing. The way she writes words in the pictures helps add
in more information. When writers add more writing in their illustrations, their reader will learn even MORE information than if they just
wrote on the lines. Also, look at how she makes the words POLAR BEAR bold on each page. As the reader, it really helps me remember
what Im learning about. That is a great strategy that Nicola Davies used to teach us about polar bears. Gosh, this is a great nonfiction
story and has taught us so much about polar bears.
**You will want to go through the text with your students. Engage them in the process by letting them find other strategies that would
make their story more informational or powerful for their readers.
Try It out:
Today I want you to try to use some of the strategies that Nicola Davies, or other great authors, use in their writing. We have read so
many nonfiction books this year and gotten to see many great writing strategies in books! Maybe you want to add some words in your
illustration or you might want to make important words BIG so they stand out to your readers. There are so many things that we can do
to our writing to make it come alive for our readers! Does it have to be perfect? Of course not, but we know that we always want to try
our best1
Procedure Check:
Sharing:
Capturing what the
Greats do in Writing.
GOOD WRITERS find what great
authors do and try to do the same
thing in their own writing.
What Great Authors Do: Why They Do It:

1st Grade
Informational
Day 4 Fingers Do More Than Write.
Using Our Fingers to Plan Our Writing
Mini-Lesson:
You all have done such a great job at writing to teach people about things. I have already learned so much from you by reading your
writing. We have so many experts in our class! Today I am going to teach you about a POWERFUL tool writers use. Our fingers. Did you
know that your fingers were a tool? They are. Not only do our fingers hold our pencil and crayons to help us as we write, they also help
us plan our writing when we are teaching people about things.
Lets see, today I want to write about bats. I need to use my fingers as a tool though to see if it is a good topic for me to write about
before I even get started writing. Touch each finger on your hand as you tell the students facts about bats aloud. This will model using
fingers as a planning too, but also emphasize that they need 5 facts in their writing. (Thumb) I know that bats live in groups called
colonies. (Pointer Finger) I know that baby bats are called pups. (Middle Finger) I know that bats use echolocation to help them fly at
night. (Ring Finger) I know that bats eat mosquitos, fruit, etc. (Pinky Finger) I know that some bats live in caves.
My fingers REALLY helped me to think as I was planning my writing. I know at least FIVE things about bats so I can definitely write
about them to teach others. If we know five things about a topic, we are experts and can write about it to share with others.
Try It out:
Today as you think about your writing, I want you to use your fingers as a tool. If you know FIVE things about a topic, then it is a
perfect thing for you to write about. And of course, if you know more than five things, then you are truly an expert. Remember,
informational teach people ABOUT things. Do we add our opinions in informational books? No, we can only tell true facts.
Procedure Check:
Sharing:
1st Grade
Informational HmmWhat Questions
Day 5
Would Someone Ask?
Thinking as a Reader
Mini-Lesson:
**Today you will want a student volunteer who is okay with using their work as an example for asking/answering questions in our writing.
You will do this as a whole group, but some littles may feel uncomfortable having others question their writing as a whole group, so find a
volunteer who is willing to work in front of the class.
We know that good readers ask questions about a book/topic when they are reading. When I read nonfiction books, sometimes I have
questions about the topic that the author doesnt teach about in their writing. I want so badly to find someone to ask my question to!
Well just like we ask questions when we are reading, we want to think of questions as we are WRITING. This helps us make sure that we
are answering our readers questions, so they dont want to ask more.
Alyssa was so sweet and said that we could use her writing today to practice thinking about the questions our readers would ask and
making sure that we ANSWER those questions in our writing. Alyssa is writing about dogs. Lets read her first page. It says Dogs can be
pets and there are lots of different kinds dogs you can have as a pet. Does anyone have any questions about this page? Guide your
students through the questioning process. They may ask questions like What kinds of dogs are there? What makes dogs different?
Help the child answer the questions aloud. If she/he gets stuck, you could offer support by answering the questions or letting her phone
a friend by calling on another volunteer to answer.
Today I want you to turn to your writing buddy. We are going to take turns sharing our writing and having our partner ask us questions that a
reader may ask us. This will help us know what things we should add to our writing to make it even stronger. Walk around as students work with
their buddies, listening in for meaningful discussing, and guiding those littles that may be struggling. You may want to have a few volunteers share
their discussion aloud after they wrap up their thinking. **Give about 3 minutes for each child to share/question.
Try It out:
Today as you are writing, I want you to think what questions would someone ask me about my topic?. We want our books to teach
others as much as possible and our job is to answer their questions. As you are writing, try to answer questions that readers may have
by adding lots of information to your writing, just like we did with ________s work today. Just remember, YOU are the EXPERT so you
want to share as much about the topic as you can. Does it have to be perfect? Of course not, but we know that we always want to try
our best!
Procedure Check:
Sharing:
their buddy.
1st Grade
Informational
Day 6 Powerful Pictures
Using Pictures to Teach Our Readers
Mini-Lesson:
Our pictures can be just as powerful as our words when were writing. You all are such great readers, but I always think of people that
cannot read words as well as us when Im working on my writing. When they are reading, they are using the pictures to help them
because they cant read the words. Our pictures are JUST as important as our words when were teaching people.
Today when I am writing, I want to make sure that my pictures teach just as loud as my words do. Lets see, I am going to draw my
picture first and see if you can understand my message, just from my drawing. Model illustrating a picture, using lots of details to
convey the meaning. For example, if I am working on a book about bats, I may want to draw a picture of a bat flying, using arrow to
show the echolocation process. In a little box, I may add a zoomed in picture of the bats ear to show how the sounds guide them, etc.
**After you finish illustrating, discuss how the details are helpful in teaching your readers. Ask your students to share their thinking about
your message, using only the pictures as a clue.
**You may not have time to add words to your writing today before your littles start getting restless.
Try It out:
Today when you are writing, I want you to think of those people that may want to read your book, but cannot read the words. Are your
pictures clear and helpful in teaching them more about your topic? Use the strategies that good writers use to add more details to their
work. You may want to zoom in on a picture, or add a label, etc. We want our pictures to teach just as much as our words do! Does it
have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 7
Text Features
Using Them in Our Own Writing
Additional Materials: Text Features Anchor Charts
Mini-Lesson:
We have learned a lot about nonfiction books this year! We know that nonfiction books have a table of contents to help the reader find
exactly what theyre looking for, they have pictures with information written underneath, they might label a picture, they have fun
facts that add more information for the readers. I love how nonfiction authors use so many strategies to make their writing more
powerful and to teach their readers even more about their topic! We call these types of things, text features. A text feature is not the
main part of the writing, but instead, its an extra little piece that the author adds into their writing. This is something that great writers
do in their writing!
**Today you may want to go through some nonfiction books from your classroom library to point to different text features. The
students will have seen these in nonfiction books youve read throughout the year, but may not have known their names. You can also
introduce the text features anchor charts so students can use these throughout their independent writing time. You may be surprised
how excited and courageous your kids will be when adding text features to their writing today.
Try It out:
Today I want you to try to add a text feature into your own writing. Text features help make our writing more powerful and teaches
our readers even more about our topic! Maybe you want to label a picture of your topic, or you might want to add a fun fact with
words in the picture. There are so many ways you can add more to your writing! Does it have to be perfect? Of course not, but we know
that we always want to try our best! The text feature anchor charts will be up to help you, in case you need to look for help or you can
always find a nonfiction book from our library to use as inspiration. We can become great writers by looking at what other authors do in
their writing!
Procedure Check:
Sharing:
1st Grade
Informational
Day 8
Text Features
Using Them in Our Own Writing
Additional Materials: Text Features Anchor Charts

Mini-Lesson:
Wow, I am so proud of you guys! You did such a great job trying to add text features to your own writing yesterday! I saw some of my
friends adding labels to their pictures, some friends added a fun fact to their picture, etc. This made my heart so happy to see you
doing what great authors do, in your own writing! Yesterday we learned that text features are not the main part of the writing, but a
little extra piece that makes our writing more powerful and teaches our reader more about the topic.
**Today you may want to go through some nonfiction books from your classroom library to point to different text features. The
students will have seen these in nonfiction books youve read throughout the year, but may not have known their names. You can also
introduce the text features anchor charts so students can use these throughout their independent writing time. You may be surprised
how excited and courageous your kids will be when continuing to add text features to their writing today.
Try It out:
Today I want you to try to add a text feature into your own writing. Text features help make our writing more powerful and teaches
our readers even more about our topic! Maybe you want to label a picture of your topic, or you might want to add a fun fact with
words in the picture. There are so many ways you can add more to your writing! Does it have to be perfect? Of course not, but we know
that we always want to try our best! The text feature anchor charts will be up to help you, in case you need to look for help or you can
always find a nonfiction book from our library to use as inspiration. We can become great writers by looking at what other authors do in
their writing!
Procedure Check:
Sharing:
Table of Contents
Table of Contents
About Pigs Page 1
What Pigs Eat Page 2
Where Pigs Live Page 3
Fun Facts About Pigs Page 4
The Table of Contents helps a

reader find EXACTLY what they
want to learn about a topic.
Maps & Globes
_______ lives
here
Adding a picture of a map or

globe can help your reader
know the location of things in
the world.
Captions
Sheep graze on grass for up to 7 hours a day.
Captions tell the reader more

information about a picture.
Labels
horn ear
tail
mouth
hoof
Labels tell the reader more
information about a picture
and show a topics parts.
1st Grade
Informational Creating a Table of
Day 9
Contents
Mini-Lesson:
We know that Tables of Contents help us when we are reading books. Who can remember HOW they help us? Give your students an
opportunity to think, then select a few students to share their thinking aloud with the class. **By this point in the year, I have taught my
students about using a Table of Contents and its purpose, so they will have background knowledge. If you have not yet taught about
Table of Contents, you will want to discuss its purpose with your littles.
You are so right! The Table of Contents helps me find exactly what I am looking for quickly. Its really helpful when I only want to learn
about a specific thing or am reading a REALLY long book. Model using a nonfiction book to show this concept for your students. Give an
example of something you would want to learn, find it in the Table of Contents, then turn to that page. Make a big deal of how helpful it
was for you.
Just like other informational authors put Table of Contents into their books to help their readers, we want to do the same thing in our
own books. I have finished working on my book about bats, so I am officially ready to add a Table of Contents. I cant add my Table of
Contents until I am finished with my writing.
**Talk aloud as you create a table of contents for your own book. Discuss how the table of contents is a sneak peek into what is being
discussed on each page. For example, if my first page was about how baby bats are called pups and their momma can always find them,
I may name it Bat Families on my table of contents. **Model drawing a picture that corresponds with the title on the table of contents.
Try It out:
You all already experts at finding and using table of contents as readers, but now you may want to try to use them as writers. If you
have finished your book, you will want to go back and add a table of contents that your readers can use to help them find certain facts
about your topic. Remember, what you write on the table of contents is just a SNEAK PEEK, so you wont want to write all of the facts
that you wrote in your book. Then you can draw a picture that goes with your writing. Does it have to be perfect? Of course not, but we
Procedure Check:
Sharing:
1st Grade
Informational
Day 10
Im Stuck.
Where Can I Go to Find More Information?
Mini-Lesson:
Uh oh, I have been working really hard to write about cows, but now Im STUCK. When I did my planning, I had five facts about cows,
but now that I have been working I really think I need to add some more facts to make my book even better. I am going to need some
help researching about cows to find some new facts to add to my writing. Our library has lots of nonfiction books, maybe I can find one
about cows. **Your littles will probably be experts at the library and know EXACTLY where to find a nonfiction book about your topic.
I am going to use the Table of Contents to help me find new facts because it would take me a LONG time to read the whole book, and I
already know some of the facts. Model reading the table of contents aloud and showing your thought process. (I already know about a
cows stomach, I know that they can be used for milk, I DID NOT know about a cows teethI am going to turn to that page.) Read the
information aloud for your students. Wow, this book really helped me learn more about cows so that I can add new facts to my own
writing. Now I DO NOT want to steal the authors words. It would be stealing if I wrote exactly what he wrote in his book. I want to think
how I can say it in my OWN words. Have your students help you think of ways to say the new facts without using the authors words.
Using a book from our library was really helpful for me. It helped me learn even MORE about cows so that I can teach my readers. I
think its really going to make my book even more powerful. Where else could I look for facts about cows if I didnt have a book?
(Computers, Ipads, Iphones, etc.) There are so many places I can look if I need to research more about my topic. Great authors use
resources like books, computers, and Ipads too when they want to learn more about their topic.
Try It out:
Today you might want to try researching more about your topic so that you can add more facts to your own writing. We know that our
classroom library has LOTS of nonfiction books that we can use or I can help you use a laptop/computer. (**This option is completely up
to you. I let my littles use the classroom computers for research that I pull up on kid-friendly sites, but it is more work for you and
requires scheduling since littles LOVE using computers.) Remember, if we find something new about our topic, we DO NOT want to use
that authors words. It would be wrong to steal their thinking, so we want to research to learn more, but then write it in our OWN words.
Procedure Check:
Sharing:
1st Grade
Informational
Day 11
Writers are Brave.
Using Strategies to Spell Difficult Words
Mini-Lesson:
Did you know that writers are BRAVE? They are. When writers come across a tricky word, they show bravery by trying to spell that
word in their own writing. Some words are really HARD and we have to be really BRAVE to use them in our writing. Luckily we have
learned so many tools that help us as we are spelling tricky words in our own writing.
**Ask a whole group, review some of the spelling strategies that you have taught during Writers Workshop this year. (Stretching out the
sounds, finding the chunks in words, using the word wall, etc.) You may see a need to review one strategy more in depth than others.
Using your conferencing data and teacher observations will be great in deciding which strategy your littles need more support in.
**You may want to refer to the spelling anchor charts from previous units to support your students learning.
Try It out:
Today as you are writing, I want you to remember that you are a brave writer. You each have words in your writing that are tricky, but
YOU used strategies to spell those words. I am so proud of what wonderful writers you are! You make my teacher heart just so happy!
Remember, we can stretch out the sounds we hear in words, or find the chunks we know to spell, or we can even use the word wall as a
resource to help us. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 12
Cautions & Tips.
Using Voice in Our Writing to Convey Feelings
Mini-Lesson:
Oh, today is one of my favorite parts of writing to teach others about things. Remember how we used cautions and tips in our How-To
writing to make sure that our reader didnt come across any surprises, like Lucca jumping out of the bathtub? Well, we can do the same
thing when we are writing to teach people about things. As the expert, we can use the cautions and tips to add more information for our
readers about our topic. I love when nonfiction authors add cautions, tips or fun facts into their books. Those are my favorite parts to
read! We want our readers to feel the same way about our writing.
I have been working on my book about cows. I have given my reader lots of facts about cows, but I want to add in something extra to
make it more interesting. Now I could add my extras into my writing at the bottom or I can add it into my picture by making a text box.
Model finding a place in your book that you could add a caution, tip or fast fact. Try to give examples so your littles can decipher
between the different types.
Caution: Stay away from bulls. They can be dangerous!

Tip: Dont try to take a cow upstairs, they wont be able to walk back down.
Fun Fact: Cows are thirsty! They can drink a bathtub full of water a day!
Try It out:
Today while you are writing, I want you to see if you can add a caution, tip or fun fact to your writing. These help us add even more
information about our topic and make our books more interesting for our readers. You could add it in your writing at the bottom of the
page or you could add a box into your illustration, like I did. Does it have to be perfect? Of course not, but we know that we always want
to try our best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 13
Labels Help Us Teach
Using Labels in Our Writing
Additional Materials: Labeling Anchor Charts (Flower or Cow)

Mini-Lesson:
Remember how we talked about how our pictures are just as powerful as our words? Well, one way that we can make our pictures even
more powerful is by adding labels. Nonfiction writers use labels in their writing because it teaches the reader even more about their
topic. We can do the same thing in our writing!
We have talked a lot about labels this year during writers workshop. Who can tell us how labels are helpful in our writing? Your
students should be familiar with using labels in their writing (from the launch, narrative & how-to units). Give them some time to think
then ask a couple students to share their thinking aloud with the class or have your students share their thinking with a buddy. Yes, you
all are so right! Labels are helpful in our writing because they make our stories more clear for the reader. If I couldnt read all of the
words in someones writing, the labels would help me figure out what is going on in the writing OR it would help me learn more about the
topic.
Today I want to label a picture in my writing. On my first page I drew a picture of a cow. I think I want to go back to that page and
add some labels to show the special parts of a cow, like their utters. Model going back and adding labels to a picture in your own writing
to show how labels can be used to teach others. Have the students help guide you as you are adding labels.
Try It out:
Today while youre writing, you may want to try adding labels or arrow to your work to help teach your readers. This helps our readers
understand exactly what our message is and teaches them even more information about our topic. You are already experts at doing this
with the other stories that weve written this year, so now you can try using them in your informational writing too! Does it have to be
Procedure Check:
Sharing:
Teaching
with Pictures
Writers add labels or arrows
to make their writing clearer.
petal
stem
leaf
1st Grade
Editing On the Go.
Informational
Day 14
Looking Closely at Punctuation, Capitalization & Spelling
Additional Materials: Editing On the Go Anchor Chart
Mini-Lesson:
We have become such EXPERT editors when we are ready to publish our writing, just like real authors. Sometimes that can be a really
BIG job though after weve finished our whole book, so today I am going to teach you how to Edit on the Go. If we edit on the go, it
makes our job easier when we are ready to edit before we publish AND it helps us make sure we are doing the things that great writers
do in our own writing. When we edit on the go, we look for things we need to fix to make our writing stronger. I will ask myself questions
like, Do I have a capital letter at the beginning of my sentence?, or Do I have a period/exclamation mark at the end of my sentence?,
or Did I spell my words correctly?
Today I am going to go through my book that I have been working on, to find places that I can edit today. I will need your help looking
for capital letters, punctuation and spelling. Model going through your piece to find places that can be edited. Have your students help
you with the process to build their confidence and understanding of editing their writing.
Try It out:
Today, before we start writing, I want all of us to take a moment to Edit on the Go. Remember, this is where we quickly go through
our writing to look at our spelling of words, look for capital letters at the beginning of a sentence, and look for punctuation at the end of
our sentences. This will make our job so much easier when we are ready to edit before we publish. Also, it helps us make sure we are
doing the great things that authors do in our own writing. Does it have to be perfect? Of course not, but we know that we always want
to try our best!
**Give your students about five minutes to edit their writing. During this time, try to conference with students and provide support to
those littles that may be struggling. After they have had an opportunity to edit on the go then begin the normal routine of writers
workshop.
Procedure Check:
Sharing:
Stop. Check It. Fix.
& Repeat.
WRITERS use CHECKLISTS to
make sure their stories are
library ready!
I start the sentence with a

capital letter.
e like to play.
I have spaces between each

word.
He is my friend!
I have a punctuation mark at

the end of my sentence.
My writing makes sense!
My illustration matches my
sentence.
I drove a racecar
on my birthday.
1st Grade
Informational
Day 15
Hooking Our Readers.
Using A Strong Introduction at the Beginning
Mini-Lesson:
Do you guys know what I love about mystery movies or books? They find a way to HOOK you and make you really excited to find out
what will happen. Like at first youre just kind of into it, but then as soon as they hook you, you cant stop until you figure out the ending.
Well, we can do that in our own writing, even when were writing to teach people about things. This is a strategy that great authors use
to get people to WANT to read their books. We want to hook our readers from the very beginning to we need to have a strong
introduction to our topic.
I am starting a new book today about penguins. I want to use a strong introduction to really HOOK my readers and make them excited
about reading my book until the very end. Lets see, Im going to think of some introductions and you guys tell me which one you think
would be best to hook my readers. Give your students some examples of strong introductions. (I also try to give a bad example such as,
I know about penguins. and I stop to discuss how that really isnt very interesting so I dont think it will hook my readers.)
Okay, I think Im ready to start writing. I love my introduction. I think it will be the perfect way to hook my readers and get them really
excited about reading my book. I want my introduction to say, In the south pole live special birds, but unlike other birds, they do not fly.
They use their wings to help them swim through water. These special birds are called penguins. I really think that I will hook my readers
with that introduction. It is much stronger than if I just said I know about penguins.
Try It out:
Today as you are writing, I want you to try to add a strong introduction at the beginning so you can really HOOK your readers and get
them excited about reading your book. You are such wonderful writers and write such great books already. Adding a strong introduction
will only make your writing so much more exciting for your reader. Does it have to be perfect? Of course not, but we know that we
always want to try our best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 17
The Genres Blend.
Speech Bubbles, Pop-Out Words, & More
Mini-Lesson:
You all are such great writers! I love how you bring your books to life and do your best each day to do what great authors do! I am so
proud of you! We learned about how fiction authors use speech bubbles, pop-out words and other strategies to make their stories more
exciting for their readers. Well just like we can use those strategies in our narrative writing, we can do the same thing when were
writing to teach others. These help give our reader more information and make our story come to life!
Today I want to try to add something extra into my writing to make it more exciting. I wrote, Penguin babies are called chicks. They are
born with grey fluffy, feathers and eat food that their parents catch for them. Okay, I want to add a speech bubble to give more
information for my reader. In my picture, I will write Penguins REGURGITATE to feed their babies. Now I will write the definition of
regurgitate below since I wrote that in a Pop-Out word.
Model adding features to your writing to make your writing more exciting and give more information. Many of your students will be
comfortable with this concept, so this is a great review. If any littles are struggling, you may want to model more or meet with them
during conferencing.
Try It out:
Today I want you to try to use strategies to make your story come to life! You can add speech bubbles, pop-out words, big text, etc. to
keep your reader hooked throughout the whole book! Does it have to be perfect? Of course not, but we know that we always want to try
out best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 18
Capitals Here, Capitals There.
Using Capital Letters in Our Writing
Mini-Lesson:
Today we are going to talk about how we use capital letters in our writing. You already know that capital letters go at the BEGINNING
of a sentence. You all do such a wonderful job remembering to use a capital letter at the beginning of your sentence and use lowercase
letters for the rest of your words. Well did you know that there are more times in our writing when we should use a capital letter? Yes,
there are! Who would like to make a guess about the other times that we should use a capital letter? **If your students have prior
knowledge about this concept, this will be a great review. Otherwise, you will have to guide their thinking and provide opportunities for
them to feel successful with their guesses. (point out the calendar, words on the word wall, student names, etc.)
As a writer, its important that we use capital letters ONLY when we need to use capital letters. Our readers may get confused by our
writing if we have a capital, then lowercase, then capital, etc. We know that we always use a capital letter at the beginning of our
sentence and we can use capital letters to make our words more powerful to show when something is important to our writing or our
voice gets loud as a reader! Also, we want to use a capital letter in someones name, the name of place, days of the week, etc.
**You may want to model different times that it would be appropriate to use a capital letter in writing. This can be done as a whole
group, engaging students by letting them edit mistakes in your own writing.
Try It out:
Today as you are writing, I want you to think: Is there anywhere else in my writing where I should use a capital letter? We all know
that a capital letter always goes at the beginning of a sentence, but now that we know we should use them in names of people or places,
days of the week and months, etc. we should be sure that we are trying to use them at those times too. Does it have to be perfect? Of
course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 19
Spaces Come Between
My Words
Additional Materials: Superhero Spacers-1 per child
Mini-Lesson:
**This is a Review Lesson from other units. This is a concept that I try to touch on often since
many of my littles need lots of reminders and practice leaving spaces between their words. It
should be a quick review today so that your littles have lots of writing time.
Try It out:
Procedure Check:
Sharing:
Superhero Spacers


You can print off one Superhero Spacer for each child in your class to keep in their
art box. They can be used as a resource to make sure they are leaving spaces
between their words in writing. Some will not need to use a spacer, but any littles
that need some extra help will benefit from using this as a manipulative during
Writers Workshop. **You can also attach them to a popsicle stick if desired.
**Refer to Lesson 12 for more information.

1st Grade
Informational
Day 20
Writers Have Voice.
Using Punctuation to Convey Feeling
Mini-Lesson:
One thing that I love about writing is that I get to make my book MINE. It gets to be about what I want, it looks exactly like I want it
to, and it gets to sound just like me. It would be so boring if my book sounded like a robot wrote it. Listen to how boring this sounds.
(Read a page of your book in a very dramatic robot voice. Making it VERY boring for your little listeners.) Ugh, that sounds so boring!
There is no way I would want to read my book if it sounded like that. I do not want my readers to think Im a robot so I need to put my
VOICE in my writing.
One way I can show my voice is by using punctuation marks that show my feelings. I think its really interesting that penguins push each
other off the ice to see if a seal with be beneath the water. That is mean for the poor penguin that falls in, but such an interesting
survival strategy! I want to show my readers how I feel by using my voice. Lets see, I am going to write Penguins push each other off
ice to see if a seal is under the water. The penguin that falls in the water will either get eaten by a seal or be a sign that the water is
save for swimming (first put a period and read it aloud for your students, then change it to an exclamation point and read it aloud,
noticing the difference between the two).
I think using an exclamation point will really help my readers hear my voice and show how I was feeling about that fact. Now I also think
Im going to add a text bubble to show more of my voice. I want to add a text bubble in my picture that says Will this penguin make it or
he be dinner? with an arrow pointing to the penguin falling in the water. This will help my readers understand what happens to a penguin
that gets pushed into the water, but also shows my voice!
Try It out:
Today as you are writing, I want you to use your VOICE in your writing! None of us are robots, so we definitely dont want it to sound
like a robot wrote our book. You may want to show your voice by adding speech bubbles, or making your words REALLY BIG to show they
are loud words, or maybe you will use an exclamation point to show an excited voice! We have learned so many ways to put our voice in
our writing, so I want you to try to remember to use those strategies as you are working. Does it have to be perfect? Of course not, but
we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Informational
Day 21
Tying It All Together.
Adding Closure to Our Writing
Mini-Lesson:
Remember when we learned that readers add a strong introduction at the beginning of their book to make their readers more excited
to read about their topic? Well just how we want to have a strong beginning, we also want to have a strong ending. We call this closure.
Closure shows my reader that my book is finished and makes more sense than ending on a page with a fact. One of my favorite things
about closure is that I get to add my opinion on this page. We know that when we write to teach others, we only write TRUE facts. This
is the one page that I can share my opinion with my readers. I am done writing all of my facts about penguins, so I think I will add my
closure today.
My book has lots of facts about penguins. I think I want my closure to say, Penguins are unique birds. They are not like the birds you
see in your backyard, but this makes them special. They are powerful, great swimmers, and cute! I think this shows my reader that my
book is finished, wraps up my thinking, and shows a little about how I feel about penguins.
**Closure is a tricky concept for our little learners so you may want to model with other students writing so they can have more
examples of powerful closure. They always like to end their book when they are out of facts, but this is teaching them to wrap it all up
with meaningful closure. It could take awhile for some of your littles to fully grasp this concept.
Try It out:
Today if you are finishing a book or have a finished book that you would like to add closure to, I want you to try to do what I did in my
book. Think about your opinion about the topic and share that with your readers. Instead of giving another TRUE fact, you get to wrap it
up and show your own thinking. Closure shows our readers that our book is finished. Does it have to be perfect? Of course not, but we
Procedure Check:
Sharing:
1stGrade
Reteach Any Lessons
Informational
Day 22
As Needed
(From Units 1-3)

Sharing:
1st Grade
Informational
Day 23
Reteach Any Lessons
As Needed
(From Units 1-3)

Sharing:
1st Grade
Informative
Day 24 Publishing Our Writing,
Just Like Authors
Mini-Lesson:
Try It out:
readers!
Procedure Check:
Sharing:
Editing Our
Stories
Read your
1
story to your
editor.
2 Ask, did that

make sense? ?
Ask, should I
3 add anything
else?
FIXING It Up
like an Author
Questions to
Guide My Thinking
What details can I

add to my pictures?
Does my story make

sense?

of my words?

CELEBRATION!
1st Grade
Informational
Day 25

Circle Rotation
Partner Share

Grade
Writers
Workshop
Persuasive Unit 5
Writers Workshop
First Grade Persuasive Unit 5
Writers Are Finding Our Using Our
THE WHY! Writers Use
Persuasive. Passions. Writing to Help FEARLESS
Using Writing Creating a list Others. Words
to Share Your of Writing Creating Word Choices
Opinions topics Posters to Convey
Feelings
Its All in the Using Your Persuasive Persuasive Reviews &

Writing. Voice to Make Writers Can Writers Can Recommendati
Using the font it Sound Like Write to Write to ons
(Writing About
to convey You. Others. Others.
the Work of
meaning (Letter (Letter
Writing) Writing) Others)
Session 11: Session 12: Session 13: Session Session 15:

14:
Dont Forget The WHY! He Said, She
Said.
Tying It All
Together with
the Spaces. Making Sure to Hooking Our
Backing Up Our a Strong
Using Spaces Add The Why Readers with
Opinions by Conclusion.
between The to Persuade a Strong
Citing Others.
Words In Our Others Introduction
Writing

16: Reteach Any Reteach Any
Writers are Reteach Any
Brave. Lessons Lessons Lessons
Using Your Needed (Units Needed (Units
Using Needed (Units
Voice to Make 1-4) 1-4)
Strategies to 1-4)
it Sound Like
Spell Difficult
You. Words
Session 21: Session 22:
Editing, CELEBRATION!
Revising &
Publishing, Like
an Author
Writers Workshop
Persuasive Unit Information
The Persuasive Unit of the Writers
Workshop Guide is such a great way to get
kids excited about writing for a purpose!
They will learn how to persuade others,
support their writing, and much more! This is
such an exciting unit as the students get
very passionate about their writing! This is
such a rewarding unit as your students are
demonstrating all of the concepts youve
taught them throughout the year in their
own writing!
**Mentor Text:
I Aint Gonna Paint No More by Karen Beaumont
Click, Clack, Moo Cows That Type by Doreen Cronin
Lets Go for a Drive by Mo Willems (speech bubbles)

Hey, Little Ant by Hannah Hoose
Earrings by Judith Viorst
Persuasive Unit 5
Materials List
Teaching Materials:
Chart Paper
ABC Chart
Word Wall
Student Materials:
Writing Paper
Folder
ABC Chart
Personal Word Wall

1st Grade
Persuasive Writers are Persuasive.
Day 1
Using Writing to Share Your Opinions.
Mini-Lesson:
Read Aloud Before: Aint Gonna Paint No More by Karen Beaumont
We have learned so much this year about all of the different reasons writers write. One of my favorites is writing to persuade others.
When you persuade someone you are trying to get them to do something for you, or get something for you, or maybe even think/feel
the same way you do. Our words can be very POWERFUL as writers when we use them to persuade.
In the story Aint Gonna Paint No More the little boy REALLY wanted his paints back, didnt he? After the mess he made, he would have
to be VERY persuasive to convince his momma to give him his paints again. If he just said, Mom, can I have my paints back? what do you
think his mom would say? **The students will usually enthusiastically say NO! You are so right! If I was his mom, I would not give him his
paints back, especially because hes not being very persuasive. Now, if he said, Mom, can I please have my paints back? I promise I will
not make a mess, I will only use the paints on paper AND I will make you a really special picture. Do you think his mom might think about
giving him his paints back? I think so. If I was his mom and he said that, I might let him try again.
When we are persuasive, we are trying to get our way. We use our words to convince someone to do what we want! When we are
persuading others with our writing, we are being POWERFUL writers.
Try It out:
Today I want you to think of something you really want to get or something you really want to do. You are going to write to persuade
someone to let you do what you want! Remember, when the boy just asked for his paints back, we all said NO!. We want to think of lots
of reasons to make our readers give us what we want! Does it have to be perfect? Of course not, but we know that we always want to
try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 2
Finding Our Passions.
Creating a List of Writing Topics
Mini-Lesson:
You guys know that I love the story Aint Gonna Paint No More! I can just feel how much that little boy LOVES painting by the way he
tries to persuade his mom to let him paint. We learned yesterday that when we persuade we are trying to get them to do something for
us, or get something for us, or maybe even think/feel the same way we do. Our words can be very POWERFUL as writers when we use
them to persuade. One of the most important parts of being a persuasive writer though is finding our passion, something that we feel
very strongly about, just like the little boy does about painting. The stronger you feel about something, the more likely youre going to be
able to persuade someone to do what you want them to. Today were going to think of some things that we are passionate about (feel
strongly about) that we can use as we write to persuade others.
**Today you will generate a list of ideas that your students can use to guide their writing during this unit. They usually do not have a hard
time thinking of topics to persuade others, but this list can be useful for those littles that struggle to think of something. Some ideas
include: playing their videogames for longer amounts of time, keeping the classroom cleaner, getting a pet at their homes, eating lunch
with the teacher, having an extra recess time, having a friend sleepover, etc.
Try It out:
Today we made a great list of things that we can write about to persuade others. You will pick something that you really want or
something that you really want to do! When we feel strongly about something, we are more likely to be able to persuade someone
because well have lots of reasons WHY. Remember, in the story, the boy was not very persuasive. He didnt give his mom very many
reasons why she should let him paint. A persuasive writer always has to tell WHY they should get what they want, and the more reasons,
the more powerful your writing will be. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 3 Using Our Writing to
Help Others (Creating Posters)
Mini-Lesson:
Last night I started thinking. You all are such POWERFUL writers and so great at using your words to persuade others. Well, I started
thinking that maybe we could use our writing to make our school even better. We know that it is important to take care of our school and
follow the rules, but some people dont always do the right thing! Yesterday I saw someone leave their trash in the cafeteria, someone
clogged the sink in the boys bathroom, and I saw someone being unkind to another friend. How sad! I thought, maybe we could make some
persuasive posters to get people to do what we want them to in order to make our school an even better place.
**Today you will want to create a list together as a group of important issues in the school. Some could include, keeping the bathroom
clean, walking in the hallway, using quiet voices in the hall, keeping hands and feet off the walls, showing kindness to others, etc. Once you
have created a list of student driven topics, the students will get to create a poster for the issue.
**You may want to talk to your principal to get permission to hang the posters throughout the school. This is exciting for the students as
they not only get to present their writing, but they get to see the effect of persuading others.
Try It out:
Today I want you to try creating a persuasive poster to get people to do the right things in our school! We will hang these around the
school so we want to make sure that our words are powerful and our illustrations have lots of details so that our readers can
understand our writing. Dont forget to tell your reader WHY they should do what you are telling them to! If you want them to be kind,
they need to know WHY. Or if you want them to stop playing in the bathroom, you have to give them reasons WHY. Does it have to be
Procedure Check:
Sharing:
WHY!
1st Grade
Persuasive
Day 4 The
Mini-Lesson:
Do you guys know that the MOST important part of persuading someone is? Its the WHY! This tells our reader WHY they should do
something for us, or WHY they should get something for us, or even WHY they should think the same as us. Without the WHY, our
readers probably wont be very likely to listen to usjust like the mom, in I Aint Gonna Paint No More.
If I was trying to persuade my sister to bring me coffee to work, do you think if I said, You should bring me coffee to work!, she
would listen? Probably not. I didnt give any reasons to tell her WHY she should bring me coffee. Now, what if I said: You should bring me
coffee to work. It will make my heart really happy to see you. I love coffee and will bring you a coffee the next time you want one! I
would give you a BIG hug if you brought me a coffee. Do you think I have given her some reasons as to WHY she should bring me
coffee? Yes, I think my writing is MUCH more persuasive since I made sure to add the WHY.
Telling our readers WHY they should do something is so important, otherwise, theyll probably just ask us why?. Giving our readers the
WHY helps to convince them to do what we want them to. Great writers always remember to add the WHY when they are trying to
persuade someone.
Try It out:
Today I want you to make sure to remember to tell your reader WHY. Why should they do something for you, or WHY should they get
you something, or WHY should they think like you? Our WHY is the most important part of persuading our readers. Does it have to be
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 5
Writers Use Fearless
Words.
Word Choices to Convey Feeling
Mini-Lesson:
Did you guys know that writers can be FEARLESS when they are writing? That means that they are brave. We know that writers are
brave when they try to spell difficult words, but they can also be fearless when they choose STRONG words to use in their writing. When
I think of the word fearless I think of someone that is not afraid of ANYTHING. We want to be fearless writers! **When I teach
about fearless words, I make it very cheesy and introduce the word fearless by doing a 90s style snap in a Z-formation. This always
gets my littles EXTRA excited about using fearless words in their own writing and helps them grasp this concept. Every time they hear
the word fearless, or use a fearless word, or see a fearless word in other texts, they do the same snap.
Today I want to use FEARLESS words in my own writing. I am writing about how I want my sister to go on a walk with me and Lucca. I
could just say I like walking with you, but thats a little boring. I want to use a more FEARLESS word for like. HmmI want to think of
some fearless words that mean the same thing as like. Does anyone have any ideas? Engage your students in this process. Create a list
of synonyms for the word /like/ that you could use in your own writing. Some ideas include: adore, enjoy, love, feel delighted, etc. You may
want to do a few more examples to teach the importance of using fearless words in our writing.
**This is a great lesson for getting your littles to move away from the phrase I like. and begin using more rich vocabulary in their
writing.
Try It out:
Today as you are writing, I want you to think, Is there a more fearless word that I could use to make my writing more powerful?.
Just like I used fearless words in my writing, I want you to try to do the same thing. Does it have to be perfect? Of course not, but we
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 6
Its All in the Writing.
Using the Font to Convey Meaning
Mini-Lesson:
One of my favorite ways that authors show how theyre feeling in their writing is by the way they write the words. Mo Willems is the
perfect example! **Look through a Mo Willems (Piggie and Elephant) book with your littles, drawing attention to the way the font
conveys feelings. I love that Mo Willems wrote REALLY BIG words to show that the characters were talking loudly, or feeling happy, or
even mad! Then he would use really small words to show the characters were whispering, or feeling sad, or scared. Just the way he
wrote the words helped me figure out exactly how the characters were feeling!
Well, we can do the same thing in our own writing! When were trying to persuade someone, we really want them to know how strongly
we feel. This helps convince our readers to do what we want or feel the way we want them to feel. Writing words special can really help
our readers feel exactly what were feeling.
Try It out:
Today I want you to try to write some words to show exactly how you are feeling. Maybe you are feeling VERY strongly about
something so you want to use BIG words. Or you may be feeling disappointed, so you could use small words. Remember, the way we write
our words can show our readers exactly how we are feeling about something! This is a great way to add more detail into your story. Does
it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 7
Using Your Voice to
Make it Sound like YOU.
Mini-Lesson:
One way I can show my voice is by using punctuation marks that show my feelings. I want to show my readers how I feel by using my
voice. Lets see, I am going to write If we walked the dogs together, it would be great exercise for all of us. We could even get a treat
afterwards to reward ourselves and the dogs. (first put a period and read it aloud for your students, then change it to an exclamation
point and read it aloud, noticing the difference between the two).
I think using an exclamation point will really help my readers hear my voice and show how I was feeling about taking the dogs on a walk.
Now I also think Im going to add a speech bubble to show more of my voice. I want to add a speech bubble in my picture that says
MmmI love cupcakes! with an arrow pointing to me and another speech bubble that says MmmI love pupcakes! with an arrow
pointing to Lucca. This will help my readers hear my voice and add more details to make my writing more persuasive.
Try It out:
Today as you are writing, I want you to use your VOICE in your writing! None of us are robots, so we definitely dont want it to sound
like a robot wrote our book. You may want to show your voice by adding speech bubbles, or making your words REALLY BIG to show they
are loud words, or maybe you will use an exclamation point to show an excited voice! We have learned so many ways to put our voice in
our writing, so I want you to try to remember to use those strategies as you are working. Does it have to be perfect? Of course not, but
we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 8 Persuasive Writers
Can Write to Others (Letter Writing)
Additional Materials: Letter Writing Paper
Mini-Lesson:
Read Aloud Before: Click, Clack, Moo Cows that Type by Doreen Cronin
I love the story Click, Clack, Moo by Doreen Cronin! Oh my, those animals were persuasive! Can you imagine how tired that farmer was
probably getting hearing about why they needed a type writer? They were being very persuasive AND made sure they had the WHY. You
know, we can write letters to persuade others, just like the farm animals did in the story!
Sometimes writing a letter can be more powerful in persuading someone because instead of it being a book that everyone can read, a
letter goes only to the person you WANT it to go to. Just like the animals wrote to the farmer, today we will write letters to someone.
First, we need to think of WHAT we want and WHY we should get it. We know that persuasive writers always tell their readers WHY and
give lots of reasons to convince them.
**Model writing a letter to someone so your students can observe this process. You will want to discuss how to address a person, such as,
Dear, ______________, show where the message is written, and then discuss how to say goodbye in a letter. Using the letter paper
provided in this unit will provide support for your littles, especially if this is their first experience with letter writing.
Try It out:
Today I want you to try to write a letter to persuade someone to do what you want. You might want to write about a toy that you want,
or maybe you want to eat lunch in the classroom, or maybe you want a new pet. You are going to pick something that is important to you,
and write to the person who can help you get it. Remember, the most important part of persuading someone is telling them WHY. Does it
Procedure Check:
Sharing:
____________
__________________
__________________
__________________
__________________
_____________
______________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
_______________
______________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
_______________
1st Grade
Persuasive
Day 9 Persuasive Writers
Can Write to Others (Letter Writing)
Additional Materials: Letter Writing Paper
Mini-Lesson:
Read Aloud Before: Click, Clack, Moo Cows That Type by Doreen Cronin
**This is a review from Day 8. You can tailor the lesson, depending on your littles needs. Some may need more support with telling WHY,
they may need help with using the letter format, etc. Today is completely up to you, how you will give a mini-lesson about letter writing.
I love the story Click, Clack, Moo by Doreen Cronin! Oh my, those animals were persuasive! Can you imagine how tired that farmer was
probably getting hearing about why they needed a type writer? They were being very persuasive AND made sure they had the WHY. You
know, we can write letters to persuade others, just like the farm animals did in the story!
Sometimes writing a letter can be more powerful in persuading someone because instead of it being a book that everyone can read, a
letter goes only to the person you WANT it to go to. Just like the animals wrote to the farmer, today we will write letters to someone.
First, we need to think of WHAT we want and WHY we should get it. We know that persuasive writers always tell their readers WHY and
give lots of reasons to convince them.
**Model writing a letter to someone so your students can observe this process. You will want to discuss how to address a person, such as,
Dear, ______________, show where the message is written, and then discuss how to say goodbye in a letter. Using the letter paper
provided in this unit will provide support for your littles, especially if this is their first experience with letter writing.
Try It out:
Today I want you to try to write a letter to persuade someone to do what you want. You might want to write about a toy that you want,
or maybe you want to eat lunch in the classroom, or maybe you want a new pet. You are going to pick something that is important to you,
and write to the person who can help you get it. Remember, the most important part of persuading someone is telling them WHY. Does it
Procedure Check:
Sharing:
their buddy.
Reviews &
1st Grade
Persuasive
Day 10
Recommendations
(Writing About the Work of Others)
Additional Materials: Review Paper Template
Mini-Lesson:
Weve learned a lot about how to persuade others! You guys know that the most important part of persuading someone is remembering
to add the WHY to our writing. I have loved reading your writing and some of you have even persuaded me to do something that you
wrote about!
Today were going to learn about how writers can persuade others by writing a review about a book, movie, videogame, etc. When
writers write a review about something theyre trying to get their readers to feel the same way that they do. So if its something that
they really love, they want their readers to love it too! If its something that they dislike, they want their readers to dislike it too! Before
a read a book, I like to read the reviews to see how others felt about the story too! **You may want to find some books/movies/games
that have reviews written on them to read aloud to your students and display different examples of reviews during todays mini-lesson.
I just love the story Click, Clack, Moo Cows That Type. I really want to write a review to try to persuade other people to read this
story AND tell them all of the reasons why they should love it too! Lets see, I think I want to write, The story Click, Clack, Moo Cows
That Type is a funny story about cows that live on a farm. The cows want electric blankets, but the farmer keeps saying no! The cows
write such funny letters to the farmer, using a typewriter! They will make you laugh! This is a great story to read if you like to laugh too!
**You will want to model writing a review for a book that your students are familiar with. You can engage them by having them give you
reasons why it is a good story. I always let my kids put the reviews that they write about books in our library in the front cover so
others can read their writing. This is a great way for them to see how influential they can be as a writer. If you want to do this, you will
want to model this process by putting your own review in the front cover of the book you write about.
Try It out:
Today you may want to write a review about a book or movie, etc. When we write a review we are trying to persuade someone to feel
the way that we do about that thing! If its a book that you really love, youre going to want to write all of the reasons WHY someone
should read it and WHY they will love it too! If youd like to write a review about a book in our library, put the review inside the front
cover so your friends can read your review before they start reading the book. You may persuade some of your friends to love your
favorite books too! Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
their buddy.
My Review of:
_________________________________
_________
_________
_________
_________
___________________
___________________
___________________
___________________
My Review of:
_________________________________
_______________
_______________
_______________
_______________
_______________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
1st Grade
Persuasive
Day 11 Dont Forget the Spaces
Using Spaces Between the Words in Our Writing
Mini-Lesson:
**This is a Review Lesson from other units. This is a concept that I try to touch on often since
many of my littles need lots of reminders and practice leaving spaces between their words. It
should be a quick review today so that your littles have lots of writing time.
Try It out:
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 12 The
Making Sure to Add The Why to Persuade Others
WHY!
Mini-Lesson:
You guys are such great persuasive writers! It is so hard to say no when you are trying to convince your readers because you always
remember to add the most important part of persuasive writing: The WHY! Who can tell us why telling our readers WHY is so
important? **Give your students an opportunity to think independently, then call on a couple students to share their thinking aloud. You
could also have your littles share their thinking with a buddy.
You are so right! We want to make sure to tell our readers WHY they should do something for us, otherwise they probably will say no, or
they might even ask WHY?. Telling our readers why, helps to convince them by giving great reasons why they should do what we want
them to. If we forget the why, we probably wont be able to get what we want, just like the boy from the story in I Aint Gonna Paint No
More. He forgot to tell his mom WHY, so she put the paints away. If we remember to add the WHY our writing will become even more
powerful in persuading our readers!
Try It out:
Today I want you to think of your readers and make sure that you added powerful reasons to tell them WHY they should do what you
want them to do. Remembering to add the WHY in our writing, not only makes our writing stronger, but helps to persuade our readers.
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 13 He Said, She Said.
Backing Up Our Opinions By Citing Others
Mini-Lesson:
We have learned so much about being POWERFUL writers when we want to persuade others to do what we want or think like we do.
Even though we are so great at persuading others, sometimes we will have people that disagree us. When people have different opinions,
it doesnt mean that one person is right and the other is wrong, it just means that they have different feelings about something. It can be
REALLY hard to persuade those people that have a different opinion from you. One way that authors try to persuade people with a
different opinion is by finding people that can back them up. I call this, He said, She Said! This is where I find someone that feels the
SAME way I do, and use something they say to make my reader know that I am not the only one who feels this way about my topic.
:I have been writing about how I want my sister to bring me a coffee to work. I have given her lots of reasons, in my writing, to tell her
WHY she should bring me coffee. Today I want to add in a He said, She said though to make my writing even more powerful. Last night
I was talking to my mom about it and she said That would be nice if she brought you a coffee to work, then she could meet your first
graders! I am going to add that to my writing. I want to start by writing, Please bring me a coffee to work. Mom said, (**And I need to
add a quotation mark to show that now my mom is the one talking) That would be nice if she brought you a coffee, then she could meet
your first graders. (**Now I need to close my quotation mark so my reader knows that my mom is done talking.) I think telling her that
even my mom said it would be nice, will really be powerful in persuading her to bring me a coffee!
**Today you will want to model adding in a He said, She said to your own writing. This is a VERY new concept for your little learners, so
you may want to also model with some student volunteers so that your students can grasp a deep understanding of citing others
Try It out:
Today if you are writing to persuade others and you think you can add a He said, She said to make your writing more powerful, try to
do it. You will find someone who feels the same way that you do, and use their name in your writing to show that there is someone else
who backs you up, just like I did. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 15
Hooking Our Readers.
Using A Strong Introduction at the Beginning
Mini-Lesson:
Do you guys remember what I love about mystery movies or books? They find a way to HOOK you and make you really excited to find
out what will happen. Like at first youre just kind of into it, but then as soon as they hook you, you cant stop until you figure out the
ending. Well, we can do that in our own writing, even when were writing to teach people about things. This is a strategy that great
authors use to get people to WANT to read their books. We want to hook our readers from the very beginning to we need to have a
strong introduction to our topic.
I am starting a new book today about why I think everyone should be kind to others. I want to use a strong introduction to really HOOK
my readers and make them excited about reading my book until the very end. Lets see, Im going to think of some introductions and you
guys tell me which one you think would be best to hook my readers. Give your students some examples of strong introductions. (I also
try to give a bad example such as, You should be kind. and I stop to discuss how that really isnt very interesting so I dont think it will
hook my readers.)
Okay, I think Im ready to start writing. I love my introduction. I think it will be the perfect way to hook my readers and get them really
excited about reading my book. I want my introduction to say, Everyone loves a kind friend. Kind people make others feel good about
themselves, they show love and caring, and they are very helpful! You should always be kind to others.. I really think that I will hook my
readers with that introduction. It is much stronger than if I just said You should be kind.
Try It out:
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 15
Tying It All Together.
Adding Closure to Our Writing
Mini-Lesson:
Yesterday we learned how important it is to hook our readers to get them excited about our story! Just like its important to hook our
readers at the beginning, we also want to tie it all together at the end to make our message more persuasive! Adding closure to the end
of your writing is just as important as having a strong beginning. When we add closure, we just tie together our story. Its like were
telling our readers that its the end, without having to write the words The End.
You guys know that I have been writing to persuade my sister to bring me coffee. Ive made sure to tell her WHY she should bring me
coffee, so I know my writing is very powerful and persuasive. I think I am ready to tie it all together. I want to add closure to my
writing and we know that closure is when we tell the writer that our story is finished, without using the words The End. For my closure,
I think I want to say, I cant wait to give you a big hug when you bring me that cup of coffee!. This sentence shows that Im done telling
her WHY she should bring me coffee, but shows that I know she will bring me coffee. I think its a powerful way to show that Ive
finished persuading and am ready to tie up my writing.
Try It out:
Today you may be ready to add closure to your writing. When we add closure, we tie it all together. Its our last chance to make our
writing powerful and persuade our readers. Good writers always remember to add closure to their writing. Not only does it make our
writing more powerful, but it tells our reader that the story has ended, without even writing The End. Does it have to be perfect? Of
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 16
Using Your Voice to
Make it Sound like YOU.
Mini-Lesson:
We know that writers can show their voice is by using punctuation marks that show their feelings. If we want to make our voices excited
or loud, what punctuation mark would we use? Exactly, we would use an exclamation mark! We can also make our words BIG, just like Mo
Willems, to show our voice. This helps our readers know that were using a loud voice! We want to show our readers how we feel by using
strategies, like punctuation marks and BIG words, to show our voice. This is something that great authors do in their writing to make it
more powerful and exciting for their readers.
Try It out:
You are all so great at showing your voice in your writing. You do all of the things that great writers do! Today I want you to remember
to show your voice in your writing. You may want to use an exclamation point or BIG words to show how youre feeling about something.
There are so many ways we can show our voice in our writing. Does it have to be perfect? Of course not, but we know that we always
want to try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 17
Writers are Brave.
Using Strategies to Spell Difficult Words
Mini-Lesson:
We know that writers are A LOT of things, and one of those things is BRAVE. When writers come across a tricky word, they show
bravery by trying to spell that word in their own writing. Some words are really HARD and we have to be really BRAVE to use them in our
writing. Luckily we have learned so many tools that help us as we are spelling tricky words in our own writing.
**Ask a whole group, review some of the spelling strategies that you have taught during Writers Workshop this year. (Stretching out the
sounds, finding the chunks in words, using the word wall, etc.) You may see a need to review one strategy more in depth than others.
Using your conferencing data and teacher observations will be great in deciding which strategy your littles need more support in.
**You may want to refer to the spelling anchor charts from previous units to support your students learning.
Try It out:
Today as you are writing, I want you to remember that you are a brave writer. You each have words in your writing that are tricky, but
YOU used strategies to spell those words. I am so proud of what wonderful writers you are! You make my teacher heart just so happy!
Remember, we can stretch out the sounds we hear in words, or find the chunks we know to spell, or we can even use the word wall as a
resource to help us. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Persuasive
Day 18
Reteach Any Lessons
As Needed
(From Units 1-4)

Sharing:
1st Grade
Persuasive
Day 19
Reteach Any Lessons
As Needed
(From Units 1-4)

Sharing:
1st Grade
Persuasive
Day 20
Reteach Any Lessons
As Needed
(From Units 1-4)

Sharing:
1st Grade
Persuasive
Day 21
Just Like Authors
Mini-Lesson:
Try It out:
readers!
Procedure Check:
Sharing:
Editing Our
Stories
Read your
1
story to your
editor.
2 Ask, did that

make sense? ?
Ask, should I
3 add anything
else?
FIXING It Up
like an Author
Questions to
Guide My Thinking
What details can I

add to my pictures?
Does my story make

sense?

of my words?

1st Grade
CELEBRATION!
Persuasive
Day 22

Circle Rotation
Partner Share

Grade
Writers
Workshop
Fiction Unit 6
Writers Workshop
First Grade Fiction Unit 6
Calling All Writers Have The Beach, A Characters Writers Use
Pretenders Attitude. Castle, In the Always Get in FEARLESS
to the Stage Growing in Our Ocean? Trouble. Words
Inventing Independence Where Will Adding a Word Choices
Characters for Our
Fiction Writing
as Writers Your Story Problem & to Convey
Take Place? Solution Feelings
(Setting)

10:
Were Whoa,, Its All in the Character
Courageous Theyre Feeling Writing. Talk.
Character
Like a Hero ___________> Using the font Day 1: Using
Talk.
When We Spell Adding Details to convey Speech
meaning
Day 2: Using
Making Fearless to Show how a Bubbles
Word Choices & Character is
Quotation
Using Strategies Feeling. Marks
to Spell
It Just Got Editing on the Hooking Our Does It Really From Scenes
Interesting. Go. Readers with have to End? to Series.
Using Looking Closely a Strong Keeping Your Continuing on
Punctuation at Punctuation, Introduction Readers with a
and Text in Our Capitalization Hooked In Character, but
Writing and spelling. order to Start in a NEW Story
a Series

16: Dont Spill the Reteach
Details NEVER Meet the
Stop Being Author Beans. Lessons as
Got it From Adding a Sneak Needed
Important. Adding a Bio
the Greats. Peek Page to (Units 1-5)
Looking at About Yourself
Growing with Your Writing
Details in Pics & as a Writer
the Help of
Mentor Authors Word Choice
Session 21: Session 22: Session 23: Session 24:
Reteach Reteach Editing and CELEBRATION!

Lessons as Lessons As Publishing, Like
Needed Needed an Author
(Units 1-5) (Units 1-5)
Writers Workshop
Fiction Unit Information
The Fiction Unit of the Writers Workshop
Guide is a fun way to end the year! This unit
allows the students to use some of their
favorite stories as a model for writing
fiction stories. They get to invent
characters, settings, use strategies to make
their stories come to life, and more! This unit
is a perfect way to watch your students
development displayed in their writing and
get excited about writing stories for others
to read!
**Mentor Text:
The Three Billy Goats Fluff by Rachael Mortimer
Piggie Pie by Margie Palatini

Goldilocks and the Three Dinosaurs by Mo Willems
The True Story of the Three Little Pigs by Jon
Scieszka
Fiction Unit 6
Materials List
Teaching Materials:
Chart Paper
ABC Chart
Word Wall
Student Materials:
Writing Paper
Fairy Tales
Folder
ABC Chart
Personal Word Wall

1st Grade
Fiction Calling All Pretenders
Day 1
to the Stage
Inventing Characters for Our Fiction Writing
Additional Materials: Character Idea Anchor Chart
Mini-Lesson:
Read Aloud Before: Three Billy Goats Fluff by Rachael Mortimer
I am so excited to start our new writing unit! We have become such wonderful writers this year. I always get to brag on you to other
teachers, because you are seriously the most amazing authors! I just know you will be just as great at writing fiction stories. Now, who
can remind us, what does that word fiction mean? Give your students a chance to think or turn to a buddy to share their thinking. Call
on someone to share their thinking aloud. Yes, you are so right! Fiction means that a story is make-believe. We have been doing a lot of
writing to teach and persuade others, but now were going to start writing fiction stories! These are my favorite!
My favorite part about writing fiction is that I get to invent my character. It can be anything or anyone that I want it to be, since its
make-believe. My first step as a fiction writer is to think about WHO I want my story to be about. Model thinking aloud for your
students. Give them examples of different character choices. During this time you could introduce the Character Idea Anchor Chart. I
know, I want my story to be about a dog that gets lost from his family, but has fun on the trip searching for them. Hes going to talk,
that way my readers know its make-believe.
Okay, so today I want to start my story. I think I want to say, Once upon a time, there was a family with a perfect dog. He had fluffy
brown fur, a long tongue that hung out of his mouth, and was always wagging his tail with excitement! His name was Moose. See how I
introduced my character. I described what he looked like and told my readers his name. Model writing the first page in your story for
the students. Try to engage them in the writing process. You will not have time to completely finish your page, but you can tell them that
you will finish later so they have time to work on their own story.
Try It out:
Today I want you to think of a character for your first fiction story! One of my favorite parts of fiction stories is that we get to
choose ANYTHING or ANYONE we want as our main character. Does it have to be a person only? Of course not! Your main character
could be an alien, a princess, an animal that talks, etc. You are in charge of inventing your character! Just like I did in my writing, you will
introduce your character to the readers. Does it have to be perfect? Of course not, but we know that good writers always try their
best!
Procedure Check:
Sharing:
their buddy.
Fiction Writing
Character Ideas
fairies superheroes people
community
helpers monsters pirates
princes &
animals princesses things
1st Grade
Fiction Writers have Attitude.
Day 2
Growing In Our Independence as Writers .
Mini-Lesson:
Did you guys know that writers have ATTITUDE? I try to be cheesy when I introduce writing with attitude in order to get the
students excited about demonstrating independence as writers. A 90s style snap always seems to do the trick! Well, writers do have
attitude. When I think of the type of attitude that a writer shows, I think of authors that do EVERYTHING that good writers do,
without needing much help. This is called independence. Writers have an attitude of independence! What are some of the things that
great writers do? You can have the students think independently or turn to a buddy to share their thinking. At this time you can
introduce the anchor chart about writing with attitude (doing the things that great writers do independently).
You are officially experts at writing. This means you have the attitude of a writer! You know exactly what it takes to make your story
come to life, you know the tools that are available as you write, and you know what it takes to do your best writing! Show me what your
writing attitude looks like to you! I let my students act/pose their writing attitude so this can become a quick reminder whenever I
need them to remember the importance of writing independence.
Try It out:
Today I want you to try to have the attitude of a writer! As you are writing, think, I am the expert, I know exactly how to make my
story come to life, I know what tools will help me become a better writer, and I can do my best work! When writers have attitude they
know that THEY can use tools to solve their problems. Of course, sometimes we all need help and I am always here to help you, but since
you are such great writers, I know you are experts at using the tools that great writers use to help themselves.
Procedure Check:
Sharing:
1st Grade
Fiction The Beach, a Castle, in
Day 3
the Ocean?
Where Will Your Story Take Place?
Additional Materials: Setting Idea Anchor Chart
Mini-Lesson:
I love taking trips to different places! It is probably one of my favorite things to do. I love going to the beach, or Texas, or even just to
the river with Lucca. Have any of you ever gone somewhere that you loved? It doesnt have to be out of Broken Arrow, just somewhere
that is not your home. Give your students an opportunity to share their thinking with a buddy. You will want to call on a couple volunteers
afterwards to share their thinking.
In real life, it can be really hard to go to different places. Its expensive, were busy with school and work, we have families and pets to
think about, etc. but when we write we can travel EVERY. SINGLE. DAY. How fun is that? That is why I love writing as a fiction writer! If
I want to go to the beach, I can use my imagination and write about it. If I want to go to a scary forest, I can use my imagination and
write about it. If I want to climb a giant mountain, I can use my imagination and write about it. I can go anywhere I want, anytime I
want when I write.
Its important that when we write, we tell our readers exactly where we are! It helps our reader understand the story and is also an
important part of our story elements: character, SETTING, problem, solution.
Try It out:
Today as you are writing, I want you to think, where will my characters be in my story? Try to think of a setting that will make your
story even more amazing, and tell your reader about it! That is the best part about writingyou can go anywhere you want, anytime you
want. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
Fiction Writing
Setting Ideas
outside school ocean
castle
on Earth moon
farm outer space on a plane

1st Grade
Fiction Characters Always Get in
Day 4
Trouble. Adding a Problem & Solution
Mini-Lesson:
Do you guys want to know my favorite part of The Three Billy Goats Fluff? I love that the author created a problem that made you
really excited to see what would happen to the goats. What was the problem that the goats had in the story? Let your littles share
their thinking with you. Some ideas could include, they wanted grass so they could be more fluffy, the troll wanted to eat them, their
hooves were too loud, etc.
I think that if the author wouldnt have added a problem, it could have gotten a little boring. He made the story exciting by adding a
problem that the characters had to solve! It really brought the story to life! I know that I sure was worried about the little goats and
did not want them to get eaten by the troll, but I also felt bad for the troll because he couldnt sleep. I loved reading about how they
solved their problem. Well, we can do the same thing in our own writing. We can create a problem that our character has to solve. This
not only makes our story more exciting, but makes it come to life!
I am going to try to add a problem to my writing today. I have been writing about a brave princess that likes to spend time in the forest
outside her castle. HmmI want a problem that will hook my readers and make my story more exciting. You can have your littles give you
some ideas to add a problem to your story or you can model brainstorming by thinking aloud. Make sure that they see that you can think
of LOTS of problems, but want to find the best for your story.
Oh, I love it! I am going to add a new page to my story. You already know that its a brave princess who loves to spend time in the forest,
but today I will add, Then one day, a dragon escaped from the deserted castle that he lived in. He started flying into the forest, creating
fires with his fiery blows. It was causing the forest animals to lose their homes. Oh my, that makes my story MUCH more exciting! I
wonder how the princess will solve this problem. I wonder if the forest will be okay. I wonder if the dragon is nice or mean. See, creating
a problem makes my story so much more exciting!
Try It out:
Today as you are writing, I want you to try to add a problem in your story. What problem will your character have? And how will they
solve it? Remember, when our story has a problem it makes it much more exciting for our readers and makes our stories come to life!
Procedure Check:
Sharing:
Using the Beginning
Story Hand to
plan our Middle
writing.
End
1st Grade
Fiction Writers Use FEARLESS
Day 5
Words.
Word Choices to Convey Feelings
Mini-Lesson:
Did you guys know that writers can be FEARLESS when they are writing? That means that they are brave. We know that writers are
brave when they try to spell difficult words, but they can also be fearless when they choose STRONG words to use in their writing. When
I think of the word fearless I think of someone that is not afraid of ANYTHING, like a hero. We want to be fearless writers! **When
I teach about fearless words, I make it very cheesy and introduce the word fearless by doing a 90s style snap in a Z-formation. This
always gets my littles EXTRA excited about using fearless words in their own writing and helps them grasp this concept. Every time they
hear the word fearless, or use a fearless word, or see a fearless word in other texts, they do the same snap.
Using FEARLESS words as a fiction writer is so powerful because it can make our stories come to life! You guys know that my story is
about a brave princess who goes on a mission to defeat the dragon that escaped from the forest. I want to try to use fearless words to
make my story really exciting for my readers. Today I wanted to say, The princess ran to catch up with the big dragon. Hmm I dont
know, I feel like I could find a more fearless word for ran. Engage your students in this process. Create a list of synonyms for the word
/ran/ that you could use in your own writing. Some examples could include, dashed, galloped (if on a horse), sprinted. You may want to do
a few more examples to teach the importance of using fearless words in our writing. I feel like I could also find a more fearless word
for the word /big/. Engage your students in this process. Create a list of synonyms for the word /big/ that you could use in your own
writing. Some words could include, mighty, gigantic, enormous, monstrous, etc.
Okay, so I changed my sentence from The princess ran to catch up with the big dragon. to The princess dashed to catch up with the mighty
dragon!. Using fearless words really makes my story feel like its coming to life. I can imagine exactly what is happening because my words are so
powerful! I may even want to add some details to my picture, like speedy lines, or a speech bubble, to make it even more exciting!
**This is a great lesson for getting your littles to move away from repetitive phrases and begin using more rich vocabulary in their writing.
Try It out:
Today as you are writing, I want you to think, Is there a more fearless word that I could use to make my writing more powerful?.
Just like I used fearless words in my writing, I want you to try to do the same thing. Does it have to be perfect? Of course not, but we
Procedure Check:
Sharing:
1st Grade
Fiction Were Courageous Like a
Day 6
Hero When We Spell
Making Fearless Word Choices & Using Strategies to Spell
Mini-Lesson:
When I want to describe a hero, I like to use the word courageous. Does anyone know what that word courageous means? Yes, you are
so right! It means that someone is brave. Would you agree that many of our heroes are courageous (brave)? You can have a little
discussion about heroes that youve discussed throughout the year to engage the students. Well, sometimes having courage does not
always mean that you do some BIG heroic thing. It can also mean that you do something that makes you feel nervous or something that
can seem really hard at first. When you try things that can seem a little scary, you are showing courage!
As writers, we show courage all the time! When you share your stories aloud, you are showing courage. When you write about
something that may be a little hard, you are showing courage. We can also show courage in our spelling. Weve learned that fearless
words make our stories come to life, but a lot of POWERFUL words are long or hard to spell. Sometimes that can make us nervous, so
instead of using the fearless word, we just use a word that we already know. Im going to add some writing to my story today. I want
you to watch as I show courage by trying to spell a fearless word.
Okay, today I want to add Come back here dragon!, shouted the brave princess. I could use the word said, but shouted is so much
more powerful! It is a fearless word. It helps my story come to life and shows my readers that the princess is shouting her words! To
model the difference, I would read the two sentences (shouted vs. said) aloud to my students, dramatizing the difference in intonation.
See how much more exciting it is when I use the word shouted? I know exactly how to spell the word said, I am going to need to use
courage to TRY to spell the word shouted. Model sounding out the word or engage the students to help you sound out the word
shouted. This is the time to review the strategies that you have taught throughout the year regarding decoding words.
Try It out:
Today while you are writing, I want you to be courageous in your spelling. Think of all the fearless words that you can use to make your
story come to life! A lot of fearless words can seem really hard to spell, but I want you to be courageous and try to sound them out. You
are such wonderful writers and you have the tools to spell words you dont know. You just need to use your courage to do it. Do they have
to be spelled perfectly? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Fiction Whoa, Theyre Feeling
Day 7 Adding Details to Show How a Character is
Feeling (Review From Unit 2)
Mini-Lesson:
Read Aloud Before-Lets Go for a Drive by Mo Willems
You guys know that Mo Willems is one of my favorite authors. I just love his stories about Piggie and Elephant! One of the things I love is
that I can always tell exactly how the characters are feeling, just by looking at the illustrations. Mo Willems does a perfect job of showing
his characters feelings, just by adding details to his illustrations! This makes his stories so exciting and entertaining for the readers!
As writers we can do the same thing as Mo Willems to make our characters come to life! If a character is angry, you could draw smoke
coming from his ears, or a tornado over his head. If a character is surprised, you might draw his eyes really big, with his mouth open. If
a character is feeling down, you could draw a rain cloud over them, and a sad face. There are so many ways to show how our characters
are feeling!
Try It out:
Today you might want to add some extra details to your writing to show how a character is feeling. Adding details to our writing brings
our story to life and helps our reader know EXACTLY what our character is feeling. Plus, it makes our story more exciting. Maybe your
character has a raincloud over them because theyre sad. Maybe they have fire coming from their ears because their mad. There are so
many ways that we could show how a character is feeling! Does it have to be perfect? Of course not, but we know that we always want
to try our best!
Procedure Check:
Sharing:
1st Grade
Fiction
Day 8
Boom, Kapow, Boing
Using Onomonopia in Our Writing
Mini-Lesson:
You guys are becoming such great writers! I love the way you use all of the strategies we have learned to make your stories come to
life! I was thinking, one thing that I love that the author did in The Three Billy Goats Fluff is she put words to show the sounds that
were being made as the goats walked over the bridge. (**Refer to this page as you talk about it with your kids) It made me feel like I
was right there and could hear exactly what it sounded like in the story. Words that show the sounds we hear are called onomonopia. Lots
of great authors use onomonopia in their writing to show the sounds that are being made by things in the story. If you read comic books,
they always have lots of sound words. Mo Willems uses onomonopia (sound words) in his books too. **You may want to have examples of
other books that use onomonopia to refer to during this time.
Can you guys think of any words that would be sound words that we could use in our own writing? **Give students an opportunity to
think, then create a class list of onomonopia (sound words) that the students can refer to during their independent writing time. You may
have to give some examples if this is the first time you are introducing this concept.
Try It out:
Today you might want to try to add sound words (onomonopia) into your writing to make your story come to life! Just think, what sound
would I hear if I was in the story?, then you can write that word into your picture. This is a great way to make our stories more exciting
for our readers! Does it have to be perfect? Of course not, but we know that we always try our best!
Procedure Check:
Sharing:
1st Grade
Fiction
Day 9
Character Talk.
Day 1: Using Speech Bubbles (Review From Unit 2)
Mini-Lesson:
Try It out:
Today you might want to try adding speech bubbles to your writing to show characters talking. Adding speech bubbles into our writing
adds more details for our readers, makes our writing come to life, and makes it more exciting for our readers! Does it have to be
Procedure Check:
Sharing:
1st Grade
Fiction
Day 10
Character Talk.
Day 2: Using Quotation Marks
Mini-Lesson:
Yesterday we talked about one way that we can show characters talking in our stories. How did we say we could show that? Yes, you
are so right, by using speech bubbles! Well, there is ANOTHER way that we can show that our characters are talking in our stories. The
second way is to use quotation marks. Whew, that sounds tricky, huh? Great writers use quotation marks to show when a character is
talking, so you have seen quotation marks A LOT. You will be experts! **You may have already introduced this concept to your littles so
they will be familiar with the concept. If not, you will want to give lots of practice today during mini-lesson to support their learning and
confidence.
I love quotation marks because they show me exactly which character is talking AND tells me to change my voice as Im reading. Lets
see, I think I want to add some quotation marks to my story today so that I can show that my character is talking.
**Model adding quotation marks to your own writing today. Discuss how a quotation mark signifies when a character STARTS talking and
STOPS talking.
Try It out:
Today you might want to try using quotation marks in your writing to show when characters are talking. This is what great writers do to
show which character is talking in the story! It helps your reader know EXACTLY whos talking and lets them know to change their voice
to sound like the character. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Fiction It Just Got Interesting.
Day 11
Using Punctuation & Text in Our Writing
Mini-Lesson:
You guys are such wonderful writers! You each do all of the things that great writers do to bring their stories to life! One of my favorite
ways to bring a story to life is by using punctuation marks or writing our words to show EXACTLY how the reader should read them.
What happens to my voice if I see BIG words? Exactly, it gets really loud! **Model in a loud voice. What happens if my words get really
small? Exactly, they get really quiet! **Model in a whisper voice. Just changing the ways that I write my words can make my story
come to life for my readers!
You guys already make your stories come to life by doing things like changing how you write your words and using exclamation points, but
sometimes its just helpful to remind ourselves to keep doing these things to make our writing more powerful and exciting for our
readers!
**This is a concept that has been taught throughout the year. Your students may be very confident using these strategies in their own
writing, or may need more support implementing them independently in writing. This lesson can either be a quick review or you can get
more focused by modeling writing, etc. Assessing your students needs will help guide your decision making.
Try It out:
Today you may want to use punctuation marks or write your words to make your story come to life! Maybe your character is really
excited, so you will use an exclamation point! Your character might have a speech bubble with BIG words to show theyre talking loudly or
little words to show a whisper voice. These are easy ways that we can make our story come to life so its more exciting for our readers!
Does it have to be perfect? Of course not, but we know that we always want to try our best! I cant wait to see how you make your
story come to life in your own writing!
Procedure Check:
Sharing:
1st Grade
Fiction
Day 12
Editing On the Go.
Looking Closely at Punctuation, Capitalization & Spelling
Additional Materials: Editing On the Go Anchor Chart

Mini-Lesson:
We have become such EXPERT editors when we are ready to publish our writing, just like real authors. Sometimes that can be a really
BIG job though after weve finished our whole book, so today were going to practice how to Edit on the Go. If we edit on the go, it
makes our job easier when we are ready to edit before we publish AND it helps us make sure we are doing the things that great writers
do in our own writing. When we edit on the go, we look for things we need to fix to make our writing stronger. I will ask myself questions
like, Do I have a capital letter at the beginning of my sentence?, or Do I have a period/exclamation mark at the end of my sentence?,
or Did I spell my words correctly?
Today I am going to go through my book that I have been working on, to find places that I can edit today. I will need your help looking
for capital letters, punctuation and spelling. Model going through your piece to find places that can be edited. Have your students help
you with the process to build their confidence and understanding of editing their writing.
Try It out:
Today, before we start writing, I want all of us to take a moment to Edit on the Go. Remember, this is where we quickly go through our
writing to look at our spelling of words, look for capital letters at the beginning of a sentence, and look for punctuation at the end of our
sentences. This will make our job so much easier when we are ready to edit before we publish. Also, it helps us make sure we are doing
the great things that authors do in our own writing. Does it have to be perfect? Of course not, but we know that we always want to try
our best!
**Give your students about five minutes to edit their writing. During this time, try to conference with students and provide support to
those littles that may be struggling. After they have had an opportunity to edit on the go then begin the normal routine of writers
workshop.
Procedure Check:
Sharing:
Stop. Check It. Fix.
& Repeat.
WRITERS use CHECKLISTS to
make sure their stories are
library ready!
I start the sentence with a

capital letter.
e like to play.
I have spaces between each

word.
He is my friend!
I have a punctuation mark at

the end of my sentence.
My writing makes sense!
My illustration matches my
sentence.
I drove a racecar
on my birthday.
1st Grade
Fiction Hooking Our Readers
Day 13 With a Strong Introduction
Additional Materials: Hooking Our Readers Anchor Chart
Mini-Lesson:
Do you guys remember what I love about mystery movies or books? They find a way to HOOK you and make you really excited to find
out what will happen. Like at first youre just kind of into it, but then as soon as they hook you, you cant stop until you figure out the
ending. Well, we can do that in our own writing, even when were writing to teach people about things. This is a strategy that great
authors use to get people to WANT to read their books. We want to hook our readers from the very beginning to we need to have a
strong introduction to our topic.
I think fiction stories are the most fun when thinking of a good introduction to hook my readers. Just think, in the fiction movies we
watch and books we read, say things like, Once Upon a Time or In a scary forest, there once lived a. Oh my, these lines get me really
excited to read the story. We can do the same thing in our own writing. You all have already become such experts at hooking your
readers with a strong introduction, but I want you to keep remembering to do that in your fiction writing too. I think its most fun to
hook a reader when you are writing as a fiction writer!
Try It out:
Procedure Check:
Sharing:
Hooking Our
Readers
A strong beginning to our stories will hook our
readers and get them excited about our books!
Once upon a time

On a planet far away
Under the deep blue sea
In a beautiful castle
Hidden in the scary forest
There once was a
Will your
reader be
hooked?
1st Grade
Fiction Does It Really Have to End?
Day 14 Keeping Your Readers Hooked
in Order to Start a Series
Mini-Lesson:
Dont you guys hate when you are reading a book you love and then it ends? Oh my, I hate that! It makes me so sad to finish a book that
I love because I just want it to keep going and going and going. Some authors will even end the book, but give a clue that they **might**
write a second one. Oh gosh, that just gets me even more excited. I immediately want to find the next book and start reading it. This
keeps the readers hooked so they will read more of the authors books.
Well we can do the same thing with our books. You all have written some amazing stories, that I just love reading! When I read yours I
think the same thing, like WHY does it have to end?.
I am finishing my story about the brave princess and the dragon. I just love her, so I think I will want to write more about her. I am
going to add a little clue to my closing today so that my readers can expect for a second book to come next. HmmI think I will wrap up
my story by writing, The brave little princess was greeted by her forest friends when she returned from taking the dragon home. They
thought all of the forest problems were solved forever, but little did they know that the princess would soon have to help another animal
in need. I think that will hook my readers and make them want to see what problem the princess will solve next!
Try It out:
Maybe you have a book that you just absolutely love and you are not quite ready to stop writing about the character. Today you might
want to add a little clue for your readers that you are going to have a second one coming. That is a great way to hook your readers, get
them excited, and make them read more of your stories! Does it have to be perfect? Of course not, but we know that we always try our
best!
Procedure Check:
Sharing:
1st Grade
Fiction From Scenes to Series.
Day 15
Continuing on with a Character, but in a New Story
Mini-Lesson:
I started thinking, I really loved my character, the brave princess. I wrote the story about she and the dragon, but I think Id like to add
another story so it can become a series. Lots of writers do this. They will have the same characters, but in LOTS of different stories. Can
you think of any authors that we love that created a series with their books? Give your littles an opportunity to think and then share
their thinking (either aloud or with a buddy). If you notice that your littles are struggling, you may want to have some examples that you
have read throughout the year. For example, Piggie and Elephant books, Rocket books, Pete the Cat books, Splat books, etc.
Just like all of those authors created a series with their books by using the same characters, but in different stories, I want to do the
same thing. Last time the brave princess had to solve the problem of the dragon. I think this time, I will write a story about how she
saves a turtle from drowning during a rainstorm. I will still use the same character, but just create a new story about her!
**Model starting to write your new story for your students. You may want to show how they can reference the original story in their
introduction. For example, instead of Once there was they could say After the princess saved the forest from the dragon, etc.
Try It out:
You all can create a series with one of your favorite characters too! If you have a character that you love, you may want to write
another story about them, just like I did, and just like all of the authors that we talked about earlier. To create a series, we use the same
characters, but in a new story. Does it have to be perfect? Of course not, but we know that we always want to try our best!
Procedure Check:
Sharing:
1st Grade
Fiction Got it from the Greats.
Day 16 Growing with the Help of Mentor Authors
Additional Materials: Capturing What the Greats Do Anchor Chart
Mini-Lesson:
Read Aloud: Three Billy Goats Fluff by Rachael Mortimer OR any other fairy tale
story.
We have learned so many wonderful strategies to help us grow as writers, just by reading stories that other authors have written.
There are so many ways that writers can make their stories come to life so that it is more powerful and entertaining for their readers.
Now, we dont do every great thing every time we write, but we do try to use some strategies in each of our stories. This is what makes
US great writers and makes OUR stories come to life!
**Today as a whole group, you may want to look through fairy tale stories to find strategies that authors use. You can create an anchor
chart to record student thinking, have a whole group discussion, or let students share their thinking with a buddy. They have learned a lot
of strategies throughout the year, so today will be a review. Assessing your students writing needs will be powerful in guiding your
decision making. If you feel they need support on in a specific area, this would be a great opportunity to focus on that need.
Try It out:
Today I want you to remember to do the things that great writers do in your own writing! Of course, you wont do everything, every
single time you write, but you want to be using some of the strategies that great authors use to make your stories come to life! Does it
Procedure Check:
Sharing:
Capturing what the
Greats do in Writing.
GOOD WRITERS find what great
authors do and try to do the same
thing in their own writing.
What Great Authors Do: Why They Do It:

1st Grade
Fiction Details NEVER Stop Being
Day 17
Important.
Looking at Details in Pics & Word Choice
Mini-Lesson:
Today you will want to review the importance of adding details in ones writing. This is a concept that has been addressed consistently
throughout the Writers Workshop guide. Today you will want to design your mini-lesson to meet your childs individual needs. Using
assessment practices, such as, teacher observation or the rubric provided in this unit will be helpful in spotlighting how to best help your
students grow when adding details in text/pictures. **You may want to focus on adding descriptive words (adjectives), drawing pictures
from different perspectives, speaking in different persons, etc. Reminding your students the importance of details will help them grow as
writers!
Try It out:
Procedure Check:
Sharing:
1st Grade
Fiction
Day 18
Meet the Author
Adding a Bio About Yourself as a Writer
Mini-Lesson:
You know what I always wonder when Im reading a book that I love. I wonder, who is the person that wrote this book? They are such
a wonderful writer, I just wish I could know more about them. Well sometimes I get lucky and an author will add a page called Meet the
Author where they write a little bit about themselves. Its like I get to meet them, except its by reading. Sometimes they will tell where
they live, how long they have been writing, if they have a family, or what made them want to write the book Im reading. I love having a
chance to know more about the person that wrote a book that I love!
Well, you know we can add a Meet the Author page to our own writing too. You all are such wonderful writers and have written such
beautiful stories, I know that your readers want to know more about you too! Plus, this is a fun page to write because you get to write
about the person you know the best: YOU!
I think I will add a Meet the Author page to my story about the brave princess. I am going to add it on the last page so that my
reader can read my story, then meet me at the end. HmmI want them to see what I look like, so I am going to draw my portrait first.
**Model drawing a picture of yourself on the Meet the Author page so you can demonstrate making it look life-like for your littles.
Okay, now I want to write about myself. I think I am going to say, Hello! I hope that you liked my book as much as I liked writing it. I am
a first grade teacher in Broken Arrow, Oklahoma. I have a sweet puppy, named Lucca and enjoy running with her in my free time. I
wanted to write a book about a brave princess because I think every boy or girl should have a brave role model. Thank you for reading
my book.
Try It out:
Today you may want to add a Meet the Author page to your story too! This is where you get to write about the person you know best:
YOU! Our Meet the Author pages tell our readers all about us. You are such wonderful writers, you should feel proud of yourself. This is
your chance to tell the reader all about the AMAZING person that created the story! Does it have to be perfect? Of course not, but we
Procedure Check:
Sharing:
1st Grade
Fiction Dont Spill the Beans
Day 19 Adding a Sneak Peek Page to Your Writing
Mini-Lesson:
When we go to the library, it can be really hard to find a book that we want to read. I mean, there are so many books and they all look
so good, right? Well sometimes authors will add a Sneak Peek page to their writing. This gives the reader just a little glimpse into what
the story is about and tries to hook the reader so they will want to read the story! Great authors add sneak peeks to get readers more
excited about reading the book!
Well we can add sneak peeks to our own writing! This will give our readers a little peak at what our story is about, but doesnt tell them
everything. It just gets our readers even more excited to read our stories! I like to add my sneak peek page to the back of my book so
when a reader is trying to decide they will see my front cover, with the title and an illustration full of detail, then theyll flip the book
over and read my sneak peek. This is a great way to get them excited about reading my book! A sneak peek just shows them a little bit
about my story! Its like a preview for a movie. Does the preview tell us EVERYTHING about the movie? No, it only shows exciting parts to
make us want to see the movie. We do the same with our sneak peek page. If Im writing a sneak peek for my story about the brave
princess, I may want to write, Dragons and danger all around. This doesnt scare the brave little princess! Read about her bravery,
adventures and heroism. It doesnt tell everything that happens in my story, but it definitely hooks my reader! Who wouldnt want to
read my story after a sneak peek about danger and dragons?
**You may want to model writing a sneak peek for your own story or find examples of sneak peeks from books from your classroom
library to read aloud. This will be very helpful in supporting your students learning and give them ideas for writing sneak peeks for their
own stories.
Try It out:
Today you might want to add a Sneak Peek page to your own writing. This gives our reader just a little glimpse into what our story is
going to be about. Do we want to tell them everything? Of course not, we dont want to spill all the beans, we just want to get them
excited! This is a great way to hook our readers and make them want to read what happens in our story. Does it have to be perfect? Of
Procedure Check:
Sharing:
1st Grade
Fiction Reteach Any Lessons
Day 20
As Needed
(From Units 1-5)

Sharing:
1st Grade
Day 21
As Needed
(From Units 1-5)

Sharing:
1st Grade
Day 22
As Needed
(From Units 1-5)

Sharing:
1st Grade
Fiction
Day 23 Just Like Authors
Mini-Lesson:
Try It out:
readers!
Procedure Check:
Sharing:
Editing Our
Stories
Read your
1
story to your
editor.
2 Ask, did that

make sense? ?
Ask, should I
3 add anything
else?
FIXING It Up
like an Author
Questions to
Guide My Thinking
What details can I

add to my pictures?
Does my story make

sense?

of my words?

1st Grade
Fiction
Day 24 CELEBRATION!

Circle Rotation
Partner Share

References
Calkins, L. & Louis, N. (2003). Writing for readers: Teaching skills and
strategies. Portsmouth, NH: FirstHand
Calkins, L. (1994). The Art of Teaching Writing, 2nd ed. Portsmouth, NH:
Heinemann.
Jump, D. & Wills, D. Writing Through the Year Units 1-7, Windermere, FL.
Schickenanz, J., & Collins, M. So Much More Than ABCs. From

http://www.naeya.org/file/Publications/So_Much_More_Bookexcerpt.pdf
Wittmer, E. (2001, July 3). Incorporating Writers Workshop into the

Elementary Classroom. Retrieved December 3, 2015, from
http://www.slideshare.com

1 ST Grade Writing Unit

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 ST Grade Writing Unit

Uploaded by

Copyright:

Available Formats

Broken Arrow Public Schools

Introduction-Research and Why

What is Writers Workshop?

Unit 1- Launching the Writers Workshop

Unit 2- Narrative Writing

Unit 3- How-To Writing

Unit 4- Informational Writing

Unit 5- Persuasive Writing

Unit 6- Fiction Writing

Student Writing Templates

Suggested Titles for Mentor Texts

**As students begin writing books,

Your Conference Notebook:

**Keeping a conference notebook will make

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

_______ _______ _______ _______ _______

Session 6: Session 7: Session 8: Session 9: Session

Session Session 17: Session 18: Session 19: Session 20:

**Other texts that can be utilized as mentor texts :

The Best Story by Eileen Spinelli

**Mentor Text for teaching writing a story instead of

Pancakes by Tomie dePaola

**All of the materials are suggested. Writers

Read Aloud Before: Rocket Writes a Story by Tad Hills

Suggested Read Aloud:

Additional Materials: Writing Topics Anchor Chart

Additional Materials: Stretching Sounds Anchor Chart

Additional Materials: Stretching Sounds Anchor Chart

What details can I

Does my story make

Can I fix the spelling

Writers use their tools to get their

Other Ideas to Celebrate:

Small Groups (4-5 students)

Display Student Work:

Session 6: Session 7: Session 8: Session 9: Session 10:

Making Character Talk: Character Talk: Drawing from Making Our

Reteach Any Reteach Any Reteach Any

**Other texts that can be utilized as mentor texts :

Knuffle Bunny by Mo Willems

**Mentor Text for teaching speech bubbles

Lets Go for a Drive by Mo Willems

**All of the materials are suggested. Writers

WRITERS need to have a

We keep our EYES on

Read Aloud Before-Lets Go for a Drive by Mo Willems

Read Aloud Before: Lets Go for a Drive by Mo Willems

Read Aloud Before: Lets Go for a Drive by Mo Willems

Did you reread

Does your story

Today is a great day to review a previously

Today is a great day to review a previously

Today is a great day to review a previously

Today is a great day to review a previously

Today is a great day to review a previously

2 Ask, did that

What details can I

___ _ _ _ _____

___ _ _ _ _____

___ _ _ _ _____

___ _ _ _ _____

___ _ _ _ _____

___ _ _ _ _____

___ _ _ _ _____

___ _ _ _ _____