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5th Grade Launching with Personal Narrative
Unit 1 08/17/15
Note: This unit is currently under pilot and review. Revisions will be made in the summer of 2016.
ELA Michigan State Standards Resource Materials Packet
Writing Unit of Study 5th Grade - Launching with Personal Narratives, Unit 1
Table of Contents
General Resources Suggested Mentor Text and Criteria ............................................................................................................................................ 1 Writing Process Steps .................................................................................................................................................................. 3 On-demand Assessment and General Assessment Background Information (same sheet in Lesson Plan packet) ..................... 4
Some Possibilities for Purposeful Use of Share Time ................................................................................................................... 5 Rehearsing and Planning Bookmark ............................................................................................................................................ 6 Working With Your Partner .......................................................................................................................................................... 7
Resources Specific to Unit of Study Background Information on Journey Checklists: Process and Product ...................................................................................... 8 Process Journey Chart - Specific to the Unit ............................................................................................................................... 9 Detail Hand................................................................................................................................................................................... 10 Strategies for Collecting Story Ideas ............................................................................................................................................ 11 Writers Keep the Perspective of the Narrator ............................................................................................................................. 12 Sample Noticings Chart from Immersion – Personal Narratives ................................................................................................. 13 Story Arc Using “Mr. Entwhistle” from Hey World Here I Am ..................................................................................................... 14
Strategies for Elaborating Important Parts & Make a New Paragraph To Show ......................................................................... 15 Rules for Punctuating and Formatting Dialogue .......................................................................................................................... 16 Leads ........................................................................................................................................................................................... 17 Endings to Touch Importance or Heart ........................................................................................................................................ 18 Transitional Words and Phrases……………………………………………………………………………………………………………………………………………….19 Class Profile of Teaching and Learning Points .............................................................................................................................. 21
Student Self-Reflection ................................................................................................................................................................ 23
Please also review: Immersion Phase: Creating a Vision for Writing – located on Atlas under Resources Section This packet will give you information and samples for Immersion and subsequent lessons.
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 1
Mentor Texts and Criteria – 5th grade Unit #1 Launching with Writing True Stories This is a suggested list to consider when collecting possible mentor text. Please review books you have available that also
meet the criteria and add to the list.
5h Grade Personal Narrative Stories Criteria: 1) A significant or turning point moment -first time, last time, one time, only time, 2) Moments from their lives where something is learned or realized as a result of the events, 3)Main character shows thinking and feelings in response to story events 4)Main character is motivated by a wish, hope, want or struggle, evidenced through writing, 5)tension worsens for the character until the climax –the tension gets worse and worse, 6) Details included (), 6) Qualities of good writing evident as effective lead, storyteller’s voice, heart of message, strong endings, dialogue, etc. 6) High interest level.
Literature – Trade Book Suggestions
Title Author Notes to Teacher An Angel for Solomon Singer
Cynthia Rylant Big Emotion, Heart of Message - many teaching
possibilities ChildTimes “Doing the Laundry” “Langston Terrace” “Separation”* “A Play”
Eloise Greenfield
Big Emotion, short stories - Excellent- many teaching possibilities
First French Kiss “New House” “Little League” “Popularity” “Skip Leaving for College” “Moving Day”
Adam Bagdasarian
Out of print, but possibly found in libraries or through on-line sellers – Excellent – Many teaching possibilities – Turning point moments in a young man’s life- taps into boys interests
Marshfield Dreams When I Was a Kid “School”* “Last Kiss”* “Jonathan Miller” “Attack”
Ralph Fletcher Big Emotion, short stories - Excellent- many teaching possibilities – Turning Point moments in a young man’s life – taps into boys interests
The House on Mango Street “Our Good Day”* “Gil’s Furniture Bought and Sold” “Papa Who Wakes Up Tired in the Dark”*
Sandra Cisneros
Big Emotion, short stories - some stories not appropriate for fifth grade students- many teaching possibilities with stories listed
Hey World Here I Am “Growing Pains” “Maybe a Fight” “Mr. Entwhistle”* “Five Dollars”* “About Old People”* Mrs. Thurstone “Smart Remark” “Who Are You”
Jean Little Big Emotion, short stories - Excellent- many teaching possibilities
Women Hollering Creek “Eleven”*
Sandra Cisneros
Big Emotion, Heart of Message, dialogue, craft techniques – story can be found online
* = Used in sessions throughout unit of study
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools 2
Student Authored Work Code: SW NEED!
Author Topic/Title Notes to Teacher
Numerous Writing Pathways, L. Calkins Excellent resource – many possibilities
Teacher Authored Work Code: TW Need!
Author Topic/Title Notes to Teacher
Common Core Code: CC
Author Topic/Title Notes to Teacher
Teachers College (www.readingandwritingproject.com) Code: TC
Author Topic/Title Notes to Teacher
Websites Code: WWW
www.readingandwritingproject.com (Teacher’s College)
3 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
4 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
On-Demand Assessment and General Assessment Background Information On-Demand Writing Performance Assessment Explanation
Each district should develop a comprehensive writing assessment plan that includes on-demand writing performance assessment tasks. Please follow district guidelines for the specifics of administering, scoring, and analyzing this task. It is highly recommended that teachers conduct on-demand writing assessments throughout the year. Data collected from analyzing this writing will allow teachers to begin to develop insight into what their young writers know and can do on their own, where they need additional help, and possible next teaching points. For more comprehensive information, please read: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann. When to Conduct the On-Demand An On-Demand Writing Performance Assessment, if given, should be administered before the Immersion Phase begins. General Assessment Background Information Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8 by Lucy Calkins as an assessment resource. Writing Pathways was designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3rd through 5th grade MAISA unit is generally aligned with Writing Pathways’ learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district). The following are some of the components available in the Writing Pathways assessment resource. If districts choose not to utilize Writing Pathways, they should consider creating similar components to support their assessment of student writing and subsequent teaching.
A. Learning Progressions for each text type B. On-Demand Performance Assessment Prompts for each text type C. Teaching Rubrics D. Student Checklists E. Leveled Student Writing Samples F. Annotated Demonstration Texts G. Writing Process Learning Progressions
The text also includes an extensive background section on areas such as: Components of the Toolkit, Conducting On-Demand Performance Assessments, Norming Meetings and Subsequent Scoring, Using Results and Adapting Writing Curriculum, Self-Assessment Checklists, Tracking Data, Teaching Using Learning Progressions, Transference to Content Areas, Designing Reading-Writing Performance Assessments, etc. Source: Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.
5 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Each lesson has a share component. Modify based on students’ needs. The following are other share options.
Some Possibilities for Purposeful Use of the Share Time
Name Purpose Method
Follow-Up on Mini-Lesson
To reinforce and/or clarify the teaching point
Share an exemplar model (student or teacher)
Share a student who had difficulty and the way in which he/she solved the problem
Share the story of a conference from the independent work time
Provide another opportunity for active engagement
Provide a prompt to initiate student conversation, “Turn and tell your partner…”
Problem Solving To build community and solve a problem
Review To recall previous strategies /prior learning
To build repertoire of strategies
To contextualize learning
Pose a “review” question to the class: “Today we learned one revision strategy. What other revision strategies do you use?” These strategies may be listed on a chart.
Looking Ahead to Tomorrow
Introduce a new teaching point – set-up for the next mini-lesson
Celebratory Celebration of learning
Boost student morale
Promote membership in the “literacy club”
Share the work of 2-3 students
Provide an opportunity for a whole class share: “You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done.”
Source: Teachers College Reading and Writing Project
6 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
7 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Working With Your Partner
o Listening Purpose - Tell partner what s/he should listen for in your piece. How can your partner help you?
1. Read/Listen
2. Talk/Discuss
3. Flag spot/s needing changes
4. Switch Roles
5. Revise or Edit – Make Changes
8 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
BACKGROUND ON JOURNEY CHECKLISTS – PROCESS AND PRODUCT
One of the primary goals of this unit, or instruction for that matter, is for students to successfully do this work independently. To that end, teachers must teach steps for writing a particular piece. These steps should be consistent within and across pieces, as well as text types. This unit is based on having students cycle through the writing process: Generating ideas for writing, rehearsing, planning, drafting, revising and editing. To guide students from beginning to end, we advocate two different journey checklists: a process checklist and a product-driven one. The process journey checklist encompasses generating ideas, rehearsing, planning and drafting. It is written specific to the unit. In contrast, the product checklist focuses more on revising and editing. This checklist aligns to either the text type of narrative, opinion, or Information. Also, it contains specific items included in Common Core State Standards for Writing. Process Journey Checklist – A sample one is included in each unit. Modify and change based on students’ background and experience with the writing process, as well as other items a teacher wants to emphasize. This checklist will help guide students as they navigate multiple times in writing a piece from start to finish. They will not have to rely on the teacher to tell them what to do next. Often the checklist is built one item at a time as it is introduced or reviewed in lessons. Once all steps have been taught, students are ready to try the process again without as much teacher direction. The checklist will serve as their guide through the journey of writing on their own. The student column is for them to list the date the step was completed. The teacher column is for when teachers’ cross-check student work. If grades are given, teachers often equate each step to a number of points that go toward a final grade for a piece. Please note: Checklists from grade level to grade level are aligned. Process is just as important as product in learning how to write! Therefore, we highly encourage teachers to monitor students’ growth in these areas. Product Journey Checklist (named Student Checklists in Writing Pathways by Lucy Calkins) – Once students go through the initial steps of the process (i.e. generating ideas for writing, rehearsing, planning, and drafting), they shift to using a product-driven checklist to guide their revising and editing work. It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. There is one checklist per text type. Use the same checklist for each unit teaching that text type. (Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.) If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type. After students discover many of these items during immersion, teachers often distribute the checklist as a summary of what was discovered and to guide future work. In addition to being used after immersion as a review of what that text type should include, the student checklists may also be used throughout the unit and prior to celebration to guide students’ thinking and self-monitoring. Also, the product checklists are excellent for assisting students in setting writing goals or noting areas they want to give special attention. Time should be devoted to teaching students how to effectively use these checklists. Follow the To, With and By model as needed: Model for students and with students how to use the checklists on sample text before expecting them to do it by themselves. Please note: These checklists are end-of-the-year expectations. Monitor student growth and provide additional instruction for the whole class, small groups, or individuals on areas needing improvement.
9 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
PROCESS JOURNEY CHECKLIST – 5th Grade Unit 1: Launching with Personal Narrative
Name: ______________________________ Insert date in student box when completed.
Generating Ideas, Planning and Drafting Student Teacher
Gather Entries – A Turning Point or Time You Realized or Learned Something Select and Develop Story Ideas
Read Mentor Text Read published writing that resembles what I want to write
Character Development Include thinking and feeling –Responses to what happened
Establish Character’s Tension Show through details throughout motivation, struggles, wish, hope, or want
Plot Storyline Using Story Mountain Make the tension get worse and worse before it is resolved
Plan and Write Plotted Scenes from Story Mountain Try more than one plan
Create Story Paper Write scenes from story mountain onto loose leaf paper to draft story
Study Published Leads Pay attention to what the author did to introduce characters/setting and hook readers, while connecting to story’s importance. Experiment with different types of leads.
Slow Down the Heart or Tension Make less important parts move fast/More important parts move in slow motion
Look Through The Eyes of The Main Character Keep the perspective of the narrator
Study Published Endings Pay attention to what the author did to connect the ending to the heart or important part of the story. Experiment with different types of endings.
Revising
Refer to Writing Pathways by Lucy Calkins, “Narrative Student Checklists”, Grade 5 – Structure and Development
Editing
Refer to Writing Pathways, by Lucy Calkins, “Narrative Student Checklists” Language Conventions section, Grade 5
Edit with a Partner
Publishing
Share story with intended audience
*It is highly recommended that teachers have students use the Student Writing Checklists included in Writing Pathways by Lucy Calkins to guide their revision and editing work. If a district has not adopted this assessment resource, they should develop a product-driven student checklist to correspond to each text type. Calkins, Lucy. (2015.) Writing pathways: Performance assessments and learning progressions, grade K-8. Portsmouth, NH: Heinemann.
10 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Detail Hand
11 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Strategies for Collecting Story Ideas Think of…
A turning point in my life
A time something was really hard for me
A Special time with a special person
A time I learned something about myself
A time I realized something about a
person/myself
A Visit to place that made me realize something
new
A time I learned something new
A time I learned a lesson
A Special time with a friend
A time when I had strong feelings – examples:
losing someone/something special, getting hurt
or sick/wanting, wishing or hoping for something
that couldn’t be bought or traded
12 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Writers keep the perspective of the narrator by looking through the eyes of the main character I was tired so I went upstairs to my room to take a nap. There was a
knock on the door. My brother answered the door. It was my friend, Paul. He wanted to know if I could go outside and play.
I was tired so I went upstairs to take a nap. As I tried to close my eyes and quiet my mind, I heard a knocking at the front door. I wondered who it could be? I heard footsteps moving across the hall to the front of the house, my dog barking and the door squeaking open. I barely heard my brother say, “Hi Paul. Jared came home really tired and decided to take a nap. Sorry he can’t play.”
I sat on my sled, by the tree, at the top of the snow mound. My sister, Shelley, waited at the bottom. I could see her waving her hand in my direction, motioning for me to get going. I thought, “It’s such a long way down.” In an instant, a bit scared but excited too, I lifted both legs into the sled and pushed with my hands to nudge myself away from the tree and onto the slope. At first my sled seemed slow. I shoved and pushed off the ground a bit more with my hands. My speed picked up and I was gliding past trees and felt the cold wind in my face. I was now a rocket! My sister was thinking I was the fastest sled on the mountain!
13 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
SAMPLE NOTICINGS CHART FROM IMMERSION – PERSONAL NARRATIVES
Personal Narratives A personal narrative is a true story from our lives. People write Personal Narratives to share with others memories they have of things that they did or things that have happened to them that include a realization or learning from the event. People read Personal Narratives because they are interested in these true stories and can often relate to them or learn from them. Noticings:
True story of something that the author DID or something that happened to the author that created significant feelings, learning, or resolutions. *** A turning point or A time
The author tried to tell the story bit-by-bit (storyteller’s voice). Acted like it was happening right now!
Structure - Beginning, middle and end or introduction, body, conclusion
Introduction or lead – introduced the character and what the character was doing along with clues or hints to what later becomes tension or a problem for the character;
o lead types we noticed: setting, dialogue…
Ending – brought the story to a close and is connected to the main part of the story with the character learning or realizing something in the end because of the events;
o ending types we noticed: action, talk, feeling, …
Title - gives a sneak preview of the storyline
Organization - Story was told in order in which it happen (events) or uses flashbacks and flash-forwards
Sometimes the writer signaled a new event with transition words; transition words we noticed: a little later, after that, then, after, etc.
Paragraphs
Narrow focus – not an all about story, told about one time did something
No pictures or only one
Details, details, details – dialogue, internal thinking, physical description, exact action (add as students notice)
Figurative language – to paint a picture in the reader’s mind
Recurring images or symbols – to make a point
Show, Not Tell – tried to bring story to life, made a movie in reader’s mind
Heart of the Story – the story was more than a retelling, tried to convey a big idea from the author
Precise word choice – especially verbs, nouns, adjectives (helps paint picture in reader’s mind)
The author has realized or learned something important to life which is shared through the story’s heart or message.
Others as noticed through discussion
14 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Story Arc using “Mr. Entwhistle” from Hey World Here I Am
Kate wants Mr. Entwhistle to realize she was not aware that he had called on her.
Kate takes the note.
Mr. E says, “Never Mind- we’ll let it go this time”.
Kate’s feels taller but notices her hands are trembling.
Mr. Entwhistle says, “Alright that does it – You can go to the office.”
Kate looks bewildered. Says, “Me?”
Mr. Entwhistle says, “Oh Yes you – on your feet”
Still shocked, Kate slowly stands.
Kate slowly stands.
Their eyes meet and Kate realizes Mr. E knows he’s made a mistake but can’t back down as a substitute.
Mr. E tears the note in half and throws it away.
Kate takes her seat.
People aren’t always as they first appear.
Kate’s feelings move from bewildered/clueless, stunned/shocked, angered, understanding, acceptance, proud, relieved. Teachers will show writers the internal story playing out for this character during the Mid-Workshop Teaching in session 8. To teach writers to pay attention to the internal story plot feelings next to and in between scenes on the inside on the arc during the mid- workshop teach in session 8.
15 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Strategies for Elaborating Important Parts
*SLOW DOWN THE ACTION-TELL BIT-BY-BIT *ADD SPECIFIC DIALOGUE *GIVE DETAILS – USE DETAIL HAND *SHOW REALLY SMALL ACTIONS *ADD THE INTERNAL THINKING AND FEELINGS OF THE CHARACTER
Make a New Paragraph to Show: *An important part that needs its own space around it *A new scene or event *A new time – time has moved *A new place – characters are in a different setting *Each time a different character is speaking
16 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
There are quotation marks around the parts that are spoken.
The first letter of each spoken part is capitalized.
There are dialogue tags (S/He said) that explain who is talking each time the speaker changes.
A new paragraph is started after the speaker changes - every time the speaker changes.
The dialogue tags can go before, after, or in the middle of dialogue.
The first letter of the dialogue tag is not capitalized unless it is a name or the beginning of a sentence.
A quote or spoken part is always separated from the “he said” part with a comma, a question mark or exclamation point – at the end of the spoken parts. The punctuation goes inside the quotation mark. A period is not used with the “he said” parts, for it would create two sentences.
There’s always a period or comma at the end of the dialogue tag.
Source: Lattimer, Heather. (2003). Thinking through genre: Units of study in reading and writing workshop 4-12. Portland, MA: Stenhouse.
Rules for Punctuating and Formatting Dialogue
17 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
This paper could be used as an anchor chart or teacher modeling. Students should practice leads in their writer’s notebooks. The boxes on this paper do not allow enough space to truly craft/practice leads over and over. However, a teacher could post examples from model writing or mentor text.
Leads Action
Dialogue
Setting
Feeling
Thought
18 Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
This paper could be used as an anchor chart or teacher modeling. Students should practice leads in their writer’s notebooks. The boxes on this paper do not allow enough space to truly craft/practice leads over and over. However, a teacher could post examples from model writing or mentor text.
Endings Touch To Importance or Heart
Hope/Wish
Thought/Feeling
Action/Image
19 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Category Common Core State Standards - NARRATIVE TRANSITIONS
K 1st 2nd 3rd 4th 5th Common Core - Linking words or phrases
use temporal words to signal event order
use temporal words to signal event order
use temporal words and phrases to signal event order
use a variety of transitional words and phrases to manage the sequence of events
use a variety of transitional words, phrases, and clauses to manage the sequence of events
Category Writing Pathways by Lucy Calkins
K 1st 2nd 3rd 4th 5th
told story in order and, then, so when, then, after a little later, after that
show how time went - to show when things happened quickly
just then, suddenly
to show when a little time passed
after a while, a little later
passage of time in complicated ways - to show things happening at the same time
meanwhile, at the same time
passage of time in complicated ways - flashback and flash forward
early that morning, three hours later
20 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Sequential Transitions: These transitions are used to signal a chronological or logical sequence.
Numerical
Continuation:
Conclusion:
Adapted from Michigan State University: https://www.msu.edu/~jdowell/135/transw.
in the (first, second, etc.) place initially to start with first of all
thirdly
to begin with at first for a start secondly In the beginning
subsequently previously eventually next
before (this) afterwards after (this) then
to conclude (with) as a final point eventually
at last
in the end finally lastly to finish
21 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Class Profile of Teaching and Learning Points – 5th Grade Unit 1: Launching with Writing Personal Narratives Optional Assessment/Conferring
Student Names W
rite
rs g
ener
ate
sto
ry id
eas
fro
m
life’
s tu
rnin
g p
oin
ts, l
ess
on
s, a
nd
st
ron
g em
oti
on
s.
Wri
ters
pla
n a
nd
reh
ears
e th
eir
sto
ries
; de
velo
pin
g ch
arac
ter
and
te
llin
g th
eir
sto
ry o
rally
bit
-by
bit
Wri
ters
dev
elo
p c
har
acte
rs b
y
incl
ud
ing
thei
r re
spo
nse
s to
wh
at
hap
pen
s in
th
ou
ghts
fee
lings
.
Wri
ters
wri
te le
ads
wh
ich
intr
od
uce
the
char
acte
r, t
ell t
ime
and
pla
ce
and
ho
ok
the
read
er, a
nd
giv
e cl
ues
to t
he
ten
sio
n.
Wri
ters
plo
t th
e te
nsi
on
mak
ing
it
wo
rse
and
wo
rse.
Wri
ters
ch
ange
pac
e an
d s
low
do
wn
th
e h
eart
of
the
sto
ry.
Wri
ters
use
tra
nsi
tio
nal
wo
rds
and
p
hra
ses
to
sh
ow
pas
sage
of
tim
e.
Wri
ters
stu
dy
men
tors
lead
s,
end
ings
an
d t
ech
niq
ue
s an
d s
ho
w
evid
ence
of
men
tors
in s
tory
.
Wri
ters
par
agra
ph
.
Wri
ters
rer
ead
an
d r
evis
it t
hei
r p
iece
s b
y u
sin
g a
chec
klis
t.
Wri
ters
wo
rk in
dep
end
entl
y as
th
ey
mo
ve t
hro
ugh
th
e w
riti
ng
pro
cess
usi
ng
jou
rney
ch
art
as g
uid
e.
Wri
ters
ela
bo
rate
usi
ng
det
ails
to
sh
ow
th
e h
eart
or
mes
sage
of
the
ir
sto
ry.
Wri
ters
use
fig
ura
tive
lan
guag
e.
Wri
ters
wo
rk e
ffec
tive
ly w
ith
th
eir
par
tner
s.
Wri
ters
incl
ud
e ac
tio
ns,
fee
lings
,
tho
ugh
ts, a
nd
dia
logu
e.
Wri
ters
use
pu
nct
uat
ion
co
rrec
tly
and
to
dir
ect
th
e re
ader
.
Wri
ters
wri
te e
nd
ings
co
nn
ecte
d t
o
the
imp
ort
ance
or
hea
rt o
f th
e
sto
ry-
Som
eth
ing
is r
ealiz
ed o
r le
arn
ed.
22 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Class Profile of Teaching and Learning Points – 5th Grade Unit 1: Launching with Writing Personal Narratives Optional Assessment/Conferring
Student Names W
rite
rs t
ake
char
ge o
f th
eir
wri
tin
g b
y th
inki
ng
bac
k o
ver
ever
yth
ing
they
kn
ow
ho
w t
o d
o a
s w
rite
rs.
Wri
ters
fin
d w
ays
to u
se
par
tner
ship
s t
o g
row
as
a w
rite
r.
Wri
ters
fo
cus
on
fin
ish
ing
tou
ches
by
rere
adin
g w
ith
dif
fere
nt
len
ses
for
edit
ing.
Wri
ters
use
gra
de
leve
l or
abo
ve
spel
ling
g st
rate
gies
in
th
eir
wri
tin
g.
Wri
ters
sh
are
thei
r p
iece
s w
ith
an
au
die
nce
– c
eleb
rate
.
Wri
ters
su
rve
y th
eir
wo
rk
thro
ugh
ou
t an
d m
ake
futu
re g
oal
s
for
them
selv
es.
23 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Student Self Reflection for Writing Personal Narrative Stories Unit 1
Name _________________________________________Date __________________________ We have now been in school for about a month. We have learned so much about ourselves as writers, about one another, and about writing workshop. What is your favorite thing about writing workshop? What do you do well in writing? What is hard for you about writing? How are you going to be a problem solver instead of a problem keeper of this challenge?
Based on Stephanie Parsons, (2007). Second Grade Writers. Portsmouth, NH: Heinemann.
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