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How-To/Informative Writing Sequence

Name: Amelia Leng

Grade Level: 3rd Grade

School: Beulah Shoesmith Elementary School

Mentor Teacher: Tracy Walker

Start Date of Literacy CLT: November 6th, 2017

1. Purpose and Audience: Explain the overall purpose of the Writing Sequence, why students will
engage in this project, and who the audience will be.
a. Students will be able to write a How-To informative piece with steps to
show how to complete a task of their choice. The audience is someone who wants to be
informed on how to complete the task the writer is writing about. In this case, it would
be the student’s classmates since a lot of the sharing we will be doing will be whole class
and in partners, informing each other on our tasks. Students are engaging in this project
because it is important increase the audience’s knowledge, to help the audience better
understand a procedure or process, and to increase the audience’s comprehension of a
concept. This also teachers the writer how to adequately sequence events/steps.

2. Genre and Mentor Texts: Explain the genre you have chosen and how it will serve the purpose
you stated above. State the key features of the genre you hope to emphasize. Then list any
mentor texts and authors you are using and briefly describe which text features/author’s craft
moves you hope to emphasize with your students. For example, if I am teaching personal
narrative and I use Owl Moon by Jane Yolen as a mentor text, I would explain that I plan to use
this text as a model for the craft of metaphor and simile. I will also use Owl Moon to teach the
arc of a story (beginning, middle, end) including how to craft a “hot spot” as Ralph Fletcher calls
it.
a. The genre of writing that I have chosen is informational, more
specifically, how-to. This will serve the purpose stated above because students will be
writing about how to perform a task, and will also increase the audience’s knowledge of
that task. Students will learn how to include sequential steps in their writing, and will
utilize temporal words and phrases to signify order. The key features of this genre i hope
to emphasize are detail and sequential order. The first mentor text I will be using is How
to Teach a Slug to Read by Susan Pearson. This will introduce to students what
informational/how-to writing looks like, and serve as an initial example. I will have
students notice the transitional phrases, and see that the author is telling the audience
how to perform a task.

3. Writing Sequence Goals (2-4 maximum): Consider what you want students to be able to know
and/or do by the end of the writing sequence and what will they need to know/learn to
accomplish that. Identify your intentions for student learning in your writing sequence by
developing a small, well-chosen set of goals. Be realistic—these goals should be attainable (and
measureable) by the end of a 10-lesson sequence. Your goals should address the following
characteristics:
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o Performance: States what a learner is expected to be able to do


o Criterion: Clarifies how well the student must perform the task in order for the
performance to be acceptable
Be sure to indicate the range of performances that are acceptable for your group of students.
Note whether students will demonstrate their learning in oral, manipulative, or written/pictorial
form.
a. Students will be able to list the steps for completing a task in sequential order.
i. Students will list all necessary steps so that an audience could read it and
perform their task. Students need at least 5 steps.
b. Students will be able to use a great amount of detail. This will be in written form.
i. The steps must have enough detail so someone could follow their steps exactly
and not miss any part of a step. This will be in written form.
c. Students will be able to write their steps in paragraph form with transition words.
i. Students will show the usage of words such as “First”, “Then”, “Next”, “Last”,
etc. These words need to be present at the beginning of each step. Proper
indents, capital letters, and punctuation are also going to be evaluated. This will
be in written form.

1. Rationale: Provide a rationale for your writing sequence goals. Explain how the goals are
responsive to your students’ learning needs/interests and why the content and/or skills to be
learned are worthwhile and important.
a. These goals for my writing sequence are realistic and responsive based
on what I have seen in my students’ writing so far this year. Students thus far have a
lack of transition words, and have been starting sentences with “And” and “Because”.
They are also more familiar with informational texts and opinion or expository, so their
background knowledge will aid them in this writing sequence. The have not, however,
listed steps yet. They are also familiar with circle maps and flow maps which we will be
using in this sequence. We are also going to work on adding more detail to our writing,
because I have seen a lack of detail in their writing. Sentences are very short and broad,
and we will work on improving that through these writing sequence goals.
b. The skills and content are worthwhile, because students will be able to
choose something they enjoy to write about for the first time this year, and even maybe
in their whole schooling. When I asked if they had already written how-to papers, none
of them had. I think that by having students choose their own topic for their how-to
writing will greatly increase motivation, and

2. Common Core State Standards: Identify which Common Core State Standard(s) students will
work toward in this writing sequence.
a. CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
b. CCSS.ELA-LITERACY.W.3.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 3 here.)
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c. CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal


event order.

3. Differentiated Instruction: One of the most challenging aspects of writing instruction is


managing the various paces at which students write. Some can stay independently engaged in
the process for long periods of time while others will need support to meet the criteria you’ve
established. Some consider themselves “done” very quickly, producing varying degrees of
quality, and others write very slowly. A good mantra to share with your students is: Writers are
NEVER done. A piece or a part of a piece of writing may be “done,” but writers themselves are
always working on something or some aspect of writing.

Consider the lesson sequence you have outlined and consider where, when, and how you (or
someone else such as your MT or resource room teacher) will provide small group instruction to
accommodate the learning needs of the range of learners in your classroom. This means
planning meaningful ways for those fast paced writers to stay engaged in the writing process
(e.g., peer revising, adding additional elements to their work). Such extensions may include
reading mentor texts and analyzing author’s craft or doing individually chosen author studies
but it would not include, for example, silent reading that has no writing focus. This also means
planning for ways to scaffold the process step by step for those that need more support (e.g.,
graphic organizers, individualized instruction, sentence starters, drawing in addition to writing,
buddy writing).
a. Students will essentially have a checklist with things they need to complete and will get
points for, and that is how I will know where students are at. They can work at their own
pace. When we meet in groups to conference, it will be based on that checklist. What I
mean by this, is that if i am meeting with a student that is working on their flow map
still, but if most of the class is working on their rough draft, that student will not be
penalized by this and we will conference about where they are at. I won’t expect each
students to be working at the same pace, it will be according to their checklist. This way,
students can work at their own pace (it might take longer for some students to do
certain steps than others. I might have to pull the students below grade level into a
small group and give them the mini-lesson a second time while the rest of the class is
working independently.
b. My mentor teacher and I have already been working with students below grade level
who need further instruction while the other teaches whole class. She can always take a
small group while I teach whole group instruction to further explain concepts to them.
c. Students are required to have a minimum of 5 steps. I may make a modification to this
with our students that have IEPs if they seem to be taking things at a significantly slower
pace. Students are not limited to any number of steps, the higher ones can therefore
write 10, 11, 12 steps if they want to.

4. Provide a Teaching Outline Chart: A two-week (or 10 day) lesson sequence that will help your
students meet your goals for the writing sequence. This is a tentative sketch—it may change
along the way—of the writing sequence that you will likely adjust once you begin to teach your
lessons and formatively assess students’ progress each day. For each lesson on your planning
chart, include the following information (see template below for format and copy/paste into
your own document).
o Date:
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o Daily Objective: What key skill/strategy will students learn today to help them move
toward meeting your writing sequence goal/s?
o Mini-lesson Focus: What writer’s craft move, genre feature, or teaching point are you
focusing on?
o Mentor Text: What text will you use to help illustrate the writer’s craft move, genre
feature, or teaching point?
o Instruction: Briefly describe how you plan to teach the day’s skill/strategy. How are you
using the gradual release of responsibility to scaffold learning (e.g., modeling, guided
practice, independent practice)?
o Plan for conferring: List names of kids with whom you plan to confer. Meet with each
student at least once each week.
o Formative/summative assessment: What will students do during the lesson to provide
evidence of learning? List what student work would contain to show their progress
toward meeting the objective. Think about what a model example would look like,
including the criteria you will specifically look for. How will you use that information to
plan your next lesson?
o Teaching Notes (as needed): Jot down topics, resources, or tasks you want to
remember to incorporate into your lesson as you develop your plans (e.g., students you
will want to provide additional support for, extra sample texts of the genre, an online
resource kids could use).
o Resources: Cite the resources you used to develop each lesson sketch.
o Reflection (this part of the outline will be added throughout CLT of literacy, day by
day): After every lesson you teach, write a BRIEF reflection. Your reflection can be just a
few sentences on days where things went as expected and you plan to make no changes
to the next day’s lesson. However, if you are making changes to the lesson, please
provide a bit more information to explain your changes. Be sure to include the following
your reflection:
● What students learned and how you know they learned it?
● What students didn’t yet fully learn and how you know they didn’t learn it? (Reminder:
Different students may have learned different things, that is fine and you should include both
generalizations about the class, and individual students in your reflection. Additionally, students
might not have learned something because you ran out of time to teach it. That is a good thing
to include in this section as well.)
● What will you do tomorrow based on what you learned from teaching today? (again,
think both about whole class instruction, and also what individual students might need)

NOTE: Any changes you make to your outline based on your reflections should be done in a different
color font than the original so your instructor can see the changes. Please do not delete your original
work. We want to see evidence of how the writing sequence evolves over time so don’t worry about
how different things are!
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Day 1
Date:
November 6th, 2017

Daily Objective:
Introduction to Informative Writing/How-To

Mini-Lesson Focus:
What do you notice about this book? What does it want to teach us (the audience)?

Mentor Text:
How to Teach a Slug to Read by Susan Pearson

Instruction

I do:
● Read the mentor text to the students as a whole class read-aloud
● Before reading, tell students to notice what’s different about this book compared to other
books we have read aloud so far?
● Ask prompting questions (What do you notice? What are they trying to tell us?)
We do:
● Fill out Anchor Chart about the text
● I filled out the Anchor Chart that morning prior to students’ arrival. We had a busy schedule
today and i know that if i got the anchor chart done in the morning, we would have more time
to talk about the book.
○ What is it teaching us how to do?
● Briefly list steps that the mother slug lists
○ Students have a clear example of sequencing
You do:
● Students go back to their desks and get out their writing notebook
● Open to a new page, and label it “How-To Brainstorming”
○ Students labeled the page “Things I Am An Expert At”
● Students make a list of things they are experts at/things they know how to do/things they could
teach someone else
● Students pass up notebooks open to their list
Share:
● Have students turn and talk to a neighbor at their table group about their ideas and which one
they think they might choose

Plan for Conferring:


Walking around, making sure students have the right idea; looking at what they have written down.
Specifically check in early with JE and SD (students who have IEPs)

Assessment:
Seeing if students are writing down things you could write steps for and tell someone else how to do.
Have students pass up their writing notebooks to look at what ideas they have written down (are they
on the right track, did they write down things with steps). Put a star next to ideas that students could
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choose from. I wanted to make sure they picked things with enough steps, so I told them that they could
pick from their ideas that I put a star next to.

Teaching Notes: Have AT (behavior), MS (behavior), CF (sight), ES (attention), and IW (sight) sit near me
on the carpet

Resources: Common Core State Standards, mentor text

Reflection:
I was a bit nervous to get started today, not going to lie. I had already started math at this point, but for
math I am really just following what the book has. This writing sequence is something that I crafted
entirely on my own, so I hope the outcome turns out to be successful. I thought that maybe the
students had some prior experience with How-To writing in first and second grade, but a lot of them
weren’t sure what I was talking about when I asked them as a class before the read aloud. Like I said
above, I didn’t make the anchor chart with them, because I knew I wouldn’t have time so I made it
before school. It had information about How-To including: informational text, transition words, and
detailed steps.

Students then went back to their desks and got out their writing notebook. They had a harder time
coming up with ideas about tasks than I expected. I had to give them some ideas, which I wish I had not
had to because then when I looked at their notebooks, a lot of them wrote down the ideas that I gave
them. Some students did have really good ideas though. I’m glad I collected their notebooks so that I
can make sure every student has an idea with enough steps before we begin the actual writing process.

Day 2
Date:
November 7th, 2017

Daily Objective:
Beginning Writing Steps (Sequences)/Understand the importance of detail

Mini-Lesson Focus:
In order to explain how to do something in the best way, there must be a lot of detail.

Mentor Text:
A simple recipe An Easy-Mac box with directions on the back

Instruction

I do:
● Show recipe example to the class on the SmartBoard using the doc cam
○ Ask students, “What is usually on the box of something if you don’t know how to make
it? Pretend I am an alien from another planet and I’ve never made macaroni and cheese
before.”
● Explain how we have to give people detailed steps to follow directions
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You do:
● Before the “we do”, have students open their writing notebooks to a new page
● Title the page “Steps to Make a Jelly Sandwich” (NOT peanut butter for allergy reasons)
● Give students about 5 mins to write how they would make a jelly sandwich
We do:
● Call on student to read their steps to make a jelly sandwich
○ As student is reading, perform what they are saying in front of the class
○ This will show students how detailed they need to be; they might forget to tell you to
take to lid off the jar, to open the bag of bread, etc)
● If student has enough detail, talk about how they told me exactly what to do and that it was
effective/what would have happened if they had left out a step
● If student does not have enough detail, have them all look back at their writing and try to fix it
so that it has enough detail.
○ Call on a new student to volunteer
○ If a student forgets a step, ask for volunteers to say what step they were missing
Share:
● Students are sharing out their steps to make a jelly sandwich

Plan for Conferring:


No conferring today

Assessment:
Walk around to see how much detail students were putting into their steps to make a jelly sandwich.
Take note of those that need additional teaching on detail. Did they correct their steps?

Teaching Notes:
mentor text recipe should be something most kids eat (mac and cheese, chocolate chip cookies, etc)

Resources:
a simple recipe that is kid friendly, either from online or from an actual bag/box
https://www.pinterest.com/pin/253538653996572492/
Easy Mac Box

Reflection:
This went very well today; the students seemed to really enjoy the activity. They were not thrilled about
more writing (we had a substitute today, so they were a little out of control behaviorally, but i get them
together), but once they had motivation (I told them I had a fun activity and they could only participate
if they finished their writing) they were excited to write their steps. Some of the students were not sure
how to get started, and looked to me for sentence starters. I had them refer back to our anchor chart
that was on the board and look at what transition words we should use. I lot of them seemed to relax
after I told them that this was not for a grade and it was just meant to show them how to start writing
steps. I do think the lesson was successful in showing the students the amount of detail needed in their
writing, and that if they leave steps out, someone might not be able to complete their task. For
example, one student told me to get bread. I said, “From where? What step is he forgetting?” Another
student added, “from the bag”. I tried to get the bread out of the bag. The students’ hands shot up as
they realized they had forgotten to tell me to open the bag. There was a high number of students
participating, and a lot of them volunteered with confidence. It was a lot of fun!
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What I learned about my students is that they still need guidance with sentence starters and transition
words. I am going to make sure I attend to that for the rest of the sequence. When we do a circle map
tomorrow, I need to make sure I clearly model what is expected and give them a place to get started. I
also learned that they really enjoy writing about things they are familiar with.

Day 3
Date:
November 8th, 2017

Daily Objective:
Have students begin the planning process by making a list of the tools they need for their task

Mini-Lesson Focus:
Picking a task that we are “experts” on and starting to list things that are necessary to complete this task
Mentor Text:
My example of a circle map with tools needed

Instruction

I do:
● Pick a topic to use for model that students wouldn’t be able to pick (so that they don’t copy me)
○ Ex: driving a car
● Draw a circle map and list tools needed to complete task
○ Students are very familiar with circle maps
We do:
● Students are making their circle map with me
● Have them put their chosen topic in the middle
● Tell students that some of their ideas may not have had a star by them because they didn’t have
enough steps for this assignment, not because they were bad ideas necessarily.
● Write first two “tools” or materials they need to complete their task
You do:
● Students finish writing their tools around their circle map
● Students are working silently and individually at their desks
Share:
● Have them turn and talk at their table to share what they have chosen as their topic
Plan for Conferring:
Confer with students who you think should change their task, or didn’t have any good ones written
down on their original list.
Assessment:
Have students turn in their circle maps (have their notebooks open and pass them up). See if students
put all necessary tools for their task. Add anything they are missing.

Teaching Notes:
Make sure to add any tools they might have left out. Correct spelling mistakes, so that they will
hopefully spell words correctly in their rough draft
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Resources: circle map outline in the classroom, list of things that students couldn’t choose at their open
topic so that they don’t copy me

Reflection:
Today went pretty well. I thought it would take longer than it did for students to decide on one of the
topics i indicated they could choose from, but they seemed to do so pretty quickly. Some of the
students weren’t writing “tools” and started writing steps which is what we are going to do tomorrow. I
wrote that on their feedback, and circled the tools they should have written down within the steps.
Tomorrow I need to be more specific on the difference between tools and steps. The circle maps were
all created with ease, and this is something that we do often in both writing and social science.

Day 4
Date:
November 9th, 2017

Daily Objective:
List their steps. Must have at least 5 steps, try to have no more than 10 (advanced students will
probably have more)

Mini-Lesson Focus:
Sequencing shows the order in which we do things. We can use a flow map to show this.
Mentor Text:
Sequencing Anchor Chart, my example of a flow map

Instruction

I do:
● Point out in the room that we are going to use one of our other thinking maps today.
● Ask students, which one do you think we would use to show steps?
○ Answer is a flow map
● Display Sequencing Anchor chart. Explain that this shows the order that we do steps to
complete a task. Students are going to make their own flow maps today to show their steps
● Turn a piece of notebook paper sideways, and hold it up. This is how students should turn their
notebooks to the next clean page. They draw two lines, breaking the page into four boxes. Draw
arrows from one box to the next, and right 1, 2, 3 and 4 in the top corners of each box. Make
sure all students have their notebooks EXACTLY the same as this. This is going to be their flow
map of steps. Tell students they are going to get a grade on this and it will look need to look
exactly like this or they will lose points.
We do:
● Start to list the steps for my task using a flow map.
● Have students list their first 2 steps with me on the doc cam
● Ask students what is the very first thing you do when driving a car. Call on students until one of
them says “Open the door”. This will show students they they need to think of the very first
thing they would do for their first step.
You do:
● Students should finish filling out the remainder of their steps in their flow map
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● Students are working quietly and individually at their desks


Share:
● Students turn and talk to make sure the person next to them has their 5 steps
Plan for Conferring:
Have JS, GN, SD, CF work with me at the red table and AV, AT, and CF with Mrs. Walker on the carpet
(While I am modeling at the front, she is with all 6 of these students at the red table). Other students
should be fine to work on their own.
Assessment:
Have students pass up their writing notebooks open to their flow maps. Look to see if students had at
least 5 steps like required. See if they have too many steps, or they could combine steps. Students will
receive a writing grade out of 5 pts for having their 5 steps listed. This is actually going to be 8 points. 5
for the steps, 1 for the four boxes, 1 for the arrows, and 1 for the numbers in the corner. Ms. Walker
said she didn’t think 5 points was enough for a writing grade. They need 1 writing grade each week in
the gradebook, and these grades should represent the writing process.

Teaching Notes:
continue to correct spelling on this flow map (need pens for revision). Take note of students who will
need additional teaching and instruction on their flow maps.

Resources: I might use a flow map template ready to use instead of having them try to draw their own.
This might save time, and could depend on how the day is going (if our writing time is cut short for some
reason). Shoesmith requires that students draw their own thinking maps, especially in 3rd grade.

Reflection:
Today the students did a good job following directions with setting up their flow maps, and almost all
students received full credit on their flowmap set-up. However, many students were combining 2 or 3
steps into one box. I learned that sequencing is a hard concept for elementary school students,
especially breaking it up step by step like they are supposed to be. While looking at their flow maps, I re-
numbered their steps to show them if they combined steps or not. I will need to make sure to show a
student example tomorrow and explain to them that a lot of them combined steps.

Day 5
Date:
November 10th, 2017

Daily Objective:
Begin to write rough drafts about how to do their task

Mini-Lesson Focus:
Using transition words/sequence words
Mentor Text:
Anchor Chart on Sequencing, my example of starting my rough draft
Instruction

I do:
● Hand back students’ notebooks open to their flow map. Use a student example on the
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document camera to show them that i broke up their steps, and a lot of them combined steps.
Hopefully this will make it easier for them to start their rough drafts with accurate steps.
● Go over examples of transition words (this is a review)
● Display the Anchor Chart at the front of the room
○ Students can use this as a reference
● Get out a piece of paper to put under the doc cam and display on SmartBoard
○ This is modeling to show what their papers should look like
We Do:
● Start to write my rough draft with them; provide sentence starts.
○ “This is how you ______. First, __________.” Give them time to write their introduction
and first step. Do it with them with own example.
You do:
● Students should get through their introductory sentence and their first 3 steps today.
● Working individually and quiet at their desks, except for students listed below
● Students should be writing on every other line so that the teacher has room to make legible
corrections
Share:
● Have a few students read out at the end if they have time.
● They can put their writing under the doc cam to share with the class (only if they finished their
first 3 steps).
Plan for Conferring:
Have JS, GN, SD, CF work with me at the red table and AV, AT, and CF with Mrs. Walker on the carpet
(While I am modeling at the front, she is with all 6 of these students at the red table)
Assessment:
Have students pass up their writing notebooks open to their rough draft. Make sure they put their
names on it. Students get a writing grade (8 points) for having an introductory sentence (1 pt), indented
(1pt), enough detail for each of the steps (3 pts), and at least 3 steps written (3 pts).

Teaching Notes:
Correct students’ spelling when going over their rough drafts. They are not penalized for spelling
mistakes.

Resources: Anchor Chart on Sequencing and Transition Words

Reflection:
Having the students with IEPs and below grade level work with Ms. WAlker at the red table was a
success. This made her seem more present and involved and all the students at the red table ended up
where they needed to be at with the rest of the class. I was also happy because our two students with
IEPs sometimes get pulled out during writing time, and become behind in whatever we’re doing. Today,
they both stayed in the general classroom for writing. It was difficult catching up the students who had
been absent for the flow map, because they were behind and couldn’t continue on until i explained the
flow map to them. This was not something I anticipated while planning. Maybe I should have had Ms.
Walker catch them that while i explained the instruction to the rest of the class about their rough drafts,
because that ended up being a waste of their time.

Day 6
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Date: November 13th, 2017

Daily Objective: Continue Working On/Finish Writing Rough Draft

Mini-Lesson Focus: Revisiting transition words, how to use sentence starters


Mentor Text: Piece of student work to to show an exemplary model. (see “Share” section below).

Instruction

I do:
● Show students sentence starters for steps 3-5 and on. (Third, Next, Then, Fourth, Fifth)
● If they have more than 5 steps, they should not use numerical transitions anymore but just say
“Next” or “Then”.
○ Make this clear because when looking at the rough drafts from yesterday, a lot of the
students tried to use numerical transition words past step 3 and they were out of order
when combined with “Next” and “Then”
● Start to conference with students who are finishing their rough drafts.
● Meet with students who need additional instruction on how to organize their steps after looking
at the started rough drafts from Friday.
We do:
● Write steps 3 and 4 together. The goal on Friday Nov. 10th was to get through the first 2 steps.
● Even if students went on, I am still going to go through steps 3 and 4 together to make sure they
started them correctly.
You do:
● Students will finish writing their rough draft today individually. Rough drafts will be turned in.
Share
● Share is at the beginning. I will use an exemplary example of a students work on the overhead
to show students what their rough drafts should look like (title, indent, introduction, transition
words, punctuation).
Plan for Conferring:
Start to conference with students who are finishing their rough drafts. These will likely be students LR,
KW, JG, LW, and LA. Before they begin their final draft, they must get approval to start
Assessment
Finish correcting students’ rough drafts for grammar, punctuation, spelling, and adding any suggestions
or changes they should make. We will go over these together individually before they start they rough
draft. Not every student will need to meet one-on-one if they don’t need to change much (there just
isn’t enough time). Collect students’ rough drafts for a grade. This will be another writing grade, this
time out of 10 points. The points are given based on the use of transition words, the detail, the
indenting, the number of steps, and the title in all capital letters (this was really emphasized).

Teaching Notes: Materials: correction pen, re-visit old anchor with transition words. Both anchor charts
should be visible for students to revisit if they want to.

Resources: Use sticky notes to show sentence starters and transition words. This is what my mentor
teacher has done, and is a good way to organize the sentence starts for each step in a way that students
can easily understand.
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Reflection:
For the most part, students rough drafts were good. There were a few I didn’t have to make any
corrections on except some spelling and grammar, but also some that needed a lot of work. A lot of
students needed to add more detail, so tomorrow I am going to show an example of what that would
look like. I am going to use a baking example, since so many of them are doing baking how-tos. I think
using a student’s example is extremely beneficial to show students what an exemplary paper looks like,
especially because it motivates them. They want me to show their paper to the class next. The students
really seem to be enjoying what they write about, and I can tell because a lot of the students (especially
a few of the boys) who usually don’t like writing are working very hard and some of the early finishers. I
think it was a smart idea for me to put the sentence starters on separate post-its for each step, because
I noticed the students referring back to them on the overheard quite often as a reference.

Day 7
Date: November 14th, 2017

Daily Objective: Meet with Students to Revise, Edit, and Conference

Mini-Lesson Focus: How to give feedback to another student


Mentor Text: Student made video on how to give positive feedback to classmates

Instruction

I do:
● Show students an example of how to add detail. Remind them of how detailed we need to be
with the jelly sandwich or it wouldn’t turn out right. Write the sentence. “Then put them in the
oven”. Ask students, “What am i putting them in the oven with, my bare hands?” Students
should give the response that you need oven mitts. Ask them, “Is the oven even on? What
temperature should it be at?” Tell students the average temperature for cakes and cookies
would be about 350 degrees. Rewrite the sentence with the added detail. “Then put them in the
350 degrees oven with oven mitts on.”
● Show video about how to give positive feedback with a partner
● Explain how to conduct a productive peer-editing session
We do:
● Talk about what they saw in the video. What were good things you saw the students do? What
were the bad things? How will I (the teacher) know that you’re on task.
You do:
● Students will work independently on their piece and add in more details using their 5 senses
with a revision pen.
Share:
● Students will get into writing/editing partners to share the changes made and ask for input from
their partner. Partners will be at their table, the person sitting to your right.
Plan for Conferring: Walk around the left side of the room (tables 1 and 2) to intervene and listen in on
the partner peer editing. Give the students feedback on how they are doing. Have Ms. Walker do the
same on the right side of the room (tables 3 and 4).
Assessment: When walking around, make sure students are staying on task, using positive language and
tones, and offering their opinions and advice to their partner about their writing. This will indicate that
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students paid attention during the video and class discussion.

Teaching Notes: AT and MS sit at the same table, but can NOT be partners.

Resources:
Student made video about peer editing https://www.youtube.com/watch?v=hdVsjgQpYSk
Reflection:
To be completely honest, we didn’t get to ask much of this today and I had hoped. I only showed a short
portion of the video, because we were running out of time. It’s really hard only having about 25 minutes
dedicated to writing each day. The students couldn’t really handle working with partners, since they
have not done any peer editing all year yet. The conferencing and editing is a lot more beneficial with
either myself or Ms. Walker. They got way too loud and off topic, so I ended up taking this away. I told
them that working with a partner was a privilege, and they had lost it by not following expectations. The
rest of the editing and revising was with either Mrs. Walker or myself. We started to approve people to
start their final copies by putting a check mark at the top of their rough draft. Hopefully we can try this
again in the future.

Day 8
Date: November 16th, 2017

Daily Objective: Students will finish revising and editing their writing and begin their final drafts

Mini-Lesson Focus:
How to make revisions/what do editing marks look like and mean. Students are reflecting on my
revisions, their revisions, and their partner’s revisions to make a quality final draft
Mentor Text: List of Revision Marks and what they mean (see resources). This is more directed
specifically towards to revisions that I made for them.

Instruction

I do:
● Show example of a quality, finished rough draft. This is going to be IA’s paper. This will show
students what you are looking for, and how they should correct their revisions and edit their
rough drafts.
● Explain what certain revision marks mean (for example, a caret ^ means to insert a word there).
We do:
● Meet with students and give approval to start their final copies. (half meet with me, half meet
with Ms. Walker)
● Go over their rough drafts, and explicitly tell them what they need to change.
You do:
● Students are starting their final copy of their how-to paper.
● Students are thinking about their revisions and taking note of things they need to fix, change, or
improve.
Share:
● Have 2-3 students volunteer to read their writing out loud and show it on the overheard. Make
sure students are practicing their presentation voices (Voice Level 3).
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Plan for Conferring:


Give students approval who are finished to start their final drafts. Meet with Table 1 and Table 2 to
approve their rough drafts, have Ms. Walker do the same for Table 3 and Table 4. Make a list of
students that either of us did not get to (weren’t finished with their rough draft or we ran out of time). If
students are waiting to be approved and are finished with their rough draft, they may get an iPad and
work on MobyMax. MobyMax is our tech program this year. Students can either work on literature or
informational text. This program is specifically designed to help students improve on the NWEA
standardized test.
Assessment:
Look to see that students are on task, and finishing their work in a timely manner. For example, if a
student is still not done with their rough draft after this day, they will need to be watched more closely
and they may not necessarily be on task. Students should have all required components of their rough
draft and revisions completed before moving on to the final draft.

Teaching Notes:
Make sure to write down students who were not yet approved and get to them first thing the next time
we have writing. Also have a list ready for students who begin to turn in their final drafts.

Resources: Revision Marks List for Editing


http://www.nirop.org/upload/2017/10/30/25-best-ideas-about-editing-marks-on-pinterest-my-essay-
correction-l-f95be6f72c100321.jpg
Reflection:
Today really went exactly as planned, and students were very quiet and productive. They were actively
correcting their rough drafts and waiting patiently to have their conference and get approval. Ms.
Walker gave me to the idea to have them work on MobyMax while they were waiting, so students
weren’t sitting around doing nothing while they waited. This also kept them occupied and quiet. I had a
list of students I still need to meet with. I’d call one over to me, and also send one over to Mrs. Walker.
For approval for their final draft, we looked at spelling, organization, capital letters, and detail. I would
also ask students if they thought they were ready to start their final draft to have a sense of their own
work.

Day 9
Date: November 17th, 2017

Daily Objective: Students will complete their final drafts, working independently

Mini-Lesson Focus: What a quality final copy should look like. The holes are on the left side, the paper
isn’t crumpled, there are no eraser smudges, etc.
Mentor Text: High-Quality finished final draft

Instruction

I do:
● Display on the overheard a finished final draft
● Explain to students everything they are required to do. For example, if the holes of the final
paper aren’t on the left, they will have to re-do it. Make expectations clear to students.
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We do:
● Ask students to recite and go over what the expectations by asking them questions. “What side
are the holes on?” Also make sure they know what the consequences are (re-writing).
You do:
● Students are working independently, and finishing their final draft
● Students need to turn in all papers with their final draft (circle map, flow map, and rough draft)
● Students must use a clean sheet of paper with holes on the right side.
● Handwriting must be neat and legible, with a clear title.
Share:
● Have a different 2-3 students than yesterday share their final writing out loud and show it on
the overheard. Make sure students are practicing their presentation voices (Voice Level 3).
● We didn’t have time for this unfortunately.
Plan for Conferring: Meet with any students who have not been approved yet first thing when writing
time starts. Make sure students with IEPs (JE and SD) are where they need to be.
Assessment: Start to grade students’ final copies who have finished. See the rubric at the end of this 10
day sequence.. This is what will be used to assess students’ final drafts, and their last writing grade that
will be in the gradebook for this sequence.
Teaching Notes: Have the half sheets of paper ready for the drawing portion (see day 10). This will be
for early finishers, usually students above grade level.

Resources: peice of paper, finished student final draft

Reflection:
One of students with an IEP was absent today, so I’m worried he might be behind in finishing his final
draft. We will see what we can get done tomorrow, he will just miss out of the drawing/labeling portion.
I received about 20 finished rough drafts today, which means only 7 students still have to finish.
Tomorrow is the last day to finish writing and I need to make that the first priority for those who have
not finished. I had initially planned everyone would have been done with their final draft today, but in
reality with people being absent, and our small group time running over into our writing time, that’s not
the case. I am quite pleased with the final drafts that are being turned in, some of them way beyond my
expectations.

Day 10
Date:
November 20th, 2017
Daily Objective: Have students draw pictures with labels for their tasks

Mini-Lesson Focus: How to label pictures to go along with a how-to task


Mentor Text:
How to Teach a Slug to Read by Susan Pearson
Instruction

I do:
● Revisit the mentor text, How To Teach a Slug to Read
● Show students the page with the labels on the picture. This is modeling what students will do
with their own drawing once they finish their final copies.
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We do:
● Explain how labels are important when telling someone how to do something.
● Ask students what are some examples of labels they have seen (Legos, recipes, etc.).
You do:
● 1st PRIORITY: Students must finish their final draft today if they haven’t already done so.
● If students finish their final copy, they may draw a picture to go along with their task. This
picture must be detailed and labeled like the picture in How To Teach a Slug to Read.
Share:
● Have 2-3 students who finish their labeled drawing share on the overheard using the
SmartBoard. Be sure to have them read their labels, and explain the drawing in detail.
Plan for Conferring: As students turn in their final drafts, make sure that they have all things turned in
and that their final draft is acceptable.
Assessment: See the rubric below. This is what will be used to assess students’ final drafts, and their last
writing grade that will be in the gradebook for this sequence.

Teaching Notes: Have half sheets of white printer paper ready to go for students who finish their final
draft. This is where they will draw their picture “hamburger style” (sideways) not “hotdog style” (up and
down). This is for the purpose of neatness on the bulletin board.

Resources: mentor text, overheard display on the SmartBoard

Reflection:
After today, I had about half the class finish their drawings completed and labeled. That’s okay though,
because it really ended up being something optional. The main goal was to make sure the final drafts
were all finished. I have enough to put in the hallway. I’m really excited that this How-To writing will be
our December bulletin board, and it makes me feel proud of myself and my students. All in all, I am so
thrilled with how this writing lesson went. A lot of the students had such amazing creative ideas, and
exceeded my expectations. For their first time doing a how-to writing piece I think it was a major
success. It’s funny that before i started this sequence, I thought, “How am I ever going to come up with
something that’s going to last 10 days?!” It ended up feeling a bit rushed, and it could have gone on
even longer! I wish there was more time dedicated to writing, and I’m looking forward to continuing it in
the future.

The Rubric I Made for the Students’ How-To Writing

Student has identified a “how-to” task in 3 points


their first sentence.

Student has at least 5 steps for their task 5 points


with sufficient detail.
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Student has a transition word in front of 5 points


each step (First, Then, Next, Second, Last,
etc.)

Student has an introduction sentence and 2 points


a conclusion sentence.

Student included correct grammar, 5 points


punctuation, and spelling. This includes
periods and capital letters.

Total 20 points