TE 802 (Section 5) – Fall 2021 – Assignment 3 1

Writing Sequence

Name: Kelsey Calton Grade: 5th

Genre: Opinion

Complete the following table with your plan for your writing sequence.

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! The point of this assignment is that you are reflecting on your
teaching and your students’ work and making changes to your instruction along the way, so we expect to
see multiple changes throughout.

Day 1 Day 2 Day 3 Day 4

Date: Date:
11/03/2021 11/04/2021
Daily Objective: Daily Objective:
Students will brainstorm Students will prewrite
characteristics of a good with a graphic organizer
role model, and choose in their packet. They will
their 1 role model. write about who their
role model is, list what
characteristics they have,
and how the role model
helps or inspires them.
Date: Date:
11/05/2021 11/08/2021
Daily Objective: Daily Objective:
Students will be able to Students will plan and
describe 3 reasons why outline their essay.
their person is their role Students will write thei
model. lead/hook and their
conclusion.

Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:

Brainstorming Choosing characteristics Describing reasons why How to write a lead/hoo
Narrowing Down to 1 for their person. their person is their role and a conclusion.
person model.

Mentor Text: Mentor Text: Mentor Text: Mentor Text:

List of characteristics that I write
and that we write together
I model writing who my
role model is, 3
characteristics she has
and how she
inspired/helped me.
I have a mentor text I have a mentor text
prepared of my reasons prepared of my lead an
why my mother is my my conclusion for my
role model. writing.

Instruction: Instruction: Instruction: Instruction:

I do: I will review what a
characteristic is. Then, I will
write down one characteristic
of a good role model.
We do: We will come up with
some ideas together
You do: Students will turn and
talk with a partner to talk
about who they are going to
I do: For each step, I will
model writing out my
responses.
We do: We will look back at
our characteristics list from
Day 1
You do: Students will write
their responses after I model
each step
I do: I show them my reasons
why my mom is my role
model.
We do: We generate some
possible reasons as a class
together.
You do: Students write their 3
reasons on their graphic
organizer.
I do: Before I model what ea
part looks like in my writing
I’m going to present the
definitions of a hook/lead an
a conclusion so the exampl
I’m modeling make more
sense. I made some change
on my slides by adding slid
4 and 7.
TE 802 (Section 5) – Fall 2021 – Assignment 3
choose as their role model
Share: Students will share
what they talked about with
their partner
Planning for Conferring &/or
Small-Group Instruction:
Confer individually with
students (AE, OE, X N-R,
AP) about narrowing
down to one person to
pick as their role model.
Assessment (How will you
Share: Students will share the
characteristics they picked for
their role model with a
partner. Then, each student
will write their name and their
3 characteristics they picked
on a sticky note which they
will put on the easel. I
changed this so that students
wrote their name and one
characteristic of their role
model that they admire the
most. I did this because we
had already shared what their
3 characteristics were, since
students were eager to share
with the class. Another
change was that we put the
sticky notes on the
whiteboard instead since the
easel had something already
written on it from earlier
today that the class will need
tomorrow.
Planning for Conferring &/or
Small-Group Instruction:
Confer individually with
students (AEv, WH, RJ,
KB, SS) to come up with
characteristics. I will be
working with KB and SS
to help them choose a role
model to focus on first.
Assessment (How will you
2
Share: Students turn and talk I model what a lead and a
to share one of the reasons conclusion looks like and
with a partner. sounds like.
We do: We discuss what
I changed the turn and talk to lead/hook is and its purpose
students writing on sticky in writing. We discuss what
notes like yesterday, because conclusion is and what the
they seemed to really enjoy purpose of it is in writing.
this. Another reason I You do: Students write their
changed it is because there lead/hook after I model it, an
was a heated situation write their conclusion after
between students in my class model it.
that left some negative energy Share: Students write their
in the room, so I thought a hook/lead on a sticky note
turn and talk may not be the with their name on it and pu
best approach here, since it on the easel. I added slide
they would still be talking 10 to my slides to help add
about that situation. visual to this step.
Planning for Conferring &/or Planning for Conferring &/o
Small-Group Instruction: Small-Group Instruction:
Confer with partner Confer individually with
groups to check in on students (NB, KC, SH)
them as they talk (CM, about writing the
CT, LT, JW) lead/hook or conclusion
I will need to catch the I will need to work with
following students up to the following students
date today due to today due to absences:
absences: (RJ, WH, SH, (AE, WH, JJ, KR, NT)
JW)
I will need to work with
KC will be out until 10/15 the following student
due to covid. I will have to today due to him being o
figure out arrangements of the room: X-NR
for her sometime before
she comes back. KC and AY will be out
until 10/15 due to covid.
I will need to work with will have to figure out
the following students arrangements for them
since they were pulled for sometime before they
small group interventions: come back.
(MS, LJ, AE, SS, KB, CT,
CM, OE). Students being
pulled from class is out of
my control, and we are not
sure of the schedule for
this (it’s not consistent).
Assessment (How will you Assessment (How will you
TE 802 (Section 5) – Fall 2021 – Assignment 3 3

quickly evaluate students’ quickly evaluate students’ quickly evaluate students’ quickly evaluate students’
progress?): progress?): progress?): progress?):
By listening to what students By reading student responses By listening to what students By reading student responses
say during the share out after on the sticky notes of the say during the share out after on the sticky notes of the
the turn and talk. characteristics they picked for the turn and talk. lead/hook they wrote.
their role model.
Teaching Notes / Resources: Teaching Notes / Resources: Teaching Notes / Resources: Teaching Notes / Resources
Day 1 Google Slides Link Day 2 Google Slides Link Day 3 Google Slides Link Day 4 Google Slides Lin
Link to the graphic Link to the graphic Link to the graphic Link to the graphic
organizer: organizer: organizer: organizer:
Graphic Organizer Day Graphic Organizer Day Graphic Organizer Day Graphic Organizer Day
1 2 3 4
Reflection: Reflection: Reflection: Reflection:
● Students learned ● Students learned ● Students learned ● Students learned
how to brainstorm. how to select how to describe how to write a
I know they characteristics for hook/lead and a
their reasons that
learned it because their role model and conclusion. I kno
they engaged in pre- they picked their
they were able to that students
writing. I know this role model. I know
provide their own learned how to
because students that they learned
examples of were able to share write a hook/lead
characteristics that this because they because I saw
with the class both
a role model might were able to share them written on t
verbally if they chose
have. and on sticky notes with the class their sticky notes and
● Tomorrow, I will the characteristic reasons and also read them all. I
add to my student they chose. write it down on a know that studen
list for individual ● Tomorrow, I will add sticky note. learned how to
conferring. I will be to my student list for write a conclusion
● Tomorrow, I will
adding SS and KB individual conferring. because students
I will be adding RJ, add to my student
because they were list for individual were very willing
WH, SH, and JW to
pulled out of class share what they
my list because they conferring. I will
for small group were absent today. I wrote for their
be adding the
instruction that I would add KC, but conclusion.
was not aware following students ● Tomorrow, I will
she is quarantining
would be until 11/15 due to due to absences: add to my studen
happening. I will COVID. I will need to AE, WH, JJ, KR, list for individual
be sure to help work with the NT, AY. I will also conferring. I will b
them narrow down following students on be adding X-NR to adding the
today’s work
a role model, but I the list for following student
because they were
don’t think they will conferring as well to the list for
pulled out of class
have trouble doing for small group because he was out different reasons
this. Tomorrow I intervention: MS, LJ, of the room. AE, JJ, KR, NT,
will also make sure AE, SS, KB, CT, CM, X-NR, CM, MS,
● I will also be
that I emphasize and OE. CT, AE, LJ, and
adding the
we are only on WH if he comes t
page 2 of the definitions of
hook/lead and school.
packet, because I
noticed a few conclusion as an
students jumping extra scaffold for
ahead in the students to
packet today. understand what I
want them to write,
TE 802 (Section 5) – Fall 2021 – Assignment 3 4

even before I get to

my modeling.
TE 802 (Section 5) – Fall 2021 – Assignment 3
Day 6
Date:
11/15/2021
Daily Objective:
Put it all together-
continue on first draft
for a 2nd day
Students will continue to
write their first draft.
Mini-Lesson Focus:
Using sequencing words
such as “First” “Next”
“Lastly” etc. to have a
smooth transition in
writing.
Mentor Text:
I will have a mentor text
prepared that shows how
to use these words in
writing about character
traits of the role model.
Instruction:
I do: I will show students what
sequence words we are
focusing on. I will show them
how to use those words in my
mentor text.
We do: We will brainstorm some
other sequencing words we can
use in writing.
You do: Students will work on
adding sequencing words to
their writing as they continue
their rough drafts. I changed the
you do section to students
working in partner groups or
groups of 3, instead of working
individually.
Share: I will ask students to turn
and talk and read a sentence
they wrote that has a sequence
word in it to their partner, and
vice versa. This was included in
the partner work instead of a
turn and talk.
Day 7
Date:
11/16/2021
Daily Objective:
Put it all together-
continue on first draft
for a 3rd day
Students will finish up
writing their first draft.
Mini-Lesson Focus:
How to check if you have
covered everything
needed in the essay.
Mentor Text:
My completed essay with
all parts.
Instruction:
I do: I will go through my mentor
text with the student,
emphasizing each part.
We do: As a class we will
identify the right order of parts of
our essay.
You do: Students will finish up
working on their rough draft. I’m
changing this, so that they will
be working in specific groups as
listed in the conferring section.
Each group will be working on a
different task or part of their
writing together, with the help of
my conferring with each group,
to try to make the most
productive use of our writing
time.
Share: Students will share with
their partner one part of their
paper that they haven’t shared
with them yet. This sharing part
was continuously happening as
students were working in their
groups.
Day 8
Date:
11/17/2021
Daily Objective:
Students will peer review
each other’s essays in
pairs.
Mini-Lesson Focus:
What to look for during
peer review, and how to
give productive feedback
to peers.
Mentor Text:
Peer review checklist, and
Sentence Stems for
productive feedback
Instruction:
I do: I will go over what they are
looking for during peer review.
Then I will go over the sentence
stems.
We do: We will think of other
things to say during peer review.
You do: Students will peer
review with a partner and fill out
the peer review checklist for
their partner. They will give this
checklist to their partner. One
thing I will change about this is I
will have students meet in their
3 groups first, then pick a
partner to peer review with.
Another thing that I changed
about this was that instead of
giving the paper to their partner
today, I collected it instead. This
allows me to see who was
paired up with who, and who
completed the checklist and
feedback today for their partner.
I’m planning to hand the peer
review papers out to students
tomorrow instead.
5
Day 9
Date:
11/18/2021
Daily Objective:
Students will edit and
proofread their essays
based on peer and
teacher feedback. Since
didn’t collect student
writing yesterday, I’m
going to give them verb
feedback today when
conferring.
Mini-Lesson Focus:
Modeling proofreading
and editing my writing.
Mentor Text:
My mentor text will have
errors with punctuation,
capitalization and spellin
Instruction:
I do: I will read the mentor tex
as it is.
We do: We will correct my
mentor text together as a clas
You do: Students will work
independently to proofread an
edit their own writing in a
different color (pencil, crayon)
Share: Students will share wit
a partner one thing they
changed about their writing.
TE 802 (Section 5) – Fall 2021 – Assignment 3
Planning for Conferring &/or
Small-Group Instruction:
Confer individually with
students (MC, JJ, KB)
Added to the list due to
absences and leaving the
room: OE, SH, JJ, LJ, RJ,
MS, CT, CM, AE
I added AY to the list
because he came back
from quarantine today.
KC did not come back
from quarantine, so I left
her name on the
absences list.
Assessment (How will you
quickly evaluate students’
progress?):
Exit ticket asking students what
sequencing words they used in
their writing today.
I completely forgot to use the
exit ticket today. Instead, I had
students working in partner
groups or groups of 3 to work on
adding their sequencing words. I
was able to conference with all
groups to quickly assess and
see what progress they had
made.
Planning for Conferring &/or
Small-Group Instruction:
Confer individually with
students (KD, KR, SS,
MS)
Absences group:
KC, WH, NT, NB, JT
Group #1:
KC, AEarle, OE, SH
Group #2:
CJ, RJ, X-NR, AP, KD
Group #3:
CT, LT, AY, MC
Group #4:
DC, KR, SS, NG, CR
Group #5:
AEvans, JJ, LJ, JK
Group #6:
CM, NR, KS, MS, JW
Assessment (How will you
quickly evaluate students’
progress?):
I will walk around the room to
see how much and what
students have written on their
pages. I will use a clipboard with
a classlist and I will quickly mark
a number by their name to
remind myself of how much and
how on task their writing was. I
can make a quick note of if
length was the issue or if the
writing itself was off topic. More
realistically, I will be conferring
with all of the different groups to
see how they are doing with
their assigned tasks for their
writing.
*** I decided to collect students’
notebooks with the packets
inside the marked page with a
sticky note, so that I can take
6
Share: Everyone will write 1
thing they liked about their
partner’s writing on a sticky note
and put it on the easel. We did
not get to this part today due to
time constraints.
Planning for Conferring &/or Planning for Conferring &/o
Small-Group Instruction: Small-Group Instruction:
Confer individually with Confer individually with
students about the peer students (CR, NR, KS)
review process and to about their proofreading
monitor how they are and editing.
behaving towards their I ended up conferring wi
partner (DC, NG, NT) most of the students toda
1st group (students who
are working on adding
sequencing words in
their notebooks): DC,
KR, SS, NG, CR
2nd group (students
who are working on
writing in their
notebook): AEvans, JJ,
LJ, JK, CM, NR, KS, MS,
JW
3rd group (students who
are working on their
packet and notebook
writing): KB, NB, KC, AE,
OE, SH, CJ, RJ, X-NR,
AP, KD, CT, MC, AY, LT,
WH, NT, JT
Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’
progress?): progress?):
By reading student responses I will walk around during the tu
on the sticky notes of one thing and talk to listen to what
they liked about their partner’s students changed about their
paper. writing.
****Collect writing today and ****Collect writing today to see
leave feedback for them what changes were made
Assessment change: I did not I will collect the writing today b
get to the sticky notes, and I did having students place their
not collect the writing itself checklist and a sticky note into
today, but instead I collected the their notebook to mark the pag
peer review checklist. This way, and turn in the notebook to me
I could see who was actively
participating today and I can see
who the partners were.
TE 802 (Section 5) – Fall 2021 – Assignment 3 7

note of student participation,

Teaching Notes / Resources:
Day 6 Google Slides Link Day 7 Google Slides Link Day 8 Google Slides Link
Exit Ticket Link
and so students don’t lose the
pages anymore. I told them
specifically that I am looking for
progress in their writing from
yesterday to today, whatever
that may look like. I told them it
will look different for everyone
and that is okay, and that I’m
looking for evidence of their
effort today. ***
Teaching Notes / Resources: Teaching Notes / Resources: Teaching Notes / Resources
Day 9 Google Slides Lin
On my Day 8 google
slides, I added slide 6 to Editing/Proofreading
make directions more Checklist/Graphic
explicit for my students. Organizer Link
I thought the two name
lines might confuse them
at the top.

Peer Review
Checklist/Graphic
Organizer Link

One change I made here

Reflection: Reflection:
● Students learned ● Students learned
how to use
sequencing words
in their writing. I
know this because
I conferred with all
was originally I had a
packet prepared with days
8 and 9 stapled together
that I planned to give to
them today for today and
tomorrow. I decided to go
through and separate all
the packets into just day 8
and just day 9. Today I
just gave my students the
day 8 peer review
checklist. This is because I
know that they might lose
it or get overwhelmed, or
jump ahead with a packet.
I think this was the right
decision!
Reflection: Reflection:
● Students learned ● Students learned
how to check if how to peer review how to proofread
they had written all today, and I know their own writing
parts of the writing. this because I using a checklist.
I know this
collected the peer know this becaus
because I
review checklist I collected the
TE 802 (Section 5) – Fall 2021 – Assignment 3
of the groups to see
what words they
added to their
writing.
● I added AY to the
conferring list
● Absences from
because he came
back to school
today from
quarantine. KC did ● I slightly ended up
not come back
today from
quarantine.
● I wish I had
collected their
writing and their
packets instead of
having them keep
it in their desk,
because now some
students can’t find
it and those
students need to
start over, or at
least collect their
thoughts to
continue.
However, I was
able to help them
get started. For
AY, I had him start
the first steps that
he missed.
● Tomorrow, I will
need to split up the
class into groups;
two groups that are
still working on
their basic writing
and they need a
packet to complete:
(KB, KD, AEarle, ● I found that these
OE, SH, CJ, RJ, X-
NR, AP, CT, LT,
AY, MC) One
group that has
8
collected the today to see what checklist to see
writing materials had gotten done what students did
today, so I could and what didn’t. today.
see that students ● Absences from ● Absences from
had all the parts in
today: (KC, SH, today: (KC, MC,
their writing.
NR) and NT SH, CJ, JJ, X-NR
today: (KB, transferred to CT)
NB,KC, JJ, LJ, JT, virtual school, so ● This went really
NT, LT) she is not in our well today,
class anymore. students had lots
changing the ● I think that keeping questions to see
conferring groups the same groups as what they could
into 3 groups yesterday was the change in each
instead of 6 (the right decision for category on the
students do not today, because it checklist. I can’t
know how I
was easy for wait to see who
grouped them,
students to pick a wants to share
they just know that
there are 3 groups partner to work during our writin
and that is it): with. Students celebration on da
1st group were focused again 10!
(students who today which was
are working on great to see, and
adding they had some
sequencing good proactive and
words): DC, KR, constructive
SS, NG, CR feedback to give
2nd group
each other! I’m
(students who
very impressed
are working on
writing in their with my students
notebook): Evans, today.
JJ, LJ, JK, CM, ● One thing I wish I
NR, KS, MS, JW would have done is
3rd group have students just
(students who write their rough
are working on draft on a loose
their packet and leaf paper that they
notebook can turn into me
writing): KB, NB,
everyday. This is
KC, AE, OE, SH,
because lots of
CJ, RJ, X-NR, AP,
KD, CT, MC, AY, students lost theirs
LT, WH, NT, JT or couldn’t find it
in their desk. I
groups worked thought them
very well, the having it in their
groups were very notebook would
focused and keep it safe, but
students were
TE 802 (Section 5) – Fall 2021 – Assignment 3 9

completed more of working well apparently that

the packet and together in their wasn’t the case for
more of the groupings. my students.
writing: (DC, ● Tomorrow for peer ● For tomorrow, I
review, since these
AEvans, NG, JJ, plan to implement
groups were
LJ, JK, CM, KR, the lesson plan as it
working well today,
CR, NR, SS, KS, I’m going to have is, except for I
MS, JW) I will students meet in won’t have any
also add to one of the same groups written feedback
the groups for and pick a partner for students since I
tomorrow due to to peer review didn’t collect their
absences: (KC, each other’s work today.
WH, NT, NB, JT) writing. Instead, I will be
providing students
with verbal
feedback and
handing back the
peer review paper
to them to refer to.
I will also be
giving students the
day 9 checklist. I
will definitely
collect the writing
tomorrow, to give
final grades and
feedback to
students.

Final Reflection (after you have taught all of your lessons)

1. Using the “comments” feature, annotate your Writing Sequence. Pick 3 major
changes you made to your plan and answer the 3 following questions for each
change…
a. What was the change? (Or what change would you make?)
b. Why did the change happen? (Or why would you make this change?)
c. Was the change a good idea? Why or why not?

2. What did the students’ work tell you about your strengths and areas of
improvement as a teacher? (I.e., what did it tell you that you needed to keep doing
as a teacher because students were successful / responded well, and what did it
tell you that you needed to change because students were not successful / did not
respond well?)

Throughout the days of the writing sequence, students’ work told me lots of things about
my teaching. When students were successful and responded well during day 7, it told
me that I needed to keep having students work in groups with each other on their work.
Students’ carried this hard work over to day 8 because they were in those same groups
and also given the opportunity to work in pairs for their peer review. When students got
TE 802 (Section 5) – Fall 2021 – Assignment 3 10

confused about what steps they were on or lost their previous writing papers on day 6, it
told me that I need to start collecting student work and that I need to put students into
groups with other students who are also working on the same steps as them. I realized
that students were all at different steps in the writing process due to absences or losing
their paper, so I wanted to let them work in groups that would help them succeed in their
writing process.

3. What did the students’ work tell you about next steps for their learning? How did
you respond to this during conferences and the lesson itself?

Students’ work told me lots of things about the next steps for their learning. For example,
some students’ work showed that they were writing short sentences that could use more
details. During conferences for these students, I emphasized that we can add more
details to our writing, and I gave them examples, then asked them to think of some
details they could add to their writing. On the other hand, some students’ work showed
that they were writing detailed sentences, but I noticed that they could work on grammar
and punctuation. So for these students, the next steps for their learning would be to fine
tune and edit their writing for grammar and punctuation. During conferences with these
students, I would tell them that I see some punctuation missing in a certain sentence and
I would work with them to figure out what it was.

4. Based on your students’ work in this unit, what would be some important teaching
points for the next (i.e., a hypothetical future) writing sequence? Why?

Based on my students’ work in this unit, some important teaching points for the next
writing sequence would be to really focus on the fact that it is okay to make mistakes,
and it is okay to go back and erase and edit our writing. I would emphasize the fact that
we need to use pencil so that we can go back later to change things, and this is what
good writers do. I would like to teach this again because I think my students were afraid
of having to go back and change their work at all. They were very reluctant to do this
during our writing sequence, which I completely understand. However, I think that being
able to change your work later is a useful life skill for my students to develop, especially
before going to middle school next year. I would also emphasize that we should be
focusing on adding more details to our sentences. I would emphasize this because I
would love to see students able to thoroughly express themselves in their writing. This
would also help my students be prepared for middle school.

5. Briefly describe the following: What do you want to remember for the future
about…
a. Formative assessment / analyzing student work? Why?
I want to remember that my formative assessments don’t have to be long and
drawn out processes, they can be simple things such making note of what step
each group is currently at when I confer with them, to listening to students speak
during a turn and talk. I wanted to remember that for analyzing student work, I
need to collect the writing every day. This is because lots of my students were
misplacing their work and losing it. This set us behind a lot. I regret not collecting
it, but I remember thinking that students were given a writing notebook, so we
might as well use it. Now I know that I should have them tear it out and turn it in
to me!
b. Teaching writing? Why?
TE 802 (Section 5) – Fall 2021 – Assignment 3 11

I want to remember that when teaching writing, I need to emphasize to students

the fact that writing is a process. I want to let them know that to produce
thoughtful writing, there are multiple steps that we need to take to get there, and
that is okay. I also want to emphasize to students that it is best to write in pencil
so that they can erase later, and that erasing and rewriting our work is okay. I
also want to remember that having students work in groups or pairs is beneficial
for students so that they can work together on their writing.
c. The connections between reading and writing (such as the connections
that occur through using mentor texts)? Why?
I want to remember that reading and writing are closely connected for students. I
want to remember that modeling for students using mentor texts is so important
for students to understand what is expected of them. Modeling with mentor texts is also
important because students learn how they can also go through the process of writing when
working with peers or on their own. I also think that by showing students a mentor text, this can
help students brainstorm and tap into their own prior knowledge even before beginning to write.
I want to remember this so that my students will always have a clear example of what they are
going to be expected to do.
TE 802 (Section 5) – Fall 2019 – Assignment 3 12