Unit #1 - Introduction to Writer’s Workshop & Jolly Phonics

Literacy (ELA) - Grade 1

Senator Buchanan School, Lethbridge
Unit Length: August 31-October 1 (23 classes)
Teacher: Aquinna Brokenshire

Unit Rationale
This unit is intended to get students writing! Most students are going to come into grade
1 with very little writing skills. This unit is intended to get them sounding out words and getting
them written down. There are two main components to this unit. The first is a writer's workshop.
In the writer's workshop the students will begin by drawing things out. They will be tasked with
writing “teaching books” where their job is to write about something that they know about,
something that they could teach to someone. As already mentioned most students will just be
drawing pictures at this point, but the goal is that over time they will begin labeling their
drawings, maybe with just one letter, maybe with one word, or maybe with a short sentence.
The other component of the unit is jolly phonics. Jolly phonics is a smartboard program
that is programmed into the computers at the school. The lessons are laid out to be fun and
engaging for students to participate in. Each lesson covers one letter, the order that the letters
go in is pre-determined by the program because it is made so that students learn letters that are
commonly used in simple sight words at the grade one level. The program is designed to get
students spelling small words such as sit, sat, pat, etc. Each lesson is around 30 minutes long
(so brain breaks may need to be taken at some point during the lesson) and will be followed by
a printing worksheet and then quiet read-to-self time.
Having the writer’s workshop paired alongside the jolly phonics will help students on
their writing journey as they will be working on the skill of writing in a multitude of ways.

Unit Overview
The first week of the unit will be spent getting to know the students and getting them
used to being in school full time. Many of these students didn’t attend kindergarten, or attended
it somewhere else, so they will not be used to being in school all day. There is also a staggered
start to the school year, so I will have a half group on the first two days of school, before having
the full group on the third day. After all the introductions we are going to jump straight into the
writer’s workshop by getting students to start putting their ideas onto paper. Each week will look
relatively the same with Monday, Wednesday and Friday being spent doing a writer's workshop,
while Tuesday and Thursday are spent doing jolly phonics. This will continue throughout the
unit, and I believe that this will be beneficial as students will get used to the routine.

Contextual Information
This unit is designed for a grade 1 class at Senator Buchanan School in Lethbridge. This
school has a high population of immigrant students, so there will be many ELL students. These
students will need extra support in writing. There is an EA in the classroom, but they will be
working with a particular student/set of students. Many of the students going into grade 1 also
did not attend kindergarten or missed a lot of kindergarten due to covid/school closures. I am

1
expecting the majority of students to come into the classroom having very little writing skills or
not being able to write at all. As of right now the class is set to have 21 students.

Unit Outcomes (GLOs and SLOs)

1 : Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.

1.1: Discover and Explore

- 1.1.1: Express ideas and develop understanding.
- 1.1.2: Experiment with language and forms.

2 : Students will listen, speak, read, write, view and represent to comprehend literature and
other texts in oral, print, visual and multimedia forms, and respond personally, critically and
creatively.

2.1: Use Strategies and Cues

- 2.1.1: Use prior knowledge.
- 2.1.2: Use comprehension strategies.
- 2.1.3: Use textual cues.
- 2.1.4: Use phonics and structural analysis.
- 2.1.5: Use references.
2.2: Respond to Texts
- 2.2.1: Experience various texts.
- 2.2.2: Construct meaning from texts.
2.3: Understand Forms, Elements and Techniques
- 2.3.3: Experiment with language.
2.4: Create Original Text
- 2.4.3: Structure texts.

3 : Students will listen, speak, read, write, view and represent to manage ideas and information.

3.1: Plan and Focus

- 3.1.1: Focus attention.

4 : Students will listen, speak, read, write, view and represent to create oral, print, visual and
multimedia texts, and enhance the clarity and artistry of communication.

4.1: Enhance and Improve

- 4.1.3: Enhance legibility.
4.3: Present and Share
- 4.3.1: Present information.

5 : Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.

5.2: Work within a Group

- 5.2.1: Cooperate with others.

Timeline

2
Class # and Outcomes Resources Activities and Assessments
Title

3
Class 1 Group 1: - My powerpoint Today is really about getting myself
- Class list introduced to the students and getting
Introduction to 2.2.1, 2.2.2 them used to class. Many students didn’t
me (with attend kindergarten, or attended it at a
students A-M) As today is the first different school, so much of this first week
day of having students will be getting them used to being in class
Class in class we will not be all day Monday-Friday.
procedures doing academic work
Learning so few outcomes are
names being addressed.
Today is about getting
students comfortable
with me and with
being at school all
day.

Class 2 Group 2: - My powerpoint Once again today will be about getting

- Class list myself introduced to the students and
Introduction to 2.2.1, 2.2.2 getting them used to class. (this is with a
me (with second group of students since there is a
students N-Z) As today is the first staggered start to the school year). Many
day of having students students didn’t attend kindergarten, or
Class in class we will not be attended it at a different school, so much
procedures doing academic work of this first week will be getting them used
Learning so few outcomes are to being in class all day Monday-Friday.
Names being addressed.
Today is about getting
students comfortable
with me and with
being at school all
day.

Class 3 1.1.1, 1.1.2 - Blank paper Activities:

2.3.3, 2.4.3 - Biography - Review what we talked about last
Student self- picture book. class.
portrait writing - Duotangs for - Carpet time procedure and
writing. introduction.
- Read an “about me” or biography
picture book.
- Students draw their own “about
me” picture. They are encouraged
to write if they are able to.

Assessment:
- Formative assessment of
students’ work. I am looking to see
which students are able to write
words/letters. Also looking at the
neatness of drawing and
expression of thoughts and ideas.

4
 - I am seeing how the transition
from tables to carpet and then
back to tables goes - seeing if this
is something that we will have to
work on.

Class 4 1.1.1, 1.1.2 - Blank paper Activities:

2.3.3, 2.4.3 - Students’ work - Class discussion.
Share stories 4.3.1 from last class. - Story time
& free writing - Story book - Students will have the opportunity
- Go Noodle to share the “stories” that they
made yesterday.
- Write about something that fills
them with joy.
- Brain break
- Think-pair-share

Assessment:
- Formative: continued observation
of students’ writing/drawing.
- Observation of students during
share time - are they explaining
what they wrote in detail, are they
participating in the sharing
experience.

Class 5 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(S) - Jolly phonics worksheet
“S” worksheet - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 6 1.1.1, 1.1.2 - Teaching text Activities:

2.1.3 story book. - Mini-lesson on teaching texts
Writer’s 2.4.3 - Go Noodle - Think-pair-share
workshop - - Blank paper - Start writing a teaching text.
teaching texts - Duotangs for - Mid-workshop brain break
student writing - Share time

Assessment:
- All writer’s workshop writing that
the students do are compiled to

5
 assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 7 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(A) - Jolly phonics worksheet
“A” worksheet - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 8 1.1.1, 1.1.2 - Students’ work Activities:

2.2.2 from last class. - Mini-lesson explaining the “when
Writer’s 2.3.3 - “When we are we are done, we have just begun”
workshop - 3.1.1 done, we have chart.
When you are 4.3.1 just begun” - Students can continue working on
done, you chart. their stories from last time -
have just - Blank paper referring to the chart to see if there
begun. - Go Noodle is anything else that they can add.
- Students may begin working on a
new teaching text.
- Brain break
- Share time

Assessments:
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 9 1.1.1, 1.1.2 - Blank paper Activities:

2.2.1, 2.2.2 - “When we are - Story time
Writer’s 2.3.3 done, we have - Mini-lesson: what to do when you
workshop - 2.4.3 just begun” don’t know what to do. Using my
Carrying on 3.1.1 chart own writing as an example.
independently - Duotangs for - Think-pair-share
as writers students’ writing - Independent writing time.
- Go Noodle - Brain break
- A story book.
- A writing of my Assessments:

6
 own. - All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 10 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(T) - Jolly phonics worksheet
“T” worksheet - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 11 1.1.1, 1.1.2 - Students’ work Activities:

2.1.1, 2.1.2, 2.1.3 from last class - Mini-lesson: think about what you
Writer’s 2.2.1, 2.2.2 - Go Noodle are going to write before you start
workshop - 2.3.3 - A story book writing it.
Thinking 2.4.3 that shows - Story time
about what to 3.1.1 action through - Think-pair-share
write before 4.3.1 the illustrations - Class shared writing.
putting it on (borrowed from - Independent writing time
the page. the library). - Brain break
- A large paper to - Share time
start a shared
piece of writing Assessments:
with the class. - All writer’s workshop writing that
- Writing the students do are compiled to
duotangs assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 12 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program. - Jolly phonics tracing and colouring
(I) - Jolly phonics “I” worksheet
worksheet. - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write

7
 each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 13 1.1.1, 1.1.2 - Name chart with Activities:

2.1.1, 2.1.2, 2.1.4, the first letter of - Mini-lesson: many students so far
Writer’s 2.1.5 each students’ will have just been drawing, today
Workshop - 2.3.3 name printed we will discuss the importance of
Stretching out 3.1.1 next to the letter using pictures AND words.
words to write 4.1.3 that it begins - Labelling on shared class writing
them 4.3.1 with. (and a from last class.
copy for each - Class spelling activity - stretching
student) words out like a rubber band.
- Shared writing - Think-pair-share
piece from last - Independent writing time.
class. - Brain break
- “When we are - Share time
done, we have
just begun” Assessments:
chart - I will be formatively assessing
- Go Noodle students during carpet time, as
- Blank paper this is when we will be starting to
- Writing spell words out and I want to know
duotangs which students are capable of
sounding out words and which
ones aren’t.
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.
- Today I will be paying extra
attention to the students that put in
effort to spell words out on their
stories. I will be encouraging
students to write something down,
even if it is just the letter that that
word starts with.

Class 14 1.1.1, 1.1.2 - A teaching book Activities:

2.1.1, 2.1.2, 2.1.3, to read and - Mini-lesson: What to do when you
Writer’s 2.1.4, 2.1.5 discuss with the feel like giving up because you
Workshop - 2.3.3 students don’t know how to write down or
writing hard- 3.1.1 - Writing draw your idea.
to-write ideas 4.1.3 duotangs - Video: “The Little Engine That
4.3.1 - “When we are Could” read-aloud
done, we have - Whiteboard activity: I give
just begun” students a prompt and they have
chart to attempt to draw it. They will also

8
 - Individual attempt to label it by sounding out
whiteboards words.
and dry erase - Independent writing
markers - Brain break
- Writing of my - Share time
own
- VIdeo: Assessments:
https://www.you - I will be formatively assessing
tube.com/watch students today as we do the
? whiteboard activity.
v=_2EhWYGbi5 - I will be formatively assessing
o students when we have a
discussion around “The Little
Engine That Could”
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 15 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(P) - Jolly phonics worksheet
“P” worksheet - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 16 1.1.1, 1.1.2 - A teaching book Activities:

2.1.1, 2.1.2, 2.1.3, - Shared writing - Story time
Writer’s 2.1.5 piece started a - Class discussion about the story
Workshop - 2.2.1, 2.2.2 few classes ago - Mini-lesson: Show a students’
Turning 2.3.3 - Writing work that has taken up a whole
pieces into 2.4.3 duotangs page. Discuss that when a page
books 3.1.1 - Pictures of gets full, we can staple a new
flowers, with page onto it, and it becomes a
one picture not book.
belonging - Which one doesn’t belong activity
- “I can revise my (making sure that all the pages of
teaching book” your book are on the same topic)
chart. - Revise the “I can revise my
teaching book” chart
- Think-pair-share

9
 - Independent writing: turning
pieces into books
- Brain break
- Share time

Assessments:
- Formative assessment of class
discussion
- Formative assessment of students
during think-pair-share
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 17 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(N) - Jolly phonics worksheet
“N” worksheet - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 18 1.1.1, 1.1.2 - Pre-stapled Activities:

2.1.5 books - Mini-lesson: planning books
Writer’s 2.3.3 - A student’s before beginning to write.
Workshop - 3.1.1 writing to use as - Partner discussions: deciding on a
Planning 4.3.1 a demonstration topic to write about and what they
teaching 5.2.1 - Pre-made would put on each page of a book.
books page by partner list - Independent writing time -
page encouraging students to think
about what they are going to put
on a page before they begin.
- Brain break
- Share time

Assessments:
- Formative assessment of the
conversations between partners
- Formative assessment of which
students appear to be thinking

10
 about what they are going to put
on a page before they begin
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 19 1.1.1, 1.1.2 - One premade Activities:

2.1.5 page of my own - Mini-lesson: Show my writing. See
Writer’s 2.3.3 writing about a what questions they have.
Workshop - 3.1.1 subject that Demonstrate how their questions
asking and 4.3.1 students will can help me add more detail.
answering 5.2.1 have lots of - Peer revision: Working with
questions to questions on partners from the last class. Read
add more (example: bee their books to each other and see
hives) if there are any questions that they
- “I can revise my can ask about their partner’s
teaching book” writing. Use their partner’s
chart questions to make edits.
- Partner list from - Independent writing (either editing
last class or starting a new piece)
- Brain break
- Share time

Assessments:
- Formative assessment of students
as they are working with their
partners asking questions and
revising.
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 20 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(C/K) - Jolly phonics worksheet
“C/K” worksheet - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is

11
 pre-determined by the program).

Class 21 1.1.1, 1.1.2 - Alphabet chart Activities:

2.1.1, 2.1.2, 2.1.4, with students - Mini-lesson: writers practice
Writer’s 2.1.5 names (each hearing sounds and matching
Workshop - 2.3.3 student already them to letters.
stretching out 2.4.3 has a copy of - Stretch out sounds like a rubber
words to write 3.1.1 their own) band - students will use the
even more 4.1.3 - My teaching whiteboards to spell out different
sounds story from last words that I give them
class (bee - Demonstrate how to use the name
hives) chart as a writing tool
- Individual - Independent writing: editing an old
whiteboards piece of writing to add as many
and markers words to it as possible
- Writing - Brain break
duotangs - Share time

Assessments:
- Formative assessment of students
sounding out words
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

Class 22 2.1.4, 2.1.5 - Jolly phonics Activities:

2.3.3 smartboard - Jolly phonics lesson.
Jolly Phonics 4.1.3 program - Jolly phonics tracing and colouring
(E) - Jolly phonics worksheet
“E” worksheet. - Read to self

Assessment:
- The jolly phonics worksheets are
formatively assessed. Their role is
to help students learn to write
each letter of the alphabet. (The
order that we learn the letters is
pre-determined by the program).

Class 23 1.1.1, 1.1.2 - Individual Activities:

2.1.1, 2.1.2, 2.1.4, whiteboards - Mini-lesson: continue sounding
Writer’s 2.1.5 and dry erase words out and writing them like we
Workshop - 2.3.3 markers did last class
Continue 2.4.3 - Writing - Independent writing: students will
reviewing and 3.1.1 duotangs continue adding words onto old
adding words 4.1.3 pieces. If they finish this they can
4.3.1 begin a new writing piece.

12
Assessments:
- All writer’s workshop writing that
the students do are compiled to
assign them a summative mark at
the end of the unit. Notes are
taken on their work during every
class.

13