1. Mini-Lesson Focus: ELACC.1.W.3: Write narratives in which they recount two or more appropriately sequenced events, including some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Story Building Game: Call students to the carpet. Using story building cards, children create stories and practice telling them in small groups or with a partner. The story building cards help students remember to include important story elements. Students draw one or two cards from each set of cards (character, setting, and problem). Tell students that these are important parts of all stories. Model for students by telling a story from the story cards with a clear beginning, middle, and end. If necessary, use a graphic organizer and add your story cards to the graphic organizer as you use them. After modeling, allow students to work in groups or pairs to play the game. This activity is done orally. After telling their stories, students can return to their desks and draw and write their stories during Writing Workshop. (you may want to copy the story building cards on different colored paper so that they can distinguish between character, setting, and problem)2. Status of Class – This is a brief dialogue about where each child is working in their writing. This becomes important once students are in the writing process and you need to check their status.
3. Student Writing/Teacher Conferring
4. Author Share: Student Teacher
Have students return to carpet area to share a few of the stories that they have told, drawn, and written.
Organization does not come easily to most young writers. We need to show them lots of ways to organize what they write. Remind them that not all organizational structures work for all pieces.
At this early stage in the writing process, make sure that you compliment, compliment, compliment. You want to build them up as writers, telling them that they are good at this writing thing. Pretty soon they’ll