Writers Workshop Daily Plan

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Writers Workshop Daily Plan


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.


  • Story building cards (included below)

  • Beginning, Middle, End graphic organizer

  • Paper, Pencils

Time Frame

Mini-Lesson: 15 minutes

Student Writing 20 minutes

Sharing 5 minutes

Writer’s Workshop Reminder

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.

Conferencing Tip

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

start believing it themselves.

Literature Connection
Aunt Isabel Tells a Good One by Kate Duke

Story Building Cards




A crying baby

A grocery store

The rain wouldn’t stop

A boy and his cat

The dark forest

They ran out of water

A girl with a gift

A busy street

It begins to get dark

An astronaut

A large farm

It is getting hotter and hotter

A race car driver

A windy playground

They were alone and scared

A mean Queen

A football game

The winds were too strong

A good fairy

A dark cave

There is no one around

A boy fishing

A spaceship in space

They begin to grow larger and larger

A teacher

In the ocean

Food was running out

Troup County Schools 2012

1st Grade Language Arts

Directory: Grade Level Files -> First
Grade Level Files -> Kindergarten Emergent Storybook Unit 2 09/25/2013 Draft
Grade Level Files -> Practice task: Every Picture Tells a Story Approximately 2-3 Days standards for mathematical content
Grade Level Files -> 1 The student is not able
Grade Level Files -> Elagse rl. 9: Compare and contrast two or more versions of the same story (e g., Cinderella stories) by different authors or from different cultures
First -> Standards for mathematical content
Grade Level Files -> This is not meant to be printed off and given as a test…this document is to give you ideas of how this standard might be assessed. Please use these as an example when you are developing your own formative assessments
Grade Level Files -> Farm Unit Theme Objectives
Grade Level Files -> EQ: How are the earth and sky portrayed in fiction and nonfiction?
Grade Level Files -> Troup County School System Science Curriculum Map Fourth Grade – Second Quarter The underlined standard/element links to examples of formative assessment

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