Lori: 2nd Grade Writing Focus Voice and Word Choice

2nd Grade Writing Focus and Word Choice
By Lori Gentry


I Wanna Iguana
By Karen Kaufman


Mentor Text: I love this book! I Wanna Iguana is a great children's story of how a child trys to persuade his mother into letting him have a pet Iguana. I Wanna Iguana is about a boy named Alex who wants to adopt his friend’s iguana. He decides to write this desire down in friendly letter form, and give it to his mother. The book is told from both his and his mother’s perspective as they write friendly letters to each other. Point out that Alex doesn’t simply beg, but formulates convincing arguments why he and this iguana belong together. His mother replies firmly why he doesn't need one. Then after much persuasion an Iguana appears on his dresser.

Purpose: I chose this book because it has great examples of voice between the son and mother as well as word choice. I think that all children can relate to wanting something so badly that you try to persuade your parents for it. I Wanna Iguana is a great source to model persuasive writing for a young writer.


About the Author: Karen Kaufman is a children's author that has published I Wanna Iguana and If Mom Had Three Arms. She also writes a weekly journal article on family life for the Poughkeepsie Journal. She hasn't disclosed much personal information other than having a husband, two kids, an Iguana, and a guinea pig. For more information on Karen Kaufman her web site is http://www.karenkaufmanorloff.com/.

Lesson Plan: Read I Wanna Iguana. While reading point out the authors word choice and how the mother is thoughtful, but firm. Also, point out how Alex not only begs, but makes a good argument. After thinking aloud have students chose something they would like to have, whether it be a toy or a new pet. Then have students write a persuasive letter to their parent that models the book I Wanna Iguana.

Content Standard: Writing Process

D. Use revision strategies and resources to improve ideas and content, organization,
word choice and detail.
E. Edit to improve sentence fluency, grammar and usage

Lori: 2nd Grade Writing Focus of Organization/Ideas

2nd Grade Writing Focusing on Organization and Ideas
By Lori Gentry

Duck On A Bike
by David Shannon




Mentor Text: Duck On a Bike is a great story about a duck trying out transportation on a bike. Along the Duck's journey all the animals from the barnyard have something to say about Duck's wild adventure. This story really can engage students by asking them questions like "What is the animals really thinking?".


Purpose: The reason I chose this book is because it is fun and really gets the kids thinking as to what happens next and thinking about how others perceive the duck's choice to ride a bike. Using animals is a general topic that students love, and students can easily see the organization of the characters.


About the Author: David Shannon is an author and illustrator of many very well know children's books. He graduated from the Art Center College of Design in Pasadena, California, with a fine arts degree, and then moved to New York City. His editorial illustrations have appeared in The New York Times, Time, and Rolling Stone, and his artwork has appeared on numerous book jackets. For more information and a video interview on David Shannon go to http://www.readingrockets.org/books/interviews/shannon.




Lesson Plan: The teacher will read Duck On A Bike and ask thinking questions like"What do you think will happen next?" and "What do you think the other animals really think?".

Once finished the teacher will provide an graphic organizer to the student's. The graphic organizer should include an animal, a transportation, and a setting. Then on the graphic organizer break it into steps. Step one will be the animal getting on the choice of transportation. Then you will have 2 or 3 additional steps of what happens when the animal passes the first person or animal, ect. Then final step is to conclude the story.


This graphic organizer will help students organize and get all their ideas down. Once this prewriting process is complete students can write their story. If time allows once student's finish they can share their stories or even help edit each others story.



Content Standard: Writing Process Standard
A. Generate ideas for written compositions
C. Use organizers to clarify ideas for writing assignments.
D. Use revision strategies and resources to improve ideas and content, organize word choice and detail.

Lori: 2nd Grade Creative Writing

2nd Grade Creative Writing

By Lori Gentry

Gentle Giant Octopus

By Karen Wallace

Mentor Text: Gentle Giant Octopus is a story that explores the life of an octopus. It is a very describtive book that has been poetically written. The story is give in small chuncks so that children learn the most. The book also is informative. Students learn that Octupus have no bones, and they have 60,000 babies at a time. When a fish bites off a tentacle, the tentacle grows back. It can fit in really small places. Octopi squirt ink to get away from predators. Students will not only learn many true facts about the octopus, but this book does a great job of modeling descriptive and creative writing.

Purpose: I have chose this author and book because of its high interest, and beautiful word choice. This is a great example of how to creatively write about a true thing. I feel that this author has done an excellent job presenting the octopus in such a poetic form.

About the Author: Karen Wallace was born in Canada and grew up in a log cabin in Quebec. She had a very good childhood and reflects on her senses as a child when writing her natural history books. Karen writes for children ages 5 to 15 years of age. She went to London University to read English. She also writes scripts for children's television, natural history programmes and the occasional documentary. Although she states that writing scripts uses a different writing muscle. Some of Karen's publications include: THINK OF AN EEL, IMAGINE YOU ARE A TIGER, and I AM A TYRANNOSAURUS REX. Other publications and more information about Karen Wallace can be found at

www.karenwallace.co.uk/about.htm

Karen Wallace -

Lesson Plan: After reading the book Gentle Giant Octopus guide the students into
Creative Writing:
First go through and list vocabulary from the book. Then approach the students:
You are a deep sea diver whose mission it is to explore the seas. Describe what you see through your diver’s mask. Remember to use vocabulary from the Gentle Giant Octopus book by Karen Wallace. Let your creative juices flow by using your senses (sight, hearing, touching) to help you write your response. Include a labeled diagram of what you have visualized in your writing piece.

Content Standard: Writing Process Standard

D. Use revision strategies and resources to improve ideas and content, organization,
word choice and detail.

Lori: 2nd Grade - Writing Ideas

Second Grade : Writing Ideas


By: Lori Gentry



If A Bus Could Talk by Faith Ringgold

Mentor Text: If A Bus Could Talk is a book based on the Civil Rights movement and the story of Rosa Parks. In the book a bus talks, and a child named Marcie learns how Rosa Parks became the mother of the Civil Rights Movement. Readers are exposed to the cruel reality of segregation and how Rosa refused to give her seat up to a white man. The story ends with Marcie getting to meet Rosa at a birthday party.

Purpose: I chose this book because it is a great way to educate and get young writers to generate ideas of their feelings. I believe this to be a very important part of our history, and it stirs ideas within student's minds to how they would feel in the same position. When teaching young children to write using a real life situation generates their idea process and gives them the ability to write a clear message from their own feeling.

About the Author:

Faith Ringgold, began her artistic career more than 35 years ago as a painter. Today, she is best known for her painted story quilts. She has exhibited in major museums in the USA, Europe, South America, Asia, Africa, and the Middle East. Her first book, Tar Beach was a Caldecott Honor Book and winner of the Coretta Scott King Award for Illustration, among numerous other honors. She has written and illustrated eleven children's books. She has received more than 75 awards, fellowships, citations and honors, including the Solomon R. Guggenheim Fellowship for painting, two National Endowment for the Arts Awards and seventeen honorary doctorates.
Faith Ringgold is married to Burdette Ringgold and has two daughters, Michele and Barbara Wallace; and three granddaughters, Faith, Theodora and Martha. She is a professor of art at the University Of California.

Lesson: Describe to the your students the pain of segregation. In particular describe the bus situation in Alabama cities like Birmingham. How would you feel if you had to sit at the back of the bus?? If possible conduct your lesson on a local school bus. Ask some students to sit in the back. Talk about how it makes you feel.

Read: If A Bus Could Talk

Then have students think about what they feel about their experience on the bus. Generate a list of ideas on their feelings.
Write about those feelings and what it means to have or not have civil rights.
Together, or alone have your students come up with a list of their own civil rights.

Content Standard: Writing Process Standard A. Generate ideas for written compositions.

Lori's Introduction

Hello friends! My name is Lori, and I am currently finishing the Master's Intervention Specialist Program at Wright State University. I teach Criminal Justice classes for ITT College and have always worked with troubled youth. I seem to have the patience for the students that many teacher's could pull their hair out over. My philosophy is to provide the best intervention I can to student's in order to deter them away from crime. I am very excited to share some of the research on teaching writing to children I have gained! I am a firm believer that education develops a successful member of society!

3rd Grade Creative Writing Prompts

Oh, the Places You'll Go!

By: Dr. Seuss

About the Book:

A little boy in a yellow jumpsuit travels through different cityscapes and landscapes where he finds different situations some good, and so bad. I don't want to review all of the places he visited because it is another one of Dr. Suess's must read books.

About the Author:

Theodor Seuss Geisel, better known asDr. Seuss, was born in 1904 in Springfield, Massachusetts. Dr. Suess uses the influence of Springfield in many of his drawling in his books. He married Helen Plamer who became an author of children's books herself. His fist book that was published was And to Think That i Saw It on Mulberry Street was rejected 27 times. He died September 24, 1991. At the time of his death he had written and illustrated 44 children's books.

Purpose:
I believe this book show creative writing at its best. I want my students to understand that writing can be something made up in their imagination. I believe this book will spark different ideas of all students when deciding a topic for a creative writing piece.

Minilesson:

The teacher will give the students 3 minutes to write down as many different ideas to write about. The students will then put the paper to the side.

The students will gather on the reading carpet, where the teacher will read Oh, the Places You'll Go by, Dr. Suess. After reading the book the students will discuss the different things that happened in the book. The teacher will spark the discussion about the use of imagination.

The students will return to their seats and pull out the idea list they created before the book. Now the students will add more idea that could involve their imagination. From the entire list generated the students will determine a topic to write on. The students also need to determine an audience they are want to write for.

Standard:
Writing Processes

A. Generate ideas and determine a topic suitable for writing.

B. Determine audience and purpose for self-selected and assigned writing tasks.

First Grade: Developing a Character

By: Christy Sexton

Francis the Scaredy Cat

by Ed Boxall

Mentor Text: Francis the Scaredy Cat by Ed Boxall, is a story about a cat named Francis, who is aftraid of the dark. In this book, Boxall does a wonderful job at developing the main character, Francis. At the beginning of the book, Boxall describes the activities that Francis likes to do, and the things that he is interested in. The reader is able to get a good idea of who Francis is. Then, Boxall goes on to talk about Francis's problem. Francis is aftraid of the dark. After Boxall has described Francis, he goes on to talk about what happened to Francis on one particular night. It is a wonderful story, that I have personally read with first graders. They absolutely loved it.

Purpose: I chose to use the book Francis the Scaredy Cat, because Ed Boxall did such a wonderful job at developing the main character. When children are first learning to write, they need to see good models of how a writer develops a strong character. In this book, the first seven pages are dedicated to developing the main character, Francis.

About the Author: Ed Boxall writes and illustrates children's books. He has had five books published by walker books. Three of his books include, Mr. Trim and Miss Jumble, Scoot on Top of the World, and Francis the Scaredy Cat. Boxall always knew that he wanted to be an artist, and grew up to study art at Saint Martin's College of Art in London. Boxall says, "I got the idea for Francis the Scaredy Cat from looking back to my childhood and remembering that I felt I was a little bit different from everyone else."

Academic Content Standards:

Writing Process Standard

Benchmarks:

A. Generate ideas for written compositions.

D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

First Grade, Writing Processes Indicators:

1. Generate writing ideas through discussions with others.

2. Develop a main idea for writing.

4. Use organization strategies to plan writing.

10. Add descriptive words and details.

Writing Applications Standard

Benchmarks:

A. Compose writings that convey a clear message and include well chosen details.

First Grade, Writing Applications Indicators:

1. Write simple stories with a begining, middle and end that include descriptive words and details.

Lesson Plans:

1. The teacher will read the book Francis the Scaredy Cat by Ed Boxall.

2. After reading the book, the teacher will create a chart that describes the character, Francis. After the chart is created, the teacher is able to point out all of the characteristics that Ed Boxall used to develop the character Francis.

3. Next, the teacher will do an interactive or shared writing with the students. In this writing, the students are going to create their own character, and write a story about it. Before writing the story, the teacher should lead the students in creating a Character Fact Sheet. The Character Fact Sheet will allow the students to create a detailed character sketch, before writing the story.

4. Once the character has been developed, the teacher can begin interactively writing the story.

Christy's Introduction

Hello everyone! My name is Christy Sexton, and I am a student at Wright State, in the Reading Endorsement Master's program. I graduated from Wright State in 2008, with a Bachelor's degree in Early Childhood Education. I am currently a toddler teacher at Mini University, which is the Child Development Center on Wright State's Campus. I love working with children.

During my undergrad, I completed my student teaching in a first grade classroom. My experience in a first grade classroom helped me come up with the lesson plan ideas for my blog. First grade is such an exciting grade, and I would love to teach in a first grade classroom someday.

First Grade: Interactive Writing Lesson

By: Christy Sexton

Brown Bear, Brown Bear, What Do You See?

By Bill Martin Jr.

Mentor Text: "Brown Bear, Brown Bear, What Do You See?" is a book with a repetitive text and colorful illustrations. On each page, the reader meets a new animal, who helps them to discover the creature who will show up on the next page. The text is repeated in a fashion, where students can easily catch on to the pattern and follow along as the teacher is reading.

Purpose: In this lesson, the teacher will read the book "Brown Bear, Brown Bear, What Do You See?" Then, using the same pattern of this repetetive text, the teacher will lead the students to create an interactive writing of their own. During this writing, the teacher will model writing conventions.

About the Author: Bill Martin Jr. was born in 1916, and was one of America's favorite children's authors. Martin's first book was "The Little Squeegy Bug" that was published in 1945. He wrote children's books for almost 60 years, giving children some of their favorite books, including: "Polar Bear, Polar Bear, What Do You Hear?" Chicka, Chicka, Boom, Boom," and "Brown Bear, Brown Bear, What Do You See?" Bill Martin Jr. passed away in 2004.

Academic Content Standards:

Writing Conventions Standard

Benchmarks:

A. Print legibly using appropriate spacing.

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

First Grade Writing Conventions Indicators:

1. Print legibly, and space letters, words and sentences appropriately.

3. Spell high-frequency words correctly.

5.Spell unfamiliar words using strategies such as segmenting, sounding out and matching familiar words and word parts.

6. Use end punctuation correctly, including question marks, exclamation points and periods.

7. Use correct capitalization (e.g., the first word in a sentence, names and the pronoun I).

Lesson Plans:

1. (This would be a great writing lesson for the first couple of days of school, to help the students get to know each other better.) The teacher will read the book "Brown Bear, Brown Bear, What Do You See?" by Bill Martin Jr.

2. This can either be an interactive writing activity, where the teacher writes what the children tell him or her to say, or it can be a shared writing, where the children share the pen with the teacher.

3. The teacher will help the students create a class book that follows the same text pattern as "Brown Bear, Brown Bear, What Do You See?" On each page, instead of an animal, there would be a picture of one of the student's. (The teacher should print off each of the student's pictures before the lesson.)

Ex: Page 1.: Miss. Sexton, Miss Sexton, who do you see? I see (Name of one of the student's) looking at me.

(Picture of the teacher will go here)

Page 2.: (Name of student, Name of student, who do you see? I see (Name of another student) looking at me.

(Picture of the student)

4. The book will continue in the same repetitive form, until every child is in the book. Once the book is complete, it can be laminated and kept in the classroom library for the students to read.

5. This activity may take two or three days to complete. Once the students lose interest for the day, it doesn't do any good to continue the activity.

Websites:

1. http://www.billmartinjr.com/home

2. http://www.readingrockets.org/books/interviews/martin

First Grade: Expository Writing

By: Christy Sexton



Lesson Focus: The first graders will create a fact book about caterpillars after listening to the book "The Very Hungry Caterpillar" by Eric Carle.




Mentor Text: "The Very Hungry Caterpillar," by Eric Carle, is a children's book about a caterpillar's life. The caterpillar eats its way through a variety of foods, until it finally forms a chrysalis and emerges as a butterfly. This book introduces the concept of metamorphosis from egg to caterpillar to butterfly.




Purpose: The students will learn about the lifecycle of a caterpillar by listening to the book, "The Very Hungry Caterpillar." Before, during, and after listening to the text, the teacher will help the first graders create a KWL chart about caterpillars. After the chart is complete, the students will be ready to create their fact books.




About the Author: Eric Carle was born in Syracuse, New York, in 1929. Carle is beloved for his picture books for very young children. His best-known work is "The Very Hungry Caterpillar," that has been translated into more than 45 languages, and has sold more than 30 million copies. Since "The Very Hungry Caterpillar" was published in 1969, Eric Carle has illustrated more than seventy books, most of them best sellers, most of which he also wrote.


Academic Content Standards:

Writing Process Standard

Benchmarks:

A. Generate ideas for written compositions.

Indicators:

1. Generate writing ideas through discussions with others.

4. Use organizational strategies (e.g., brainstorming, lists, webs, and Venn Diagrams) to plan writing.

7. Mimic language from literature when appropriate.

Research Standard

Benchmarks:

A. Generate questions for investigation and gather information from a variety of sources.

Indicators:

3. Use books or observations to gather information to explain a topic or unit of study with teacher assistance.

4. Recall important imformation about a topic with teacher assistance.

Lesson Plans:

1. This lesson will be even more meaningful if the teacher is able to get about thirty caterpillars for the students to observe. If available, each student should be given one small caterpillar in a cup. The caterpillars will stay at school, but the children will have the opportunity to observe them each day. Each cup should contain caterpillar food and a piece of paper, for the caterpillar to attach to when it forms its chrysalis.

2. A couple of days after the students have had the chance to observe the caterpillars, the teacher will help the students to fill out a KWL chart, before he or she reads the book "The Very Hungry Caterpillar." The K section will include the information that the students know or think that they know about caterpillars, and the W section will include information that they want to know about caterpillars. After reading the text, the teacher will help the students fill out the L section, with the information that they have learned about caterpillars. The KWL chart can be filled out by the teacher as the students tell him or her what to write. Or it can be a shared writing activity, where the students share the pen and help to write out the information.

3. After the K and W sections of the chart have been filled out, the teacher will read "The Very Hungry Caterpillar." As the teacher reads the book, he or she should write out specific words that the students will need to remember, such as: metamorphosis, chrysalis, egg, butterfly.

4. When the teacher has finished reading the book, the L section of the chart should be filled out.

5. The students will then go back to their desks, and either individually or in small groups, they will create a fact book about caterpillars. They should use the information from their observations, the KWL chart, and "The Very Hungry Caterpillar" to help them write their books. They can draw pictures to go along with their writing.

Eric Carle's Website:

1. http://www.eric-carle.com/home.html

4th Grade Summarizing

Where the Wild Things Are
By Maurice Sendak

About the Book:

One night Max dresses up in his wolf suit and gets into trouble by doing things he shouldn't be doing. His mother punishing him by sending him to his room with no supper. Max's imagination transforms his room into setting where he finds the place of wild things. Max is able to tame the wild things and they make him their king because they most fear him. Max returns from his imagination when he smells his dinner.

About the Author:

Maurice Sendak was born in Brooklyn in 1928. He has been writing and illustrating children's' books for over 40 years. Maurice He now lives in Connecticut.

Awards:

• 1964 Caldecott Medal for Where the Wild Things Are


• 1970 International Hans Christian Andersen Award


• 1983 Laura Ingalls Wilder Award from


• 1997 National Medal of Arts from President Clinton


• 2003 Astrid Lindgren Memorial Award

Illustrations done in other books where he was not the author:

• A Hole Is to Dig by Ruth Krauss


• Little Bear books by Else Holmelund Minarik


• The Juniper Tree by Randall Jarrell,


• Other Tales from Grimm by Randall Jerrell

Purpose:

This book was chosen to teach writing an effective summary because there are several different details that the students could use to complete their summaries. Because of the details in the book students should be able to put the summaries in their own words with little difficulty.

Minilesson:

Before reading the story students will review that make a good summary. The teacher will explain that a summary contains a main idea, supporting details, and is written in your own words. She will give examples of a good summary. The teacher will also give examples summaries that may be missing a piece to make it complete. The students will give suggestions a class to make the summaries complete.

Students will then listen to the teacher read Where the Wild Things Are, by Maurice Sendak on the reading carpet. While reading the teacher will ask small questions about what is happening the book.

After reading the story students will return to their seats and begin writing an effective complete summary of the book. Their summary will include 3-4 supporting details as well as the main idea.

Standard:
Writing Applications
B. Write responses to literature that summarize main ideas and significant details and support interpretations with references to the text.

4th Grade: Graphic Organizers

If You Had to Choose, What Would You Do? By. Sandra McLeod Humphrey

About the Book:
This book contains 25 stories about moral dilemmas for kids ages 6-12. It is an interactive book and ask students what they would do in the situation. There are questions along with each story to stimulate discussion with a classroom or individually,



About the Author:
Sandra McLeod Humphrey is a retired clinical psychologist. She's a writer and consultant for the Heroes & Dreams Foundation which provides character education materials to schools K-8 throughout the United States and Canada and the author of seven middle-grade and young adult books.

Her Awards include:

• Author of the Month --MyShelf.com
• National Character Education Center's Award for "Exemplary Leadership in Ethics Education" (2000)
• 2005 Helen Keating Ott Award for Outstanding Contribution to Children's Literature
• 2008 Mom's Choice Gold Award
• 2008 American Authors Association Silver Quill Award
• 2009 Young Voices Foundation Silver Award.
  

Purpose:

Students are faced with sever choices while growing up. It is important to allow students to list their possible choices and work through which choice works best. Allowing students to express their thoughts in writing will give students more time to find the write choice.

Minilesson:
The teacher will read the short story Eveybody's doing it, found in If You Had to Choose, What Would You Do?, by Sandra McLeod Humphrey.

Each student will be given a a blank sheet of paper. In the middle of the paper the students will put the title of the short story in a circle. Students will then branch off different ways to solve the problem by drawling small circles with a line connecting them to the title. Each small circle will be a different way they could possible solve the problem.

This would be the end of the minilesson with graphic organizers, but the next step in the writing process would be to have the students write a small paragraph about their final choice and why they chose this answer.

Standard:
Writing Processes
C. Apply knowledge of graphics or other organizers to clarify ideas of writing assessments.

First Grade: Journal Writing

By: Christy Sexton




Lesson Focus: Each student will keep a journal that he or she will write in on a regular basis. Various types of journal entries will be made.



Mentor Text: "Diary of a Worm" by Doreen Cronin is a text that is written in diary form, from the perspective of an earthworm. The earthworm narrator, is the family's youngest son. His diary portrays his daily life with his family and friends.

Purpose: I chose to use the text "Diary of a Worm," so that the students can see how the main character uses his journal to write about his daily life. This text should inspire the student's to want to write in their journals.

Author: Doreen Cronin is the New York Times bestselling author of Diary of a Worm, Diary of a Spider; as well as Click, Clack, Moo: Cows That Type, a Caldecott Honor Book; and Giggle, Giggle, Quack. She lives in Brooklyn, NY, with her husband and their daughters.

Ohio Academic Content Standards
Writing Applications Standard

Benchmarks
A. Compose writings that convey a clear message and include well-chosen details.

First Grade Indicators
4. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Lesson Plans:
1. During the first week of school, the teacher will introduce the idea of journal writing to the students. Each student will keep their own journal, that will be written in several times a week.
2. Before their first journal entry, the teacher will read "Diary of a Worm." As he or she is reading, the teacher will talk about the different topics that the worm discusses in his journal.
3. After the read aloud, the teacher will help the students brainstorm different ideas for journal topics. The students will record these ideas on the first page of his or her journal.
4. Each student will now have the opportunity to write in his or her journal. The students are free to choose their own topics.
5. The teacher will designate a time several times a week, for journal writing. As the students are writing in their journals, the teacher will model journal writing by writing his or her own journal entry.
6. The students will turn in their journals every couple of weeks for the teacher to assess. Some teachers may choose to respond to one of the entries.

Websites:
1. http://www.harpercollinschildrens.com/Kids/AuthorsAndIllustrators/ContributorDetail.aspx?CId=21225

2. http://www.doreencronin.com/doreen.html

4th Grade Narative Writing

A Net of Stars by, Jennifer Richard Jacobson

About the Book:

Etta is a young girl who in the past has been afraid to ride the Ferris Wheel at the fair, but this year she will do it. Etta tries to test her self at different heights before riding the Ferris Wheel, but she finds her self scared. Her older sister and Etta determination help her discover she can be brave enough to ride the Ferris Wheel.

Purpose:

When creating a narrative students need an example to follow. This story will give an example of how Etta is afraid to ride the Ferris Wheel at the fair. Students will model the tone and voice that the book uses to explain the story.

Minilesson:

Before reading the story to the class the teacher will use the big paper in front of the class to explain what is a narrative. Students will be able make suggestions to what they think is a narrative.

The teacher will read aloud A Net of Stars, by Jennifer Richard Jacobson to the class. While the teacher is reading the students will make notes on a piece of paper what things done in the story make it a narrative.

When finished reading the story students will share heir ideas about a narrative. After everyone has had a chance to make suggestions the teacher will explain what was right from the students responses and what should be added.

Students will be able to use the big paper when they start to develop their own narrative about something they have been afraid of. While writing students will keep in mind the the things that need to be included to make their story a narrative.

Standard:
Writing Applications:

A. Write narrative accounts that develop character, setting and plot.

3rd Grade: Letter Writing

Moon Sandwich Mom, By Jennifer Richard Jacobson

About the Book:
Rafferty wants to play with his mom, but Mrs. Fox is too busy painting. So Rafferty packs up his things and heads off in search of a new mother. Along the way he encounters some of his friends and their fun moms.
At first, Rafferty enjoys hanging out with these different moms. But soon he comes to realize that his mom is the most fun of all. (http://www.jenniferjacobson.com/moon-sandwich-mom/)

About the Author:

Jennifer Richard Jacobson is an writer of young literature, adult literature and professional literature. She is the author of the Andy Shane series for young readers. In her professional writings she has developed books with several different graphic organizers. The following address is to her personal website. http://www.jenniferjacobson.com/

Purpose:

This text will help generate an idea for students' letter writing. Jacobson takes the reader through a journey of finding a different mom. By the end of the book Rafferty comes to the conclusion that his mom is the best fit for him.

Minilesson:

The teacher will read Moon Sandwich Mom by, Jennifer Jacobson to the entire class aloud on the reading carpet. Before reading the teacher will ask students think of their moms while listening to the story.

After reading the story students will return to their seat to prewrite things about their moms. Students will be asked to write a letter to their moms explaing why they love them. There is no format during this time, just writing the body of the letter. After all of the students have had enough time to write the body of their letter the teacher will use the big paper in front of the classroom to show students the proper format for a letter.

The students will create one rough draft to hand into the teacher before they write their final letter to their moms.

Standard:
Writing Applications C. Write formal and informal letters that include important details and follow correct letter format.

First Grade: Creating a Story for Publishing

By: Christy Sexton



Lesson Focus: The first graders will work through the writing process to create a story for publishing.

Mentor Text: "Saturdays and Teacakes" by Lester Laminack. "Saturdays and Teacakes" is a memoir that describes one of Laminack's fondest childhood memories. In this story, a young boy recalls the Saturdays that he would go and visit his Mammaw. Laminack is very descriptive as he recalls the bike ride that he took through town to reach his grandmother's house, and all of the vivid details of his Mammaw's house once he arrives. The story then goes on to describe the Saturday chores that the boy and his grandmother would do together, ending with their speacial meal and their sweet treat of teacakes.

About the Author: Lester Laminack is a full-time writer and consultant working with schools throughout the United States. He is Professor Emeritus with department of Birth-Kindergarten, Elementary, and Middle School Education at Western Carolina Univeristy, in North Carolina. Laminack is the author of several professional books for teachers, and five children's books.

Purpose for Text Selection: Laminack wrote the story "Saturdays and Teacakes" about a childhood memory with his grandmother. This text serves as a model to show children that the memories and events that happen in their lives, can be made into a book just like this one. Laminack says, "Think of special moments in your life. You may have a souvenir from a vacation or trip or maybe you have a photo from camp or a family gathering. Look at one of those photos or hold one of those souvenirs and try to recall the special moments you and your family wanted to hold on to. A memoir is like a souvenir in a way. It is a memento—a reminder. A memoir helps you to hold on so you will remember and so that others may know that it mattered."

Ohio Academic Content Standards

Writing Process Standard

Benchmarks:

A. Generate ideas for written compositions.

D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

E. Edit to improve sentence fluency, grammar and usage.

G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.

Writing Processes Grade One Indicators:

1. Generate writing ideas through discussions with others.

2. Develop a main idea for writing.

3. Determine purpose and audience.

4. Use organizational strategies to plan writing.

14. Rewrite and illustrate writing samples for display and for sharing with others.

Lesson Plans:
1. Before reading the book "Saturdays and Teacakes," the teacher will tell the students that the author wrote the story about an important memory from his childhood. He or she will also tell the students that they are going to be writing their own story about an event, an object, or a person that is important to them, so they should begin thinking about it as they are listening to the story.
2. The teacher will read the book "Saturdays and Teacakes," emphasizing the rich details that Laminack uses to tell his story.
3. After listening to the story the students will get into groups of two or three and brainstorm ideas for thier stories.
4. Next the students will go back to their seats and begin organizing their thinking in a graphic organizer, and begin prewriting.
5. Over the next week, the students will begin writing their drafts.
6. Using the Six Traits of Personal Writing, the teacher will create minilessons and hold student-teacher conferences to help the students with their stories.
7. The students will work through the writing process, and eventually have their stories published.

Lester Laminack's Website:
For more information about Lester Laminack and his books, go to http://www.lesterlaminack.com/index.htm

Jessica: Second Grade: Letter Writing

By: Jessica Herrmann

Mentor Text Selection: Dear Mr. Blueberry by Simon James

Writing Skill: Students will examine this mentor text and use it as an example for writing their own friendly letters to their teacher. Students will learn that they can use mentor texts to develop their own writing pieces.

Connection to Six Traits: The book will provide examples that reflect the six traits of letter writing.

Mentor Text Summary:

Dear Mr. Blueberry is a book about a girl named Emily who decides to write her teacher, Mr. Blueberry, letters over summer vacation. She explains to her teacher that she has discovered a whale in her pond and needs information about whales. Mr. Blueberry writes back explaining that the creature cannot be a whale because whales live in salt water. This is a book that takes children on an adventure through letter writing and teaches them about whales in the process.

Purpose for Mentor Text Selection: This book is interesting, creative, and full of imagination. This book serves as a great example of letter writing as Emily and Mr. Blueberry write letters to one another. It will inspire students to write their own letters while also learning about whales. Students will see that the letters contain the various parts of a friendly letter such as: greeting, body, closing, etc.

Simon James

Lesson Plan:

***Please note it is important that students are exposed to the book first for enjoyment before being asked to study the text. The teacher must find an opportunity prior to or at the beginning of the lesson to read the book to students so that they can enjoy it. Then it can be used as a reread for students to examine how letter writing was used.

1. The lesson will begin with a discussion of letter writing. There will be a discussion of the parts of a friendly letter. Students will share their thinking and the teacher will use this discussion to assess the students’ understanding and background knowledge of letter writing. In addition, the teacher will guide students to adjust their thinking if necessary.

2. Next, the teacher will explain the idea of using an author’s work as an example for writing. Also, the teacher will explain to students that they will be examining Dear Mr. Blueberry to see examples of a writing piece that contains letter writing. The teacher will explain to the students that they will be writing letters to him/her (their teacher) after reading the story. Explaining this will help students know why they are studying this mentor text.

3. The teacher will read the story to the students. (As noted above, this should be a reread of the story). The teacher will stop every two pages and students will share what they are noticing about the letters in the book. The teacher will record the students’ ideas on chart paper. At the end of the story, there will be a discussion of the way the author wrote the letters in the book and what parts every friendly letter should include. The teacher might even teach the students a song to help them remember the parts of a friendly letter.

4. The assignment will be explained to students. Students will be asked to write a letter to their teacher asking a question about something they wanted to know more about. The letter must contain all parts of a friendly letter and must have at least four sentences. Also, the letter must reflect the ideas that the students brainstormed on the chart paper. The students will also be informed that they will be receiving a response from their teacher which will make the experience more authentic and fun for students. The teacher will walk around to monitor and provide assistance to students as they write their letters.

Possible Lesson Extensions:

-This can continue as a pen pal project between the students and their teacher.

-Students can research whales further and write a summary of their findings.

Second Grade Ohio Academic Content Standards, Benchmarks, and Indicators for Writing:

Writing Processes Standard

Benchmark:

B. Develop audience and purpose for self-selected and assigned writing tasks.

Indicator:

3. Develop a purpose and audience for writing.

Writing Applications Standard

Benchmark:

C. Write friendly letters and invitations complete with date, salutation, body closing and signature.

Indicator:

3. Write letters or invitations that include relevant information and follow letter format (e.g. date, proper salutation, body, closing, and signature).

Links to Additional Information:

Friendly Letter Song

Information about Dear Mr. Blueberry

Information about Simon James and a Podcast of an interview with him

Whale Information