Grade 4 Unit 1: We Are All Connected
UNIT OVERVIEW
Unit Essential Question: How do I become a strong reader and writer within a supportive and connected community?
We are all connected. The actions of one have an impact on others and the environment. Through this unit, students come
together and form a classroom community. Each person is respected for their uniqueness, yet no one stands alone. This launch
unit is designed to introduce students to the rituals and routines of reading and writing workshop and the rigor of the Common
Core State Standards. The three week unit allows for reteaching to mastery and time to establish routines in the classroom.
Within this unit, you will need to assess all students using Fountas and Pinnell Benchmark Assessments. The theme sets the
stage for a year of collaboration, cooperation, and mutual respect as the class builds community and begins their journey into
becoming stronger readers, writers, and thinkers. Integration of content is addressed through extended and short texts touching
upon the topic of water and the water cycle in science. In addition, content which will be taught during another part of the day
can easily be tied to this unit theme. Within this launch unit the focus is on setting up an environment that nurtures readers and
writers. The unit addresses Key Ideas and Details in both literary and informative/expository texts, but only the focus standards
below are assessed.
COMMON CORE STATE STANDARDS
ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
ELACC4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. .
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b. Follow agreed-upon rules for discussions and carry out assigned roles.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
ELACC4W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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COMMON CORE STATE STANDARDS INTRODUCED
ELACC4RL1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text
ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories, dramas,
poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC4SL1
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a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others.
ELACC4RI2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELACC4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELACC4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.
ELACC4W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
SUGGESTED STUDENT OBJECTIVES
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Set up a Reader’s and Writer’s Notebook and use independently.
Demonstrate responsibilities of Reading and Writing Workshops.
Choose just right books.
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Closely read a grade level text.
Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the
text.
Gain stamina in reading and writing.
Understand three purposes for writing.
Produce seed ideas for narrative, opinion, and informative/explanatory writing.
Follow agreed-upon rules for discussions; carry out assigned group roles.
Come to discussions prepared.
BALANCED ASSESSMENT
INFORMAL OBSERVATIONS/
DIALOGUE AND DISCUSSION
CONSTRUCTED
RESPONSES
PERFORMANCE
ASSESSMENTS
SELF-ASSESSMENTS
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Conference notes/next
steps/anecdotal notes
Class discussions
Status of the Class
Running records when necessary
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Sticky notes
Reader’s Notebook
Entries
Writer’s Notebook
Entries
One Topic=Many Topics
organizer
Reading History
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Behavioral Expectations
for Reading Workshop
Rubric
Behavioral Expectations
for Writing Workshop
Rubric
End of unit task
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Reflection, answering the
unit EQ
Behavioral Expectations
for Reading Workshop
Rubric
Behavioral Expectations
for Writing Workshop
Rubric
End of Unit Task:
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Your school’s After School program has decided to offer swimming lessons to grades 1 and 2 at the local pool. The director of
the After School program has asked you to help him by doing some research about the importance of learning to swim.
Choose option 1 (without graphic organizer) or option 2 (with graphic organizer),
depending upon how you taught Lesson 11, 12, 13.
1. As you read the text “Learn to Swim,” mark it by underlining the important ideas in the text and circling the details and
examples that support why it’s important to learn to swim. Write any inferences you have, using your background knowledge,
the text and photographs in the margin.
OR
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2. As you read the text “Learn to Swim,” use the graphic organizer to write what the text says with details and examples and
what you can infer using your background knowledge, the text and the photographs that support why it’s important to learn to
swim.
Text Says in My Words
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Details and Examples in the Author’s
Words
Inferences I Can Make
Students demonstrate appropriate reading and writing workshop behaviors and assess themselves with a reading and writing
workshop behavior rubric.
SUGGESTED WORKS
Please preview all the suggested texts before using them with your students. Teachers may feel some texts are more
suitable than others for their particular students. There are more texts listed than you will use. Additionally, many different
books that illustrate the theme We Are All Connected can be used with the lessons. Feel free to substitute books that are
available at your school by checking Destiny catalogue at your school.
LITERARY TEXTS
Stories
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All the Water in the World by George Ella Lyon (520L)
Little Cloud by Eric Carle (390L)
Small Cloud by Ariane (400L)
The Faithful Friend by Robert D. San Souci (850L)
Water Dance by Thomas Locker (310L)
A Raindrop’s Journey by Suzanne Slade (690L)
Weather Watch by Adam Ford
Amos and Boris by W. Steig (810L)
Water Music by Jane Yolen
Earth Verses and Water Rhymes by Lewis
Water by Frank Asch(140L)
The Table Where Rich People Sit by Byrd Baylor (720L)
I’m in Charge of Celebrations by Byrd Baylor (700L)
And Still the Turtle Watched by Sheila MacGill-Calahan (400L)
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The Fourth Question: A Chinese Tale retold by Roslind Wang
Did a Dinosaur Drink this Water? By Robert E. Wells
Immi’s Gift by Karin Littlewood (560L)
“My Writer’s Notebook” by Brad Bagert
INFORMATIONAL TEXTS
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“The Power of Donations” Time for Kids article
“The Gift of Swimming”
adapted from http://www.giftofswimming.org/index.html
“The Web of Life We Are All Connected”
adapted from http://EzineArticles.com/?expert=Elise_Fee
“A Walk Along the Water for Sudan” adapted from http://www.examiner.com/article/a-walk-along-the-water-for-sudan
“He Ain’t Heavy, He’s My Brother” adapted from
http://anewjourneyblog.blogspot.com/2011/09/he-aint-heavy-hes-my-brother.html
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One Well The Story of Water on Earth by Rochell Straus
The Water Cycle Story
from http://kids.earth.nasa.gov/droplet.html
The Water Cycle
text lifted from A Drop of Water
Amelia Writes Again by M. Moss
“Learn to Swim” from Water Wise by Myka-Lynne Sokoloff page 1 page 2 ( Pearson Adoption Guided Reading Library
Level P.
Extended Texts
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A Long Walk to Water by Linda Sue Clark (720L)
A Drop of Water written by Walter Wick (870L)
The View from Saturday by E.L. Konigsburg (870L)
Seedfolks by Paul Fleischman
Videos
 We Are All Connected http://www.youtube.com/watch?v=JsViKFU63i4
 We Are the World
http://www.youtube.com/watch?v=Glny4jSciVI
Music
 “Circle of Life” lyrics
http://www.lionking.org/lyrics/OMPS/CircleOfLife.html
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“We Are the World” lyrics
http://www.lyrics007.com/Michael%20Jackson%20Lyrics/We%20Are%20The%20World%20Lyrics.html
“He Ain’t Heavy, He’s My Brother
Images
 We are all Connected
http://www.google.com/imgres?q=we+are+all+connected&hl=en&biw=1280&bih=532&tbm=isch&tbnid=Pj6RczvvH56KP
M:&imgrefurl=http://wordlesstech.com/2012/08/07/we-are-all-connected/&docid=seynspjxN-4QM&imgurl=http://wordlesstech.com/wp-content/uploads/2012/08/We-are-all-connected640x960.jpg&w=640&h=960&ei=bWRxUdOqMIeG8QSmiYCoBg&zoom=1&iact=hc&vpx=647&vpy=139&dur=296&hovh=2
75&hovw=183&tx=115&ty=274&page=1&tbnh=156&tbnw=112&start=0&ndsp=19&ved=1t:429,r:9,s:0,i:112
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Media
Destiny WebPath Express (Web Site Articles)
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Log into CVL
Select “Elementary”
At the top of the page, click on “Destiny”
Click on the “Catalog” tab
On the left column, click on “Web Path Express”
CVL: If the following links do not work when you log on to CVL, go to Gale Science in Context and type in your topic (weather) in
the search bar.
SCIENCE
 Pebble Go – Weather: http://www.pebblego.com/content/science/pgo_player.php
 Searchasaurus: Weather: (Periodical Articles) http://web.ebscohost.com/sas/search?sid=9b5e00dd-4eae-4ac9-bddc06ec4cbad8c6%40sessionmgr4&vid=1&hid=26
 Gale Science in Context (Encyclopedia) Weather:
http://ic.galegroup.com/ic/scic/searchResults/actionWin?failOverType=&resetBreadCrumb=true&query=BS+weather&prod
Id=SCIC&windowstate=normal&contentModules=&display6
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query=BS+weather&mode=view&limiter=AC+y&totalSearchResultCount=30603&displayGroups=&userGroupName=&actio
n=e&catId=&activityType=BasicSearch&scanId=CSH
World Book Student (Encyclopedia): Weather
http://www.worldbookonline.com/student/search?st1=weather&searchprop=WBS
Video – UnitedStreaming (Each teacher has their own password. See your media specialist if you are unable to log in.)
http://www.gpb.org/education
HEALTH
NUTRITION
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Kids Infobits – Food and Nutrition http://galenet.galegroup.com/servlet/KidsInfoBits?subTopic=Food%2B%2526%2BNutrition&locID=cobb90289&topic=Heal
th&ste=3
World Book Kids – Nutrition: http://www.worldbookonline.com/kids/article?id=ar831647&st=nutrition
World Book Kids– Water: http://www.worldbookonline.com/kids/article?id=ar832162
PERSONAL HEALTH
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Searchasaurus – Personal Health: http://web.ebscohost.com/sas/results?sid=1b6deca2-4799-45dc-82c8b7f137aed397%40sessionmgr4&vid=2&hid=14&bquery=Personal+Health&bdata=JkF1dGhUeXBlPSZjbGkwPUxYMTAmY2x
2MD02NTAtODUwJmNsaTE9RlQmY2x2MT1ZJnR5cGU9MA%3d%3d
Kids.Gov
http://kids.usa.gov/health-and-safety/index.shtml
Video – UnitedStreaming (Each teacher has their own password. See your media specialist if you are unable to log in.)
http://www.gpb.org/education
SOCIAL STUDIES
ECONOMICS
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Video – UnitedStreaming (Each teacher has their own password. See your media specialist if you are unable to log in.)
http://www.gpb.org/education
Pebble Go….Social Studies…All About Money http://www.pebblego.com/content/socialstudies/pgo_player.php
Britannica School Edition – Economy Click on Social Studies…Economics…(view subcategories)…select topic
http://www.school.eb.com/elementary/subject?id=810&subject=Economics
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Britannica Elementary Activities
http://www.school.eb.com/elementary/browse/learning?subject=Economics&level=&category=Encyclopedia%20Activities
or Click on Learning Materials (right hand column)…Economics…Encyclopedia Activities
Maps and Economy – CVL CultureGrams (Search by Area, then by Continent/Country/State/Etc.)
http://online.culturegrams.com/secure/index.php
Kids.gov : Money http://kids.usa.gov/money/index.shtml
World Book Discover – Search Economics
Destiny Web Path Express – Type “Economics” In the search bar.
Searchasaurus – Search by topic Economics for periodical articles
Galileo (Link is in the lower left column of CVL, under More Resources) – (see media specialist for current password)
Select Galileo Kids (K-5)…Search Economics by using one of these two link choices (SIRS Discover with WebFind, Kids
Search)
World Book Inventions and Discoveries Click on
Economics http://www.worldbookonline.com/digitallibraries/inventions/volume?id=31
MAPS
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Pebble Go…Social Studies…Maps http://www.pebblego.com/content/socialstudies/pgo_player.php
Britannica School Edition – Maps http://www.school.eb.com/elementary/subject?id=39&subject=Geography
Kids.gov Maps http://kids.usa.gov/social-studies/maps/index.shtml
World Book Living Green - http://www.worldbookonline.com/digitallibraries/livinggreen/home Click on Forrest and
Wetlands…Oceans, Islands and Polar Regions
http://www.worldbookonline.com/wbdiscover/search?st1=economics&searchprop=ft&x=22&y=10
Text Set
A text set can be defined as a set of bundled literacy (from photographs to videos to print media) that can be used as touchstone
(repeated readings) for the unit of study.
The following literacy could be used as an example of a text set for this unit: (We simply pulled links from each of the bolded
headings and added some new ones.)
Photograph:
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We are all Connected
http://www.google.com/imgres?q=we+are+all+connected&hl=en&biw=1280&bih=532&tbm=isch&tbnid=Pj6RczvvH56KPM:&img
refurl=http://wordlesstech.com/2012/08/07/we-are-all-connected/&docid=seynspjxN-4QM&imgurl=http://wordlesstech.com/wp-content/uploads/2012/08/We-are-all-connected640x960.jpg&w=640&h=960&ei=bWRxUdOqMIeG8QSmiYCoBg&zoom=1&iact=hc&vpx=647&vpy=139&dur=296&hovh=275&ho
vw=183&tx=115&ty=274&page=1&tbnh=156&tbnw=112&start=0&ndsp=19&ved=1t:429,r:9,s:0,i:112
Statistical Graph:
Percentage of volunteers by age
http://www.google.com/imgres?q=Statistical+graph+of+state+volunteers+helping+others&hl=en&biw=1280&bih=532&tbm=is
ch&tbnid=hNJj8AEiNJvTmM:&imgrefurl=http://www.bls.gov/tus/charts/volunteer.htm&docid=0LnU4NZf95MklM&imgurl=http://w
ww.bls.gov/tus/charts/chart18.gif&w=600&h=450&ei=I2txUdb9JJLE9gSdx4GQDw&zoom=1&iact=hc&vpx=2&vpy=125&dur=280
&hovh=194&hovw=259&tx=107&ty=97&page=1&tbnh=139&tbnw=186&start=0&ndsp=17&ved=1t:429,r:0,s:0,i:82
Volunteers by Activity
http://www.google.com/imgres?q=Statistical+graph+of+state+volunteers+helping+others&hl=en&biw=1280&bih=532&tbm=is
ch&tbnid=uRs50B8xKfC3CM:&imgrefurl=http://www.bls.gov/opub/ted/2010/ted_20100205.htm&docid=aUEKI2zMtTW7mM&img
url=http://www.bls.gov/opub/ted/images/2010/ted_20100205a.png&w=580&h=360&ei=I2txUdb9JJLE9gSdx4GQDw&zoom=1&i
act=hc&vpx=2&vpy=238&dur=7488&hovh=177&hovw=285&tx=156&ty=138&page=1&tbnh=148&tbnw=229&start=0&ndsp=17
&ved=1t:429,r:6,s:0,i:100
Quotes (for Close Reading)
http://www.google.com/imgres?q=we+are+all+connected&hl=en&biw=1280&bih=532&tbm=isch&tbnid=Y08ArsL63K98tM:&img
refurl=http://www.myspace.com/lexilounge&docid=Cx6FdFlWYUHBM&imgurl=http://i608.photobucket.com/albums/tt162/iveenia/allAreOneTree5.png&w=400&h=312&ei=s21xUYXFOob
Y9QSdooHAAg&zoom=1&iact=hc&vpx=904&vpy=198&dur=110&hovh=198&hovw=254&tx=115&ty=91&page=2&tbnh=147&tbn
w=193&start=19&ndsp=27&ved=1t:429,r:24,s:0,i:159
“We are all connected; To each other, biologically. To the earth, chemically. To the rest of the universe atomically.” Neil
deGrasse Tyson
Happiness and moral duty are inseparably connected. George Washington
Music
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“We Are the World” lyrics
http://www.lyrics007.com/Michael%20Jackson%20Lyrics/We%20Are%20The%20World%20Lyrics.html
http://www.youtube.com/watch?v=OoDY8ce_3zk (song)
Pairs of stories (increased level of rigor as the list progresses)
Immi’s Gift by Karin Littlewood (560L) paired with http://www.cnn.com/2013/03/11/us/hawaii-japan-tsunami-debris
The Table Where Rich People Sit by Byrd Baylor (720L) paired with
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SUGGESTED INSTRUCTIONAL SEQUENCE
Lesson 1 Reading:
Part 1 Introduction
to Reading Workshop
Lesson 2 Reading:
Part 1 Reading is
Thinking
Part 2 My Reading
History
Part 2 Deepen our
Understanding of What
We Read by Talking
Lesson 2 Writing:
Introduction to Writing
Workshop
Lesson 1 Writing:
Sparking an Interest
in Writing
Lesson 6 Reading:
Part 1 Sharing Our
Reading History
Part 2 Our Reading
Goals
Lesson 6 Writing
Writer’s Build
Stamina
Lesson 3 Reading:
Part 1 and 2
Our Responsibilities in
Reading Workshop,
Developing a Rubric
Lesson 4 Reading
Part 1 Reading
Stronger and Longer
Lesson 5 Reading:
Part 1 Introduction to
Our Classroom Library
Part 2 Reading
Notebooks
Part 2 Choosing Just
Right Books
Lesson 3 Writing:
Writers Keep a Writer’s
Notebook
Lesson 4 Writing:
Generating More
Writing
Lesson 5 Writing:
Qualities of Good
Writing
Lesson 7 Reading:
Keeping Track of Our
Reading-Reading Logs
and Status of the Class
Lesson 8 Reading:
Checking for Understanding
Lesson 9 Reading:
Back Up and Reread
Lesson 10 Reading:
Close Reading of a
Quote
Lesson 7 Writing
Writers Honor Their
Writing
Lesson 8 Writing
Writers Get Help When
They Need It
Lesson 9 Writing
Writers Follow
Procedures and
Routines
Lesson 10 Writing
Writers Write for
Different Purposes
Lesson 13 Reading:
What the Text Says:
Informational/Expository
Text
Lesson 13 Writing
Writing
Informative/Expository
Pieces
Lesson 14 Reading:
Formative Assessment
of Standard ELACC4RI1
Lesson 15 Reading:
Readers Take Note of
Their Effort
Lesson 14 Writing
Writers Take Note of
Their Effort
Lesson 15 Writing
Writers Choose a Seed
Idea to Nurture.
Lesson 11 Reading: Lesson 12 Reading:
What the Text Says:
What the Text Says:
Literary Text
Opinion
Lesson 11 Writing
Writing Narratives
Lesson 12 Writing
Writing Opinion Pieces
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ADDITIONAL COMPONENTS
The following reading and writing lessons do not address the Common Core Language Standards. Words Their Way support
instruction of these standards. In addition, South Carolina has added cursive handwriting instruction to the fourth grade
standards. Teachers are encouraged to embed language lessons into their reading and writing workshop when possible, making
the connection to real world reading and writing for students.
During several of the following reading minilessons the extended text you have chosen may be used in place of the text
suggested. Additional read aloud time outside of the minilesson will be needed to address the extended text.
UNIT LESSONS
Reading Lesson 1 Part 1 Introduce Reader’s Workshop
Standards: ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories, dramas,
poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Chart paper marker
 Baskets of books for each table or group of desks selected by teacher based upon last year’s assessments.
 Choose a video to show. We Are All Connected http://www.youtube.com/watch?v=JsViKFU63i4
We Are the World
http://www.youtube.com/watch?v=Glny4jSciVI
 If you are unfamiliar with the workshop approach to teaching this is a quick overview
http://www.youtube.com/watch?v=y-PNCEDxT88&feature=related
Opening:
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While students are at their tables or desks introduce the unit theme and the unit EQ by showing the video.
Discuss how we are more alike than different and we share many of the same needs. Tell students that this year we will
grow as readers by sharing many books, stories, and informational texts. In order to do that and meet everyone’s needs
ask students to think for a moment about what they and their classmates might need this year to do that effectively. Allow
students time to think before sharing.
Chart what students say. Suggested chart:
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Our Needs for Reading Time
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Sit where we can see and not be bothered
Quiet to hear
Good listening behavior
Eyes on speaker
Speaker needs to talk so everyone can hear
Follow procedures for coming to the carpet
Tell students that one of your needs is to have students close to you when talking about reading and providing a minilesson.
Therefore, they will come to the carpet several times a day. Discuss procedures for coming to the carpet. Tell students
that often you will want them to bring a notebook or pencil and paper. You will post this in a particular place on the board.
It is their responsibility to check each day before reading and come prepared.
Establish a prompt, ring a bell or buzzer, play a particular piece of music, for students to come to the carpet. A great idea
for prompting students to come to the carpet and to build vocabulary is to say the Word of the Day as a cue. This word can
be taken from a read aloud at the beginning of the year by you and eventually the responsibility for words can be passed to
the students drawing from their own independent reading. See Lesson 2 in Writing.
Call students to the carpet reminding them of the chart created. Tell students about the structure of Reading Workshop.
You may want to make a chart. See below:
Mini-Lesson for the whole class at the gathering spot – 5-20 minutes
Work Time – 40-45 minutes
Closing/Sharing Time – 5 -10 minutes
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Discuss and add any other behaviors and needs during each segment.
Show the video one more time. Ask students to view the video closely and think about the details and examples included
and what you can infer from this video.
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Lead students in a discussion connecting it to our world of the classroom and what this video says to us.
Tell students that they will be dismissed a few at a time. On their tables/desks are baskets of books that they will choose
from and read silently for the next 10 minutes.
 Dismiss students in an orderly fashion.
Work Time
 Students read for 10 minutes while you watch, make notes on individual students, and perhaps confer with a student or
two.
Reading Lesson 1 Part 2 My Reading History
Standards: ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories, dramas,
poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Chart paper with the beginning of a timeline of your reading history which will serve as a model for students.
 Baskets of books for each table or group of desks
 Your reading history timeline as a model for students. See sample reading history.
 Example of a timeline http://www.dipity.com/gailchuckles/My-Reading-History/#timeline
 A favorite picture book to read aloud that is connected to your timeline.
Opening
 Call students back to the floor, referring to the chart previously made in Lesson 1 Part 1.
 Read aloud a favorite picture book of yours perhaps one from your childhood or early in your teaching career.
 Share with students the pleasant memory attached to the book. Demonstrate your recollection of times when reading was
really really good and when it was not so good. Model by writing and illustrating a timeline showing several examples on
chart paper. Acknowledge that all of us are alike, are connected, in that we all have reading lives that include pleasant and
not so pleasant memories of reading. In order to understand ourselves as readers and grow we need to think about our
history.
 Ask students to think for a moment about a pleasant time or not so pleasant time they had reading. Tell students to hang
on to that memory. Tell students that they will be researchers this week for homework. They will talk to their parents,
grandparents, brothers and sisters, etc. to learn more about their reading lives. They will question their family about a
favorite book they had as a toddler, a time when they spent time looking at a magazine with their dad etc. They will also
think of times in school or at home when reading was the best it could be and the worst it could be. Tell students to write
and illustrate a timeline and be ready to share on Lesson 6.
 Dismiss students to read for another 10 minutes asking them to think about this time, right now, as part of their reading
history, hopefully a positive experience.
Work Time
 Students read for 10 minutes while you watch, make notes on individual students, and perhaps confer with a student or
two.
14
Closing
 Remind students of their assignment due for Lesson 6. Have several students share one idea they have about their
history.
Homework
 Students spend time researching their reading history interviewing parents, brothers and sisters, guardians, former
teachers, etc. about books and experiences with books to construct a timeline.
Writing Lesson 1: Sparking an Interest in Writing
Standards: ELACC4SL1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
Materials
 Read aloud mentor text
Teacher’s writers notebook
Opening
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Using a predetermined signal, gather students back together at the carpet.
Discuss with the students - a new procedure - partner sharing. Explain to the children that one thing they will be asked to
do this school year is to pose and respond to specific questions to clarify or follow up on information, and make comments
that contribute to the discussion and link to the remarks of others. ELACC4SL1c. Write this standard where students can
see.
Explain/discuss the meaning of this standard and practice it with this lesson. You may begin a chart with behaviors which
address this standard. This is a chart that you will build throughout the year. See Lesson 2 Part 2 Reading for sample
chart.
Read aloud one of the suggested mentor texts to the children (or a similar book that can spark a particular story for you, as
the teacher). You may bring back the text you used for reading.
Share the story that the text makes you think about in your own life.
Students will be encouraged to share their stories, after hearing yours, in a think, pair, share. See Good Habits Great
Readers pages 22-23 for Think, Pair, Share procedures
After sharing with a partner, encourage the children to sit in a circle as children share their memories and jot down the
notes in your notebook. As students share refer to standard ELACC4SL1c to support them.
If the stories continue for more than one day, embrace it. With each day, as you get to know the children and build your
community, continue taking notes - notes about each student -- notes about entries you want to write as you connect to
what students share – whatever the seed ideas may be (the heat of the day, for example). And with each new day, start
with a different read aloud – a picture book that can spark a particular story for you.
Sooner or later, someone will ask, "What are you writing in that notebook?" That's your cue to begin to share some of your
notes and talk about your plans for writing based on these notes.
If you are already a “notebook keeper,” share them. If this is your first experience with keeping a notebook, share that too. Let
15
them know you are attempting something new to become a better writer.

Share the idea of each student having their own writer’s notebook.
Reading Lesson 2 Part 1 Reading is Thinking
Standards: : ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Read aloud from suggested list or use extended text
 Sticky notes for each student
 Baskets of books for each table or group of desks
 Students need to bring a pencil and clipboard for the lesson
Opening
 Call students to the carpet with the word of the day taken from the read aloud from Lesson 1 or a predetermined signal.
Remind them of the chart constructed during Lesson 1.
 Touch base with students on how their reading history research and timeline is coming and remind them that they need to
be prepared during Lesson 6 to share. You may quickly share a moment in your reading history that you will place on
your reading timeline.
 Tell students that no matter what our reading history this year we will add to it by making some positive choices and
thinking about what we read.
 Tell students that in order to get better at reading one of the things we have to do is to think carefully about what we are
reading, pay attention to the words and what they mean. Tell students that there are people who actually think that
reading is just calling out or figuring out words. We know that books and text carry meaning and it is our job to think and
not just race past each word. Today I want to remind you that when we read we need to pay attention, making sure we
are reading so that the words matter and to talk back to those words in some way.
 Read aloud a short text from the suggested list or from the extended text you have chosen. Demonstrate thinking and
talking back to a text. As you read stop and think aloud (talk back to the text). “I think...” or “I’m wondering...” “I can’t
believe that...” “Oh, my goodness...” Record your thinking on a sticky note. After modeling read a little more of the text
and ask student to participate with their thinking and talking back. See Good Habits Great Readers procedures for using
sticky notes pages 24-25.
 Read the last section of the text you have selected. Ask students to write on a sticky note their thinking “talking back”
16
Have students briefly share reminding them of ELACC4SL1c that was discussed in lesson 1 writing.
Work Time
 Once again provide baskets of books on tables. Place sticky notes in each basket. Students read for 10 minutes with sticky
notes flagging a part of the text that make them think or strikes them as interesting. The teacher watches, makes notes
on individual students, and perhaps confers with a student or two.
Closing
 Students return to the carpet. Allow a few students to share reminding them of ELACC4SL1c that was discussed in lesson 1
writing
Reading Lesson 2 Part 2 Deepen Our Understanding by Talking About Our Reading
Standards: ELACC4SL1 Engages effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Materials
 chart paper and markers
Opening
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
Review Part 1 of Lesson 2.
Tell students that one way to deepen our thinking and our understanding of a text is to talk to someone, a partner, about
what we’ve read.
Just as we have needs about coming to the carpet and knowing the guidelines for minilessons we also need to know how we
can be an effective partner and help each other deepen our thinking about our reading.
Remind students of the discussion from lesson 1 of writing and ELACC4SL1c. If you started a chart of Speaking/Listening
Behaviors you will add to it. If you didn’t this is the time to start.
Display the standard ELACC4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Underline the verbs; engage, building, expressing and discuss the meaning of each, using synonyms to explain
Circle the nouns: range, discussions, partners, topics, texts, ideas and discuss the meaning of each, using synonyms to
explain.
On chart paper make a list of guidelines that might include the following:




Guidelines for Speaking and Listening
Speaking
Listening
In partners sit knee to knee, eye to  In partners sit knee to knee, eye
eye
to eye
One person talks at a time
 Listeners look at the speaker
Take turns
 Listen to understand what the
Express ideas clearly
speaker is saying
17




Build or link to other’s ideas
Stick with the topic when talking
Respond to specific questions
Make comments that contribute to
the discussion

When the speaker is finished pose
specific questions related to the
topic
Note: this chart will be visited and revisited throughout the year. Most points on this chart will have to be retaught and
clarified. This is just an introduction.
 You may want to establish temporary reading friends until you have determined students’ reading levels and can assign
partnerships. Once you’ve assessed readers, look at students who are reading books at similar levels of difficulty in order
to establish long-term partnerships. Two children who are reading books that are similar levels and are already friends or
who are likely to become friends will have the opportunity to know the joy of sharing books with a friend.
Work Time
 Once again provide baskets of books on tables. Students read for 10 minutes with sticky notes flagging a part of the text
that makes them think or strikes them as interesting. The teacher watches, makes notes on individual students, and
perhaps confers with a student or two.
Closing
 Students return to the carpet, are reminded of the chart, and with their assigned reading friend share their sticky notes
and their thinking.
Homework
 Students spend time researching their reading history interviewing parents, brothers and sisters, guardians, former
teachers, etc. about books and experiences with books to construct a timeline.
Writing Lesson 2: Introduction to Writing Workshop
Before the Lesson: The following clip housed on youtube and is meant as instruction for teachers unfamiliar with the writing
workshop - http://www.youtube.com/watch?v=y-PNCEDxT88&feature=related
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials
 Teacher's notebook with entries to share
 Anchor chart of the Structure of WW
 Chart paper and markers
 Memories of people who matter most to you, for use in demonstrating lesson
 Notebook paper and pencil for each child
18
Opening
 Invite students to join you at a designated gathering spot in the room.
 Build your children’s identities as writers by showing your excitement over the stories they’ve told.
 Build your children’s enthusiasm for writing by stating their stories should be saved and in order to do that you’re going to
teach them how to write like professional writers.
 Explain writing workshop (Workshops begin with artist’s – writers, painters, etc – gathering to learn a new strategy. The
teacher will teach a new strategy, a technique that will be important for their writing work and then she models it. After
about ten minutes together, everyone goes to work on his or her own project, and then the teacher becomes the coach.
 Discuss the following & create anchor chart
 Explain to students the structure and each component of the 40-minute Writer’s Workshop (you may want to write the
following information on a chart before you begin.)
Mini-Lesson for the whole class at the gathering spot – 5-15 minutes
Writing/Conferring Time – 20 -30 minutes
(Students work on planning, drafting, revising, rereading, editing, publishing or conferencing with the
teacher or peers)
Closing/Sharing Time – 5 -10 minutes



Name the teaching point: to teach the students a strategy of generating writing
Explain that because writers aren’t given topics in which to write about, they need to decide what to write about
themselves. One way to do that is to think of a person that matters to you.
Begin a chart and note this idea as your first strategy for generating topics.
Strategies for Generating Writing
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
Think of a person who matters to you, then list clear moments you remember with him or her. Choose a time to sketch
and then write the accompanying story.
Teach the contexts in which a writer might need and use the strategy you are about to teach (If you pick up your pen and
think, I know what I’m going to write about it, then go for it. If, however, you open your writer’s notebook and think,
“Hmm…What am I going to write about?” You can think, “What strategies do I know for generating writing?” and then use
this to help you generate an idea to get started.
19
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
Demonstrate the step by step process of using this strategy. In this case, think of a person, list focused memories related to
the person, choose one of these stories, then sketch, and story tell it.
Tuck bits of advice into your demonstration. In this case, tuck in pointers about envisioning your story and sketching
quickly.
Debrief. Help children recall the situation in which writers would use this strategy and the sequence of actions the strategy
requires.
Set the children up to try the strategy. First, help them imagine themselves in the situation that calls for the strategy. Then,
lead them through the steps you’ve demonstrated.
Debrief. Share the good work one child has done in a way that provides yet another model.
Work Time:
 State the teaching point. Remind children that whenever they want help thinking of a story, they now have a strategy they
can use.
 As with each day, use a predetermined signal to send the children to work at their seat. It is highly suggested that the
teachers incorporate the use of “word of the day” as the transitional cue (see procedures below).
 Send the children off to write, reminding them of your expectations for their independent work.
 Option: This piece could be the baseline for narrative writing this school year. If so, ask children to begin writing on loose
leaf paper that will be dated and collected.
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Word of the Day - used as a strategy to increase vocabulary, while simultaneously implementing an everyday dismissal
from the carpet procedure carpet
Procedure
When students begin independent reading, they are encouraged to write down a word in which they are having difficulty
understanding.

During the independent reading session, a student jots down the exact sentence from the text and underlines the
vocabulary word they don’t understand, but can decode. No names need to be written on the sticky, nor does the
child need to read the name of the book.
[The sentence is written because at times, there could be more than one meaning for a word; the word can be defined
from the sentence; and/or, the word has a prefix or suffix that help students better understand defining words when they
do or do not understand the base word. These are skills that can be reviewed quickly each morning.]


The teacher pulls the word out of the basket, reads the sticky note aloud, writes the transitional word for the day on
the white board, and defines it.
At some point during the day, the teacher writes the word and its definition on sentence strip, and posts it to the wall
for student use in writing and speaking.
Prior to students contributing the word of the day, words are taken by the teacher from read alouds, but eventually the
responsibility is passed to the students.
Closing:
 Using a predetermined signal, gather students back together at the carpet.
 Establish the seating arrangements and systems that underlie partnership conversations.
 Revisit the chart Guidelines for Speaking and Listening chart-see Lesson 2 Part 2 Reading and talk about the qualities of
effective writing partners. Have students plan with their partner how they can assume this role for each other.
 Bring closure to today’s workshop. Recall and share one thing that was learned.
21
Reading Lesson 3: Part 1 Our Responsibilities in Reading Workshop, Developing a Rubric
Standards: : ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Chart paper or document camera
 Baskets of books for each table or group of desks
 Behavior Expectations Rubric (please modify for what is appropriate for your class and what has been discussed so far.
This is a fluid document which will grow as you add new components.)
Opening
 Tell students that for the past two days they have been doing a great job coming to the carpet, listening to a lesson, going
back to their seats, reading, and then sharing. This routine is called reading workshop and what I think you’ve noticed is
that there are certain responsibilities that I have and certain responsibilities that you the students have that keep us
connected and make our classroom work.
 One of the ways that we can keep this routine going and to help us know what meets standards is to develop a rubric.
 On chart paper with a heading of Behavioral Expectations for Reader’s Workshop show a blank rubric with three columns
labeled Meets Standards/ Approaching the Standards/Needs Instruction. See sample below. Add or adjust criteria for your
particular needs.
Behavioral Expectations for Reader’s Workshop
Meets the Standards
Mini-lesson
*Transition to community quickly
and quietly everyday
*Choose to sit by someone who
won’t distract you and you won’t
distract everyday
*Sit on your bottom and actively
listen to ML
*Do not ask to visit the bathroom,
sharpen pencils, fill up water
bottle, etc.
*Understand your WT task prior to
leaving community
Approaching the Standard
Mini-lesson
*May struggle transitioning
to community
*May need reminders to
choose your spot wisely
*May need reminders to sit
up and sit on your bottom.
*May also need to be
reminded to actively listen
during the ML.
*May ask to visit the
bathroom, etc.
*Not ‘clear’ on your WT task
but you do ask questions.
22
Needs Instruction
Mini-lesson
*Struggles often transitioning to
community
*Often need reminders to change
your spot
*Often need reminders to sit up and
sit down. You seldom actively
listen.
*Interrupt often by asking to visit
the restroom, etc.
*Do not fully understand WT task
and seldom ask for clarification
Work Time:
*Transition to Ind. Reading spot is
quick and quiet
*Follow the Ind. Reading rubric
everyday
*Guided reading you are prepared
*Book box is organized and free of
‘extra’ materials
Closing:
*Pack up book box neatly
*Transition to community quickly
and quietly
*Actively listen to speaker
everyday
*Offer comments or ask questions
that lead to commentary
Work Time:
*Transition quickly and
quietly some of the time.
*Need to reread the Ind.
Reading rubric.
*Need reminders about your
guided reading materials.
Work Time:
*Visit during transition or may ‘zone
out’.
*Seldom follow Ind. Reading rubric.
*Often struggle preparing your
guided reading materials.
Closing:
*Need to be reminded to pack
up book box.
*May need reminders to
transitions quickly and
quietly.
*May need reminders to
actively listen.
*Offer comments but not
standards-based.
Closing:
*Book box is disorganized.
*Often need reminders when
transitioning quickly and quietly.
*Seldom actively listen.
*Seldom offer comments at all.

Begin with the minilesson and discuss with students behaviors that Meet the Standard and Needs Instruction. Leave
Approaching Standards for the second half of the hour. Write in three or four points that address the important behaviors
they have discussed in previous lessons.
 Continue with Work Time filling in the Meets Standard and Needs Instruction column. This is a working document. You may
want to leave space for items that will come later such as small group strategy instruction/guided reading behaviors. Do
the same with the Closing criteria.
 Tell students that they will, once again read independently for 10 minutes. Note: if students have done well sustaining their
reading the past two days you may want to extend the time to 15 minutes. After independent reading students will rate
themselves on the rubric by discussing their behavior with their reading friend.
Work Time
 Students return to their tables or desks and from the baskets choose a book to read independently. Students read for 10
minutes with sticky notes flagging a part of the text that make them think or strikes them as interesting. The teacher
watches, makes notes on individual students, and perhaps confers with a student or two.
Closing
 Gather students and allow them to rate their behavior, looking at the rubric they have created so far. A discussion with
their reading friend may preceded whole group discussion.
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Reading Lesson 3: Part2 Our Responsibilities in Reading Workshop continued
Standards: : ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Chart paper or document camera
 Baskets of books for each table or group of desks
 Behavior Expectations Rubric, see above lesson for link
Opening
 Looking at the rubric created so far tell students that we still have a job to do to finish the rubric.
 With student support complete the rubric for Approaching Standards. Again this is a fluid document and you may leave
spaces for such things as guided reading/small group strategy instruction, components which will come later in the first
nine weeks or for behaviors that need to be addressed that may interfere with reading.
Work Time
 Students return to their tables or desks and from the baskets choose a book to read independently. Students practice the
behaviors that have been discussed in the rubric.
Closing
 Gather students and allow them to rate their behavior, looking at the rubric they have created so far. Remind students of
our unit We Are All Connected and the behaviors that each of us choose to practice influences not just the individual, but
the whole community.
Homework
 Students spend time researching their reading history interviewing parents, brothers and sisters, guardians, former
teachers etc. about books and experiences with books to construct a timeline.
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Writing Lesson 3: Writers Keep a Writer’s Notebook
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Note: There is no wrong way to organize notebooks.
Decide which type of notebook you want your students to have for their Writer’s Notebook (composition book, spiral notebook, 3ring binder, two-pocket folder, etc.).

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It could be divided into three sections with a tab divider for each section. (Works in Progress, Conference Notes, & Writer’s
Tools)
It could be a 3-ring binder, hole punch a two-pocket folder, and include it in the binder. (As depicted in the website
http://teacherweb.com/SC/bells/madden/apt4.aspx
Amiee Buckner in Notebook Know-How suggests her students begin their daily entries in the front of their notebook working
page by page to the back; while at the same time they are asked to write the minilessons and strategies taught during
writer’s workshop starting in the back of the notebook and working their way to the front.
Whatever the notebook set up you would like in your students’ Writer’s Notebook, model yours the same.
Have notebooks ready to pass out to each student. (These could be notebooks you asked your students’ parent to purchase or
one’s the school has provided.)
If you’re notebook set – up doesn’t call for thorough discussion and tabbing, consider moving on to the next lesson on this day
too.
Materials
 Student notebooks
 Overheads of teacher samples from notebook
 Artifacts (see below on charted ideas)
 Anchor chart of Ralph Fletcher’s A Writer’s Notebook, Unlocking the Writer Within You writing topics: “You Can Write about”
(see below)
 Handout for each student’s notebook of “You can Write About”
 Amelia Writes Again by M. Moss
Opening


Display and explain the notebook set up you have chosen for your class (see Teacher Notes).
Share Amelia Writes Again by M. Moss
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

Ask the children to share their thoughts on what does and does not belong in their writing notebook.
Share:
o Since we'll be writing in our notebooks every day, look at ways to get ideas for entries.
o Keeping a writer’s notebook allows greater flexibility with the types of writing that can be done.
o Explain to the children this not a diary, and although it’s okay if that happens sometimes, it’s meant as a place to
experiment with lots of different genres of writing, such as memoir, personal narrative, fiction, and poetry.
o It’s important for writers to try to write in a variety of genres… it’s what makes your writing muscles stronger. The
notebook is a safe place to do this. (Example: It’s within the safety of the pages of the notebook they can try writing
in poetic verse without anyone judging how good or bad it is.)
o It should be a place where you try out new techniques and strategies, a place where you react to the world around
you, and also a spot for you to grow thinking about your life.
o Students could add artifacts like feathers, baseball cards, lists of favorite words, dialogue other people say, pictures,
magazine articles, newspaper articles, comic strips, etc, can also be added to the writer’s notebook.
o Bottom line: Writers use their notebook to breathe in the world around them.
Work Time


Send students to their desk (using the Word of the Day, possibly) to work in their notebooks.
Organize the notebook with your specifications.
Closing

Using a predetermined signal, gather students back together at the carpet. Have students share with their writing partner
what they worked on today.
Homework: Tell each student since the book is theirs they may decorate it in some way because it is their special
book. Students may use stickers, magazine pictures, photographs, fabric, etc. In addition to the newly decorated notebook,
students are asked to bring in artifacts that are important to them.
26
Reading Lesson 4 Part 1 Reading Stronger, Longer
http://teachertube.com/viewVideo.php?video_id=202991&title=Let_s_Write_w__Dr__Z____Stamina
is great for background
knowledge for you and your students.
Standards: : ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Chart paper, marker
 Baskets of books for each table or group of desks
Opening:
 Review the big ideas from recent reading workshops lessons
 Tell students that today you want to teach them a few tips that will help them to read stronger and longer.
 On chart paper write the following and discuss:
Tips for Reading Stronger and Longer




Follow words with eyes, not finger, bookmark or
voice
Guard against constant, tiny look-backs. Read on,
read on.
Read with feeling so you hear a read-aloud voice, or
feel the tone in your head.
Read some parts of the book/text faster, especially
when it’s clear what’s going on.

You may also add Thinking and Talking Back to the Text from Lesson 2

Ask students to think of one of the tips that speaks to their needs and choose one of the tips to practice during this
independent reading time and to flag where in the book they practiced.
27
Work Time:
 Students read for 10-15 minutes in self-selected books while you make notes on individual students, confer with a student
or two.
Closing: Students share with their reading friend what tip they practiced and where in their book they practiced it by referring to
the place in the book they flagged.
Reading Lesson 4 Part 2 Reading Notebooks
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials:
 A notebook for each student which can be a composition book with tabs or a three ring binder with tabs
 Baskets of books for each table or group of desks
Opening
 In building a community of readers, most readers use a notebook to keep and record a list of books they have read,
possibly a list of books they want to read, and responses to what they have read. Today we will set up our Reader’s
Notebooks
 Display a sample of a notebook as a model. Display the tabs with labels. Explain and show what will go behind each tab.
Possible sections might be: Response to Reading, Reading Goals and Rubrics, Mini-lessons, Guided Reading/Partner
Reading/Book Clubs, Notes from Read Alouds. See Good Habits Great Readers pages 28-29 for ideas on organizing a
reader’s notebook. Give each student their notebook and materials for set-up. You may include a copy of the Behavioral
Expectations for Reading Workshop Rubric and other handouts to put behind each tab such as the reading log and reading
goals or wait until you introduce each to hand them out
 Readers, it is your responsibility to keep up with this notebook. It is a valuable tool that you will use all year long. I will
often ask to see the notebook when I conference with you. It is a record of your growth as a reader and will be part of your
reading grade.
 Remind students of the reading tips posted in Lesson 4 Part 1 minilesson and ask students to concentrate and practice one
of the tips and to flag the place in the book where they practiced.
Work Time

Students read for 10-15 minutes in self-selected books while you make notes on individual students, confer with a student
or two.
Closing
28

Students share with their reading friend what tip they practiced and where in their book they practiced it by referring to the
place in the book they flagged.
Homework
 Students spend time researching their reading history interviewing parents, brothers and sisters, guardians, and former
teachers etc. about books and experiences with books to construct a timeline
Writing Lesson 4: Generating More Writing
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials
 Instructions on whiteboard telling children to bring their writer’s notebook (pens tucked inside) and sit with their partner
 Anchor chart from yesterday (Strategies for Generating Writing) with today’s strategy listed (see below)
 Chart paper and markers
 Storage baskets or boxes for children’s notebooks on each table or whenever you planned to store them.
 Suggested Mentor Text:
o Shortcut by Donald Crew
o Bigmama’s
o Or other texts children know well
Opening
 Establish the systems you will use every day to convene the writing workshop (notes on board, partner sitting, etc.)
 Build your children’s identities as writers by celebrating that they live like writers, paying attention to the stories around
them.
 Explain Donald Murray’s quote “Writers see more, hear more, think more because we are writing.” Use specific student
example that exemplifies idea - from looking at their notebooks – or hearing it in yesterday’s share time.
o The following is an example of what you’re looking for: It’s 8:30 and Dad’s not home. I walk upstairs, me and my
book. I lay in bed listening but Dad doesn’t come home. “Turn off the lights,” Mom calls. I switch the switch. I drift
away. The garage door opens. Dad opens the door, walks upstairs to kiss me good night.
 Remind children that writers draw on a repertoire of strategies for generating writing.
 Teach the children today that writer’s do not have just one strategy (more than likely not everyone wrote yesterday). Name
this teaching point.
 Set up a situation in which a writer may need a different strategy than the one used yesterday. (Think of a person who
matters to you, then list clear moments you remember with him or her. Choose a time to sketch and then write the
accompanying story
 Give an example of the writer using this strategy – using a specific book (Donald Crews’ Shortcut, for example)

Set the children up to use this strategy.
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



Scaffold children through the first step by brainstorming together a place they care about and think of the moment related
to that place (the playground for example).
If possible, use a story one of the children share with you regarding something positive that has happened this week and
write quick bullets about the incident.
Debrief. Remind children that when they are stuck for a writing idea, they can use the strategy of thinking of a place and
listing the selecting moments in that place.
Display the “Strategies for Generating Writing” anchor chart with today’s new strategy added.
Strategies for Generating Writing


Think of a person who matters to you, then list clear moments you remember with him or her. Choose a time to sketch
and then write the accompanying story.
Think of a place that matters to you, then list clear moments you remember there. Choose one to sketch and then write
the accompanying story.
Work Time
 Remind children that whenever they want help thinking of a story, they can draw from their growing repertoire of
strategies.
 Send students to their desk (using the Word of the Day, possibly) to work in their notebooks.
 Move around the room quickly to give each student positive encouragement about an aspect of their participation in the
workshop.
 Meet with those students who are having trouble getting started with the writing.
 Teacher confers one-on-one, or in small groups.
Closing
 Using a predetermined signal, gather students back together at the carpet.
 Allow volunteers to share what they wrote, using a document camera, if available. Reinforce speaking and listening
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behaviors by referring to the chart made in Lesson 2 Part 2 Reading
“Questions, comments, or concerns?” (ELACC4W5)
Children should encourage their classmates to ask
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Reading Lesson 5 Part 1 Introduction to the Classroom Library
Standards: ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Classroom library
 Chart paper , marker
 Baskets of books for each table or group of desks
Opening
 As you begin reading workshop, call students to join you in the area where the classroom collection of books is housed.
Remind students that our job this year is to become better readers and to build a community of readers. One way you are
supporting them is to provide a collection of books that they can choose from in addition to the school media center. Today
I want to teach you how to choose books from our collection.
 Point out to students how the books are organized. All books are in baskets with labels. Some books are organized by
author’s name and other books are organized by genre such as fairy tales, mystery, biography, poetry, etc. Other books
can be found by topic; animals, sports, friendship, etc.
 Explain to students that when they choose a book from a basket or shelf they should keep it with them. You may have
students organize their books in a bag, or box. Explain that it is their responsibility to care for these books. You may want
to list some rules for caring for books which can be posted in the classroom library area. Once they finish the text it should
be returned to its original place. (Or you can have students place all books in a “return” basket and designate a student or
two to reshelf books)
 This is a helpful website for establishing a classroom library. http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/
 Ask students to turn and talk with their reading partner about how the class library is organized and the “rules” for keeping
and returning a book.
 Readers, now you know how our classroom collection is organized so that everyone can enjoy the books.
Work Time
 Students read for 10-15 minutes again flagging their thinking, while you watch, make notes on individual students, and
perhaps confer with a student or two taking them to the classroom library to select appropriate books.
Closing
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
Students share their thinking with their reading friends.
Reading Lesson 5 Part 2 Finding Tons of Just Right Books
Standards: ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Chart paper and marker
 Books to demonstrate too hard and just right reading
 Baskets of books for each table or group of desks
Opening
 Before coming to the meeting area have students bring the book or books they have been reading from the book baskets on
the desks.
 Tell students that one of the things that reading researchers have found is that in order to grow as readers we all, adults as
well as students, need tons and tons of time to read books that are just right for us.
 Today I want to teach you how to recognize books that are on your own personal level and will grow you as a reader.
 Model reading a book that is too hard for you. This might be a technical book on a subject you are unfamiliar with.
Demonstrate how you have to read slowly, don’t understand, can’t read with expression, and keep getting stuck.
 Now demonstrate reading a book that is just right. Show how you understand, find it funny or interesting, get words right,
read fast and smooth, read with expression easily, and read noticing punctuation.
 Chart these characteristics.
Choosing Just Right Books
Just Right
Too Hard










Understand
Find it funny or
upsetting etc.
Get most words right
Read fast and smooth
Read with expression
easily
Read noticing
punctuation
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Don’t understand
Have to read slowly
Can’t read with expression
Keep getting stuck

Have students look at the books they’ve been reading and have brought to the lesson. With their reading friend have them
turn, talk, and share whether their books are just right or too hard. Praise any student who is brave enough to admit their
book is too hard.
Work Time
 Students read for 10-15 minutes while you watch, make notes on individual students, and perhaps confer with a student or
two or two taking them to the classroom library to select a just right book. Students continue to flag interesting or
important parts.
Closing
 Have students bring the book they’ve reading during the work time to the meeting area. Students sit in a circle facing one
another. Practicing their discussion rules students share their findings about the books they have been reading centered
around the lesson.
Note: This is a lesson that needs to be revisited over and over whether it’s with a small group of students who
continually choose books that are too hard or on an individual basis. It is our job as teachers to guide students in
choosing just right books.
Homework
 Remind students that their reading history timelines are due and will be discussed in the next lesson.
Writing Lesson 5: Qualities of Good Writing
Standards: ELACC4W3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive
details, and clear event sequence.
Materials:
 Instructions on whiteboard telling children to bring their writer’s notebook (pens tucked inside) and sit with their partner
 Suggested mentor texts:
o I'm in Charge of Celebrations by Byrd Baylor
o Nothing Ever Happens on 90th Street by Roni Schotter
o The Relatives Came by Cynthia Rylant
o When I was Young in the Mountains by Cynthia Rylant
o Or other texts children know well
 Qualities of Good Writing anchor chart (see below)
 List of story topics, some watermelon-sized and some seed-sized
 Quote from Judy Blume on sentence strip (for posting in room) "I don't tell the story to myself – I see it. I see scenes, and
I write down what I see."
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
Think about the rituals and routines you want suggested to chart during the day’s closing.
Opening



Celebrate that your students are using the strategies you’ve taught in order to write stories that matter. Do this in such a
manner that you help writers recall these strategies.
Name the teaching point. Tell children that writers focus.
o “It is important to think about one small story and to tell the parts of the story that matter, leaving out sections that
don’t matter.”
Share the Qualities of Good Narrative Writing Chart
Qualities of Good Writing


Write a little seed story, don’t write all about a giant watermelon topic
Focus in as you tell the most important parts of the story.



Highlight what you hope your students do. Contrast a less-than-ideal topic with a better writing choice.
Set children up to practice distinguishing between big topics and focused topics.
Share the good work of one partnership in a way that allows you to explain that watermelon topics have many seed story
ideas in them.



Display quote from Judy Blume: “I don’t tell the story to myself – I see it. I see scenes, and I write down what I see.”
As an introduction to close reading (ELACC4RI1), analyze Judy’s quote and ask students to show their understanding.
Have children close their eyes and visualize an event - lead them through using all their senses. Turn to a partner and take
turns telling the story of the event visualized during the mini-lesson.
Remind the children that whenever they use qualities of good writing to think of a true story, they can pause to consider
whether their story idea is focused.
Add to the anchor chart


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Qualities of Good Narrative Writing



Write a little seed story, don’t write all about a giant watermelon topic
Focus in as you tell the most important parts of the story.
Include true, exact details from the movie you have in your mind.
Work Time




Send students to their desk (using the Word of the Day, possibly) to write the scene they told to their partner in their
notebooks. Try to show what you imagined; don't just tell what you saw.
Move around the room quickly to give each student positive encouragement about an aspect of their participation in the
workshop.
Meet with those students who are having trouble getting started with the writing.
Teacher confers one-on-one, or in small groups.
Closing



Using a predetermined signal, gather students back together at the carpet.
Call on volunteers to share their stories from their notebooks. Or if you have seen something special as you went quickly
around the room, you may ask individuals to share what they did. Since this is the beginning of the school year, some
students may be reluctant, and no one should be forced to share.
Allow volunteers to share what they wrote, using a document camera, if available. Remind students of the Speaking and
Listening Guidelines and encourage their classmates to ask, “Questions, comments, or concerns?” (ELACC4W5)
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.

Ask students to think about and share rules for gathering together each day for the mini-lesson. Record their responses on
a chart entitled, “Workshop Expectations.” You’ll want to add any rules you’ve thought of and expect to be followed. The
chart might include the following.
35
Example of rules:
 Move to and from seat to carpet and carpet to seat quietly and quietly
 Bring needed items (Show the children will these will be written daily)
 Listen to the lesson.
 Attempt to try the day’s strategy.
 Write the whole time
 Work quietly while writing so others can think
 Sound out words to help spell
 Try your best writing skills
 Work quietly so not to disturb others and don’t forget what you are thinking
 Offer advice to class authors which attempts to move their writing forward.
* Only chart the items suggested by the class. This will be an on-going document as this unit progresses and all your routines will
eventually be written down.
Reading Lesson 6 Part 1 Sharing Our Reading History
Standards: ELACCSL1 a. Come to discussions prepared having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion
Materials
 Students bring to group their reading history which was homework from Lesson 1 Part 2 Note: eventually these histories
should be placed in the student’s Reading Notebook.
 Chart paper, marker
 Guidelines for Speaking and Listening chart
Opening Note: this is a longer opening than usual because students are sharing following looking at a Speaking/Listening
standard.
 Have students gather, bringing their research about their reading history.
 Introduce standard ELACCSL1 a. Come to discussions prepared having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under discussion.
 Unpack the standard underlining the verbs and circling the nouns. Explain the meaning of each and tell students that as a
community, and part of our unit We Are All Connected we continue to explore how all of us can work together to make this
the best year ever and to grow as strong readers.
 Breakdown the standard into a checklist of what is expected. Later you may use this checklist to develop a rubric.
 You may add this to the Guidelines for Speaking and Listening chart developed during a previous lesson.
36
Whole Group Discussion










Come prepared to talk
Show that you have read or studied assigned material
Bring required materials
Refer to material studied during discussion
Tell students that as they share what they discovered about their reading history we will be looking at this beginning
checklist.
Model sharing your history with a partner, referring to the list of behaviors from Lesson 2, Part 2. Have students decide if
you and your partner followed agreed upon list of behaviors.
Allow students to turn and talk to their reading friends to share parts of their reading history.
Before students share with the whole group have them sit in a circle so that everyone can see one another. Tell students
that they will use the Guidelines for Speaking and Listening and the chart we just made to have a discussion about their
reading history. You will not be calling on students, but they will have to decide when it is appropriate to start talking.
Ask students to share with the whole group, not about themselves, but what their partner said about their reading history.
Students listen carefully and use the guidelines to decide when to talk. Students reflect upon their own speaking and
listening behaviors.
Before sending students to read independently remind students of the rubric constructed during Lesson 3. Tell students
that after independent reading they will come back to the carpet and share with their partner so don’t forget to use at least
one sticky note to flag something you want to share.
Work Time
37

Students read for 15-20 minutes while you watch, make notes on individual students, and perhaps confer with a student or
two perhaps helping them choose “just right” books. You may also begin assessments.
Closing
 Remind students of appropriate sharing behavior and allow students to turn and talk and share what they’ve read today.
Reading Lesson 6 Part 2 Our Reading Goals
Standards: ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials
 Student reading notebooks
Opening
 Share with students how impressed you were with the things they had to say about their reading history, how honest they
were and their willingness to share. Also, point out how alike many of us were, showing that we share many connections.
 Tell students that we can learn a lot from the past and the beginning of the year is a perfect opportunity to think about
reading goals for this year.
 Teach students that resolutions/goals can make a big difference if they are important and realistic. Share with students
your personal examples such as keeping track of all the books you read and/or make more time for reading instead of
watching TV.
 Ask students to think about one resolution or goal that will begin to make a difference in their reading lives. Think about
the year ahead and what they might do that would be important and realistic and make a difference. Allow time to think.
Share with a reading friend.
 Ask some students to share what their partner shared. When students return to their seats ask them to write in their
notebooks an important and realistic reading goal for this year.
Work Time
 Students write their reading goals.
 Students read independently for 15-20 minutes flagging sections in their books that they talk back to.
Closing
 Students share with their reading friend a goal they have this year for reading. Note: many of the student’s goals may
not be very reflective or even appropriate. Honor what the students have written, telling them that as we get
into the year and we know more about ourselves as readers our goals may change.
38

Remind students of appropriate sharing behavior and allow students to turn and talk and share what they’ve written and
read today.
Homework
 You may want to establish a certain amount of minutes per week including weekends. This would give some flexibility to
students to meet the required amount of minutes.
Writing Lesson 6: Writer’s Build Stamina
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Materials
 Read the article found at: http://z5.sacredsf.org/wordpress-mu/dennisestrada/2012/02/20/on-the-building-of-stamina/. Be
prepared to share some of the stories and wisdom of Ralph Fletcher.
 Computer attached to LCD to display video clip
Opening



Explain stamina to students.
Ask them to turn and tell a partner how stamina might be applied to Writer’s Workshop.
Then review the focus standard for the day: ELACC4W10 – Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences. (ELACC4W10)

What do writers do to build stamina? Show these short video clips to give students some ideas from published authors.
(ELACC5W10)
o Katie Wood Ray:
http://www.teachertube.com/viewVideo.php?video_id=187561&title=Katie_Wood_Ray_on_Building_Writers__Stamin
a (43 seconds)

Share thoughts from Ralph Fletcher, the author of a multiple books on teaching writing:
http://z5.sacredsf.org/wordpress-mu/dennisestrada/2012/02/20/on-the-building-of-stamina/
o Specifically, I think stamina is a huge issue…. There’s no short-cut. It takes regular, sustained time to
build stamina in our students.


Ask students to think about what they heard both Wood and Fletcher say.
Then ask them to turn and talk to their partners about what they can do to build their writing stamina. (ELACC4W10,
ELACC4SL1)
39


Discuss building writing stamina as a whole group. Students could share an idea they heard or an idea they said.
Chart their ideas and refer to them as you are adding to the Writing Expectations for your classroom begun in the last
lesson. (ELACC4W10, ELACC4SL1) Here are some sample ideas for the chart; you will probably have more ideas as the
unit progresses.
o
o
o
o
o
o
o

Do routine writing daily.
Have lots of time to write.
Participate in Writer’s Workshop.
Use my Writer’s Notebook.
Take a piece of writing through the writing process.
Choose my writing topics.
Write, write, write!
Review and practice the procedures you established for the students to get their Writer’s Notebook.
Work Time

Students will write on a topic of their choice. The purpose is to practice building stamina, so the genre and topic are not
important in this lesson. The teacher can walk around and gather information on what students already know about writing
and how much stamina they currently have.
One suggestion is to play quiet music while students write to help them stay focused and build
Closing



Using a predetermined signal, gather students back together at the carpet.
Call on volunteers to share their stories from their notebooks. Or if you have seen something special as you went quickly
around the room, you may ask individuals to share what they did. Since this is the beginning of the school year, some
students may be reluctant, and no one should be forced to share.
Allow volunteers to share what they wrote, using a document camera, if available. Children should encourage their
classmates to ask, “Questions, comments, or concerns?” (ELACC4W5)
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
40
Reading Lesson 7 Keeping Track of Our Reading-Reading Logs and Status of the Class
Standards: ELACC4RI1 ELACC4RL1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
Materials
 Teacher Conference Notebook with a tab for each student and a place to record their status in reading every few days
 Reading log for each student to place in reader’s notebook. Sample 1 Sample 2
 Information about Status of the Class http://www.teacher2teacherhelp.com/reading-workshop/status-of-the-class/ also
http://www.scholastic.com/teachers/top_teaching/2009/11/assessment-reading-workshop
Opening
 Tell students that whenever we want to accomplish a goal we often keep track of our progress. Runners will keep a running
log, dieters will keep an eating log, and readers often keep a reading log. In building a community of readers and staying
connected we will use a log to keep and record the books we have read throughout the year. Today I want to show you how to
fill out your log and where you will keep it.
 Display a sample of the log you have decided to use with your students. Model filling out the log. Tell students that it will be
their responsibility to keep up with their logs each day and to have them available at all times in their readers notebooks in the
designated location.
 Provide a log for each student to place inside a notebook. Have students turn to their partner and explain how they will fill out
their log when they get back to their seats and where they will always keep it.
 Tell students that one of the ways you will stay connected to them is to ask them every few days what book they are reading
and where they are in the book, what page number. Tell students that this is call Status of the Class and allows you to stay in
touch with them and their reading. Status of the class is a quick way to get information about what genres students like to
read, how many pages they read in one class period, if they are choosing just right books, and what strengths and weaknesses
they have. Each day the teacher will touch base with 5-7 students asking what book they are reading and what page number
they are on. The teacher can ask simple questions about the book previously mentioned if they finished it, abandoned it and
why. Status of the Class should take no more than a few seconds per student. It is not a conference however, it can be
information that can be the basis of a conference. You will discover the need to touch base with some students more than
others.
 So readers now you know how to keep a record of your reading and where you will keep it. Make sure you record the book you
are reading today and the page number you started on as soon as you return to your seat. Before returning for the closing you
will record the page number you ended the work time on. When you return for the closing I would like you to bring your
notebook with the log sheet to share with your reading partner.
Work Time
 Students record the book they are reading today and for 15-20 minutes in self-selected books while the teacher takes the
41
Status of the Class on several students, make notes on individual students, confers with a student or two making sure they are
reading just right books and assessing.
Closing
 Students bring their logs with them and share with their reading friend where and how they have recorded the book they are
reading. The teacher shares her Conferring Notebook and how the Status of the Class was recorded for the day.
Homework
 Remind students to read the required amount of minutes per week.
Writing Lesson 7: Writers Honor Their Writing
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Opening
 Explain to the students that it is very important to writing workshop time that we write with energy and excitement –
excitement in our own work.
 Tell the children who Lucy Calkins is – a professional developer and a nation teacher of writing and reading.
 Show the teacher tube clip
http://teachertube.com/viewVideo.php?video_id=186714&title=What_makes_a_good_writer__Advice_from_Lucy_Calkins
 Make an anchor chart explaining how we can Honor ourselves as Writers.
Work Time
 Send students to their desk (using the Word of the Day, possibly) to continue to work in their notebooks with the energy
and excitement Lucy suggested.
 Students will write on a topic of their choice. The purpose is to practice building stamina, so the genre and topic are not
important in this lesson. The teacher can walk around and gather information on what students already know about writing
and how much stamina they currently have.
 Remind the students to use the anchor chart “Strategies for Generating Writing”
 Teacher confers with students’ one on one or in a small group setting.
Closing
 Using a predetermined signal, gather students back together at the carpet.
 Call on volunteers to share their stories from their notebooks. Or if you have seen something special as you went quickly
around the room, you may ask individuals to share what they did. Since this is the beginning of the school year, some
students may be reluctant, and no one should be forced to share.
 Allow volunteers to share what they wrote, using a document camera, if available. Children should encourage their
42
classmates to ask, “Questions, comments, or concerns?” (ELACC4W5)
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Homework
 With the idea of growing longer, stronger pieces, children will be asked, with each new day, to write a page in their
notebooks using the new strategy taught. (If differentiation is needed for some students, you could suggest that skipping
lines may be appropriate.)
 Ask children to write a piece and then read their writing to someone at home in a way that honors their writing.
Reading Lesson 8 Checking for Understanding
Standards: ELACC4RI1 ELACC4RL1 : Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Materials
 Read aloud book to model strategy
 Chart paper with the standard ELACC4RI1, ELACC4RL1 (note the wording of reading standard 1 is the same for literary and
informational)
Opening
 Note: this strategy can be modeled with your extended read aloud text also. This is a lesson that should be
repeated many times with many different genres.
 Review the big ideas from recent reading workshop lessons.
 Read the standard ELACC4RI1 ELACC4RL1 : Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
 Underline the verbs: refer, explaining, drawing, says and discuss their meaning so students come to a good
understanding of these verbs and what this standard is asking them to do.
 Circle the nouns: details, examples, text, inferences and discuss their meaning so students have a good idea of the
meaning and what this standard is asking them to do.
 Tell students that when we read we must think about the text and realize what the author is trying to tell us or what we
are learning . We must back up our ideas about what the text says with specific details and words from the text. That is
what the first part of this standard requires us to do, refer to details and examples in a text when explaining what the
text says explicitly... Readers stop frequently to check for understanding asking questions such as who? or what?.
 Today I want to demonstrate how that works. Use a read aloud from the suggested list. Stop periodically and say, “Let
me see if I remember what I just read. I’m going to start by thinking of who the story was about and what happened.”
 If you have chosen an informational text stop periodically and ask “What have I just learned? What is the author
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teaching me?”
Continue to stop periodically and talk through the “who” and the “what” modeling three to four times providing details
and examples directly from the text.
 After three or four times modeling start asking students to answer the “who” and “what” first together asking one
student to do it for the whole class and then having students do it independently.
 When students are released to practice independently in the group have them turn and talk to their reading friend. The
teacher listens in to make sure students are on the right track. Students then share out or share what their reading
friend said.
 Finish the read aloud and tell students that checking for understanding is an important strategy that goes hand in hand
with talking back to the text. We must be thinking all the time during our reading and stopping periodically to check to
make sure we understand.
Work Time
 Students practice checking for understanding in their independent reading. You may have students record in complete
sentences who and what they have read about, stopping several times during their reading. ELACC4W10: Write
routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Remind students to log in the date, the book they are reading and page number they started on. The teacher takes the
Status of the Class, and confers with students and/or assesses.
Closing
 Ask students to sit in a circle facing one another and to practice their whole group discussion strategies from a previous
lesson. Have students reflect up what they learned about themselves as a reader by using the strategy of check for
understanding.
 Keep a list of comprehension strategies for students to refer to during the year, perhaps on a bulletin board. Place check
for understanding on this list.
Homework
 Remind students to read the required amount of minutes per week practicing this strategy.

Writing Lesson 8: Writers Get Help When They Need It
Standards: ELACC4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.
Materials
 Chart paper
 Markers
Opening
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



All writers need help at one time or another. Often you may be conferencing with an individual or small group of students
when others need assistance.
Explain to students the procedures of your conference session.
Tell children that just as they can expect a daily minilesson, they can count on frequent writing conferences.
Explain to the students your reliable structure. For example, you may tend to ask questions such as,
o What are you working on as a writer?
o What kind of writing are you making?
o What are you doing to make this piece of writing work?
o What will you do next?
o How will you go about that?


Share that the child’s job in the conference is to talk about his/ her writing.
Explain, “A teacher’s job at the start of the conference is to study the writer in order to figure out how to help- and a
writer’s job is to teach the teacher. You are teaching us not about your subject, but about the ways you’ve figured out to
write. That way, I can be helpful.”


Contrast a writing conference in which a child talks about his thinking with one in which he talks about his subject.
Point out that in a good conference, the writer articulates what he is trying to do.
o As the weeks progress, if you’re students are still having trouble with this concept, you may want to share a
conference as a “fish bowl” as a separate minilesson.
Remind students that during writing time you will not always be available to talk with them immediately when they get
stuck or need help.
To encourage independence while writing, you need to discuss and agree on the procedures for seeking help during Writing
Workshop.




Ask the class how some of them have solved this problem of getting help when you’re busy.
Begin to record their responses on a chart entitled, “Getting Help during Writers’ Workshop.”
Some suggestions are:
• Use resource materials
o dictionaries and thesauruses
o print from environment / word wall
o charts we’ve created as tools
• For spelling:
o Sound it out
o Write the smaller word you can hear from the word
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 Talk with your partner about how you will be able to help yourself during Writer’s Workshop when you are having difficulty.
Work Time
Remember that there are many ways to help yourself. If you get stuck, refer to our chart.



Send students to their desk (using the Word of the Day, possibly).
Continue a piece or begin a new one from previous lists in their notebooks.
Teacher confers one-on-one, or in small groups
Closing



Using a predetermined signal, gather students back together at the carpet.
Is our "Getting Help" chart adequate? Did we have any problems not addressed by our chart? Do we need to add anything
else?
Add all your suggestions to your on-growing “Behavior Expectations for Writing Workshop” rubric.
Homework
 With the idea of growing longer, stronger pieces, children will be asked, with each new day, to write a page in their
notebooks using the new strategy taught. (If differentiation is needed for some students, you could suggest that skipping
lines may be appropriate.)
Today, they will be asked to write a piece and continue to honor their writing with voice and attention.
Reading Lesson 9 Back up and Reread
Standards: ELACC4RI1 ELACC4RL1 : Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Materials
 Read Aloud or text lift a portion of your extended text
Opening
 Revisit the standard ELACC4RI1 ELACC4RL1 : Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
 Tell students that we continue to work on explaining what the text says explicitly with details and examples. We have
learned that Checking for Understanding is a strategy we can use to help us. However, no matter how good a reader we
are sometimes Checking for Understanding is not enough. Many times we have to Back up and Reread. Readers must
be aware when reading is not making sense, or when we are just reading the words but not thinking about what we are
reading. Slowing down and backing up and rereading is a strategy that can help us.
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

Model this strategy asking questions along the way “Did that make sense?” “Let me back up and reread that again. I
didn’t get it the first time.” “Let me find a detail to explain what the text says.”
Note: some students don’t want to take the time to back up and reread. The more we model, the more students will
use the strategy. Therefore, in your extended text read aloud modeling the two strategies introduced is very important.
Work Time
 Students practice Checking for Understanding and Backing up and Rereading in their independent reading. You may
have students record in complete sentences who and what they have read about, citing details and examples, stopping
several times during their reading and flagging those places where they had to back up and reread. ELACC4W10:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Remind students to log in the date, the book they are reading and page number they started on. The teacher takes the
Status of the Class, and confers with students and/or assesses.
Closing
 Ask students to sit in a circle facing one another and to practice their whole group discussion strategies. Have students
reflect upon what they learned about themselves as a reader by using the strategy of check for understanding and back
up and reread.
 Keep a list of comprehension strategies for students to refer to during the year, perhaps on a bulletin board. Place Back
up and Reread on this list.
Homework
 Remind students to read the required amount of minutes per week practicing their strategies.
Writing Lesson 9: Writers Follow Procedures and Routines
Standards: ELACC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Note
The rubric made in today’s lesson should not be done ahead of time and handed out. The point of this lesson is the collaboration
from the children and the community feeling.
At the end of this unit, you and your students will have made the unit performance assessment. It can be used as a selfassessment as well as an assessment from you. A class will be unable to move forward with the rigor of the common core until the
expectation of behavior and effort are set and practiced.
Materials
 Chart paper – or any equipment used to project and write a class behavior rubric (example, document camera, computer
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attached to whiteboard, etc)
 Behavior Rubric for Writing Workshop
Opening
 Tell students that for the past eight days they have been doing a great job coming to the carpet, listening to a lesson, going
back to their seats, writing, and then sharing. This is the structure of the routine, called writing workshop, which we spoke
about on Day 1.
 As you can see and what I think you’ve noticed is that there are certain responsibilities that I have and certain
responsibilities that you the students have that keep us connected and make our classroom work.
 One of the ways that we can keep this routine going and to help us know what meets standards is to develop a rubric.
 On chart paper/under the document camera or projected on the screen with a heading of Behavioral Expectations for
Writer’s Workshop show a blank rubric with three columns labeled Meets Standards/ Approaching the Standards/Needs
Instruction. See sample below.
 Begin with the minilesson and discuss with students behaviors that Meet the Standard and Needs Instruction. Leave
Approaching Standards for today’s closing. Write in three or four points that address the important behaviors you will be
looking for throughout the year.
 Continue with “Work Time” filling in the “Meets Standard” and “Needs Instruction” column. Do the same with the Closing
criteria, while keeping in mind that this is a working document and ideas will be added as the month continues and
situations arise.
 Add only the expectations in which you have discussed thus far or adjust criteria for your particular needs.
Behavior Expectations in WW
Meets the Standard
Approaching the Standard
3 points
2 points
Mini Lesson (ML):
ML:
*Transition to community quickly and quietly
*Transition occurs but a bit
*Choose to sit on your bottom and beside
‘rowdy’
someone who will not distract you and you
*You may need to be reminded
won’t distract them
to sit on your bottom and may
*You bring pencil and notebook to ML, BUT
need to be reminded to choose
these do not interrupt your learning
your spot wisely (free of
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Needs Instruction
1-0 point (s)
ML:
*You are one of the last to join
community
*You have trouble “sitting down”
and you make poor choices of
whom you sit beside (distractions
occur)
*You do not leave ML without understanding
your WT task
*If asked to write during the ML you do so
using your best effort
*You transition to WT quickly and quietly and
put pencil to paper asap
Work Time (WT):
*You are focused as a writer the entire time
and write. (an ‘independent writer’)
*You make an effort toward building your
writing stamina
*You mimic great authors.
*When you ‘think you’re done’ you begin
another entry, reread your current piece word
by word and/or follow the process
independently.
*You sign up for needed conferences and
choose your direction wisely if you have to wait
for a conference.
Closing:
*You transition quickly and quietly.
*You choose your spot free from distractions.
*You sit on your bottom and listen respectfully
to the speaker every day.
*You offer advice to the author often resulting
in either next steps or commentary.
distractions)
*Your pencil (and other
materials) may distract others
(you need reminders)
*You leave ML but still have ?’s
about the task; however, you ask
for clarification during WT
*You need to be reminded to get
pencil to paper
*You may visit during transition
WT:
*You may need to be reminded
to stay focused on task (may
distract others)
*You sometimes make an effort
toward building your writing
stamina.
*You may need to be reminded
about resources and how to use
them.
*You may mimic great authors
from time to time.
*You need to be reminded of
your next step when ‘you think
you’re done’.
*You may sign up for a
conference but haven’t followed
the directions prior to sign up.
Closing:
*You may transition quickly and
quietly.
*You may choose your spot well
but need reminders.
*You may struggle sitting on
your bottom and have trouble
listening respectfully.
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*You are constantly distracting
others around you with your
materials
*You leave ML but still have ?’s
about the task and do not bother
to get the answers
*You struggle even beginning the
task
*You often visit during transition
WT:
*Your effort lacks focus.
*You struggle using resources.
* You don’t make an effort toward
building your writing stamina.
*You may mimic great authors but
can not fully explain the purpose.
*You often say, “I’m done,”
without any knowledge of what to
do next.
*You may sign up but unable to
explain the reason.
Closing:
*You struggle during the
transition.
*You often choose your spot
poorly.
*You often lie down and do not
listen respectfully.
*You seldom give comments to the
*You do give comments but do
not mention the elements.
author.
Work Time
 Send students to their desk (using the Word of the Day, possibly) to continue to work in their notebooks.
 Remind the students to use the anchor chart “You Can Write About…”
 Teacher confers and helps students when/if needed.
Closing
 Using a predetermined signal, gather students back together at the carpet.
 Finish filling in the behavior chart for the “Approaching Standards” for all three areas (ML, WT, Closing)

As an option, this document could be run off when completed at the end of the unit and sent home to parents,
communicating the expectation of the school year – keeping the caregiver in the loop since “We are All Connected.”
Homework
 With the idea of growing longer, stronger pieces, children will be asked, with each new day, to write a page in their
notebooks using the new strategy taught
Reading Lesson 10 Close Reading of a quote
Standards: ELACC4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Materials
 Quote for close reading on chart paper
Opening
 Post the following quote for all to see
“There are no random acts...We are all connected...You can no more separate one life from another than you can separate a
breeze from the wind...”
By Mitch Albom
 An alternate quote that you might use is: “The universe is a continuous web. Touch it at any point and the whole web
quivers.” By Stanley Kunitz, poet


Have students sit in a circle so they can see one another for discussion. Remind students of the rules for discussion taught
in previous lessons.
Tell students that we began this unit introducing the theme We Are All Connected. All of our lessons introducing reading
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











and writing have focused on how we share the same needs and how we are more alike than different.
Remind students that we have introduced the reading standard: ELACC4RI1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing inferences from the text.
Today we are going to look at a quote, read it closely, and come to some conclusions about what the quote says explicitly
referring to details and examples.
Students read the quote silently to self. Teacher supports any students that might have difficulty. Tell students that when
we read a text closely we read it over and over again, taking it apart and thinking about the meaning of each part.
The teacher reads the quote aloud.
The teacher acts as facilitator asking guiding questions such as What does this quote say explicitly ? How do you know?
What details in the quote makes you think that?
Ask students about the word “random”. Can they support others who are unclear about the meaning?
If students don’t know the meaning of the word “random” ask a student to check the dictionary and share the definition.
Other guiding questions: Why do you think Mitch Albom chose the word “random”? How would it change the meaning of
the quote if he used a synonym?
Connect the quote to the theme of We Are All Connected by asking guiding questions such as “How does this quote connect
with our theme? What can you infer from the text?
If students go in a direction that is away from the text facilitate by asking for text evidence. Tell students we are not
looking for their personal connections to the quote, but are keeping our eyes and discussion on the text. Explain that’s what
we do when we closely read.
In a close reading no answer is wrong as long as students can refer to details and examples from the text.
Note: You may choose to model marking the text by underlining what the texts says explicitly and circling details, writing
your inferences along the sides or using a graphic organizer such as the one below. Whichever you choose be consistent
throughout lesson 10-13
Sample Organizer
Text Says in My Words
We are all linked together
Just like the breeze and wind
Details and Examples
in the Author’s Words
“All connected”
Can’t “separate”
Inferences I Can Make
My actions touch others
My actions affect others
Work Time
 As part of their independent work time you may give students the alternate quote and have them closely read and write
about the quote in their reading notebooks. You may want to provide a guiding question or two. This task may also be
done in small groups. ELACC4W10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences. You may also have them respond in their reading notebooks to the quote just discussed with
51
the class, providing guiding questions.
Students read independently. Remind students to log in the date, the book they are reading and page number they started
on. The teacher takes the Status of the Class, and confers with students and/or assesses.
Closing
 Students bring their writing about the quote to share with their reading friend and as a class discuss what they’ve learned
today about themselves as a reader or something they needed help with in their reading.
Note: as students begin sharing remind them of their reading goal and suggest that they revisit that page in their notebook to
change or add something they’ve learned about themselves as a reader.

Homework
 Remind students to read and keep track of the number of minutes per night.
Writing Lesson 10: Writers Write for Different Purposes
Standards: ELACC4W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note: The idea behind the common core is to keep the genres going throughout the entire school year. To set the children up to
write in their notebooks freely after the day’s given task, is the goal of writing workshop.
The chart created in this lesson should be added to all year. Each time a real world example of writing is encountered add it to
the chart. Encourage students to look around their world to add to the chart. (example restaurant menus).
Materials
 Four column chart for Writing Purpose/Characteristics/Genre/Real World Examples-have Writing Purpose and Characterizes
columns fill out (See sample below)
 Multiple newspapers – all the same, if possible, but not necessary (Students could share in pairs of 2 or 3.) Note: the
Sunday newspapers often have more of what students will be searching for.
 Sticky notes – several for each student
Opening
 Explain to the children that there are many different purposes for writing. In the real world one writer writes to inform and
explain others to judge, still others to express an opinion and present a solution and others to reflect.
 Show the 4 column chart. Explain each purpose briefly and the characteristics of each.
 Tell students that throughout the school year they will be writing for many different purposes and as they develop their
pieces they need to keep purpose in mind. “Why am I writing this?” “What do I want to accomplish with my writing? As a
class we will always have a focus writing purpose/task that we will all be working on, but you will also have opportunities to
choose pieces to write about so understanding purpose is important.
 Look at the 3rd column and have a discussion about what genres would go with the writing purpose and characteristic. Fill
out the chart.
 Tell students that a newspaper often contains all of the purposes for writing that we just discussed. There are often
narrative stories about people/animals, opinion pieces on the editorial page or movie review page, and a good deal of
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
informative writing throughout.
Model how children will look through the newspapers searching to share ‘real world examples’ of each genre and then
labeling the article with a sticky note.
If it is possible, get all the same newspapers which will make for a better lesson because the children would then be able to see
the actual article discussed.

Remind students of the Listening and Speaking standards. Tell students when we come back together they will be asked to
come prepared to share at least one real world example from the newspaper.
Writing Purpose
Express and Reflect
Characteristics
The writer expresses or
reflects on his/her life and
experiences.
Genres
Personal Narrative
Fantasy
Poetry
Real World Examples
Human Interest Stories
Take a Stand/Propose a
Solution
Evaluate and Judge
The writer presents a
particular position on a
subject, often researched.
The writer provides a
solution and reasons.
The writer states a main
point and purpose
The writer tries to present
the information, often
researched, in a surprising
way.
Opinion
Poetry
Book Reviews
Editorials
Informative
Expository
Poetry
Feature articles
Inform and Explain
Work Time
 Send students to their desk (using the Word of the Day, possibly).
 Allow children to look through the newspapers, in partnerships if needed, searching to share ‘real world examples’ of each,
noting with sticky notes.
Closing
 Using a predetermined signal, gather students back together.
 Remind students of the Speaking and Listening standards. Ask students to share the writing pieces in the newspaper that is
an example of real world writing. Write the name of the article/piece in the last column. You may also collect the pieces
and attach or display near the chart as an example for students to refer to later.
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
You may also name the pieces such as Editorials, for example, could be written in the opinion column
Reading Lesson 11 What the Text Says, Literary
Standards: ELACC4RL1 : Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Materials
 Choose a short literary text for this lesson. As an example, this lesson uses the story Immi”s Gift by Karin Littlewood which
has been typed so each student may have a copy. If you use a lengthier text, you may want to read part of the text to
students and provide a copy of another part of the same text for the lesson. You may also use a portion of the extended
text you are reading aloud, if appropriate.
 Decide whether you will have students show their thinking by either using a graphic organizer which they can draw in their
reader’s notebook or by marking the text.
 Each student needs a clipboard or something to press down on, a pencil and a copy of the text.
Opening
 Remind students of previous lessons and the unit We Are All Connected.
 Also remind students that we have been focusing on the reading standard: ELACC4RI1/ELACC4RL1 Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 Today we are going to look at a narrative text, read it closely, and come to some conclusions about what the author is
trying to say explicitly referring to details and examples and make inferences from the text.
 Students read the text independently. Teacher supports any students that might have difficulty. You may also have
students read in pairs. Once students have read the text the teacher reads it aloud. Tell students that when we read a
text closely, we read it over and over again, taking it apart and thinking about the meaning of each part. We also think
about what we can infer from the words in the text plus our background knowledge.
 Read the first three paragraphs of the text. Note what the text says in your own words and the details.
 NOTE: You may choose to model by showing students how to mark the text; underlining the words showing what the text
says, circling the details and writing to the side your inferences based on the text or use a graphic organizer such as the
following. It is important to be consistent throughout Lessons 11, 12, and 13 when you will continue with this activity.
Text Says in My Words
About a little girl who lives in a
very cold climate. She goes
fishing for her supper and
decides to try and catch one
more fish in case of company.
Details and Examples
in the Author’s Words
“Icy wind”, “snow”,
“frozen white world”
“Just one more” “In case
anyone comes around,
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Inferences I Can Make
She lives in Alaska
She is hopeful that
someone may visit.
which they hardly ever
did”

Teacher reads the next 4 paragraphs. Discuss what the text says and the details and examples. Allow students to turn and
talk to their reading partner to discuss any inferences. Mark the text or add to the graphic organizer.
 Have students finish the story and with their partner discuss what the text says with details and examples and inferences.
 The teacher acts as facilitator asking guiding questions. All questions should be grounded in the text such as, “What is this
story about?” “What are the details in the text that make you think that?” “What inferences can you draw?” “How does
this small, simple story connect to our unit?” “How is the meaning of Immi’s name connected to the meaning of the story
and to our unit- We Are All Connected?”
 In a close reading no answer is wrong as long as students can refer to details and examples from the text.
Work Time
 Options:
 You may have students write about the close reading done by the class in their notebooks, providing guiding questions such
as what inferences can you make and provide details and examples to support your inferences.
 As part of their independent work time you may give students a short story or narrative poem in which they do a close
reading, answering guiding questions you have provided. The discussion may be done in small group and students answer
independently in their notebooks. ELACC4W10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
 Students read independently. Remind students to log in the date, the book they are reading and page number they started
on. The teacher takes the Status of the Class, and confers with students and/or assesses.
Closing
 Remind students of the standard that they have been working on. Discuss what is important when explaining what the text
says. Have students come up with criteria that would meet standards. For example:
*Explain the important parts in my own words
*Give details that help explain the important parts OR} these are the words of the author
*Give examples that help explain the important parts} these are the words of the author
*Use my background knowledge and what the text says to draw inferences
 Chart the above so students will have a checklist of how to meet standard ELACC4RI1/ELACC4RL1.
Homework
 Remind students to read and keep track of the number of minutes per night.
Writing Lesson 11: Writing Narratives
Standards: ELACC4W3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive
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details, and clear event sequences
Materials
 1 Topic = Many Topics Organizer drawn on chart paper
 1 Topic= Many Topics Organizer 1 per student
 A story idea about water to use as a model
Opening
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
Remind students they have learned some things about how authors get ideas for their writing (people and places) and the
importance of stamina when writing. Show the chart created in Lesson 10 that states the purposes for writing and genres
with examples. Tell students that today you want to teach them how they can use one topic to generate many ideas for
writing.
Display the standard ELACC4W3 where students can see. Discuss ELACC4W3 – Write narratives to develop real or
imagined experiences or events using effective technique, descriptive details, and clear event sequences. Ask
students to put this standard in their own words and discuss it as a class. Have one or two students write synonyms for the
key words in the standard on sticky notes and post them on the standards board. By circling the verbs, underlining the
nouns, and discussing their meaning, you are unpacking the standard.
Display the organizer below on a chart with the last column blank.
Model taking a topic such as water and think about the people and places you know and brainstorm writing possibilities.
See sample below:
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1 Topic
water
Writing Purpose/Genre
Express and Reflect
Personal Narrative
Fantasy
Poetry



Many Topics
Swimming in the pool/running
through the sprinkler
Water gun fight
The day the dishwasher broke
Take a Stand/Propose a Solution
Evaluate and Judge
Opinion
Poetry
Inform and Explain
Informative
Expository
Poetry
 Choose one of the topics. Think aloud, telling a story that you might write with a clear sequence and descriptive details.
 After modeling remind students that they are free to choose any type of narrative-personal, fantasy, etc.
 Continue practicing the procedures for getting Writer’s Notebooks and transitioning to Work Time.
Work Time


Students will use the 1 Topic = Many Topics organizer, choose a topic they wish to write about, brainstorm several topics
they might write about for a narrative piece and write it in the last column of their organizer.
They will then write in their notebooks on the chosen topic. Students will not take this piece through the writing process;
the purpose is for students to become familiar with this genre and possibly use it later as a seed idea to develop as a
published piece.
Closing
 Using a predetermined signal, gather students back together.
 Discuss, “How did you go about choosing your topic? Did anyone have trouble choosing a topic or writing for the entire
time? What did you do to keep yourself writing?”
 Review the Behaviors and Expectation of WW chart. Add any additional needed information.
 Allow volunteers to share what they have written, using a document camera, if available. Children should encourage their
classmates to ask, “Questions, comments, or concerns?”
57
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Reading Lesson 12 What the text says: Opinion
Standards: ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Materials
 Choose an opinion text to read. As an example this lesson uses is an article adapted from the web called
The Gift of Swimming which has been provided for you so each student may have a copy. If you use a lengthier text you may
want to read a portion of the text to students and provide a copy of a portion of the text for students to practice.
 Chart paper with graphic organizer for all to see or a document camera to model how to mark the text.
 Each student needs a clipboard or something to press down on and a pencil and the article.
Opening
 Tell students that we began this unit introducing the theme We Are All Connected.
 Also remind students that we have been focusing on the reading standard: ELACC4RI1/ELACC4RL1 Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 Today we are going to look at an opinion piece, read it closely, and come to some conclusions about what the article says
explicitly referring to details and examples and draw inferences from the text. Explain to students that when we infer we
use what the text says plus our background knowledge and make an inference.
 Students read the piece “The Gift of Swimming”. Teacher supports any students that might have difficulty. You may also
pair students so they are reading together. Once students have read the text the teacher reads it aloud. Tell students
that when we read a text closely we read it over and over again, taking it apart and thinking about the meaning of each
part.
 Read the first portion of the text including the portions of the text dealing with Drowning, Diversity, Fitness. Think aloud
about what the text says in your own words and the details and examples that support. Model drawing inferences. If you
have a document camera model for students how to mark the text; underlining the words, circling the details and
examples, and writing to the side your inference or use the graphic organizer. See sample below. Have students share
their thinking also based on what the text says explicitly.
 Continue reading with the three bullets, discuss the details and what the author is trying to teach us citing details and
examples.. Allow students to share their ideas, always supporting with details and examples from the text.
 Finish reading the text, leading the discussion with guiding questions and allowing students to turn and talk with reading
partners and to share whole group.
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Sample graphic organizer:
Text Says in My Words
Lots of kids drown
African American kids drown
more than Caucasian
Kids are overweight
Details and Examples
in the Author’s Words
“Drowning is the #1
cause of death ages 04”
“Millions of children die”
“9 per day in U.S.”
“3.2 times more”
“1 in 3 American
children are overweight”
Inferences I Can Make
Drowning is a serious
problem
Don’t get swimming
lessons
Swimming is good exercise
that would help
Work Time
 Options:
 1. You may have students write about the close reading done by the class in their notebooks, providing guiding questions
such as what inferences can you make and provide details and examples to support your inferences. OR
 2. As part of their independent work time you may give students another opinion piece in which they do a close reading
answering guiding questions you have provided. The discussion may be done in small group and students answer
independently in their notebooks. ELACC4W10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
 Students read independently. Remind students to log in the date, the book they are reading and page number they started
on. The teacher takes the Status of the Class, and confers with students and/or assesses.
Closing
 Remind students of the standard that they have been working on. Discuss what is important when explaining what the text
says. Have students revisit the list of criteria that was established in lesson 10 for meeting the standard.
*Explain the important parts in my own words
*Give details that help explain the important parts OR} these are the words of the author
*Give examples that help explain the important parts} these are the words of the author
*Use my background knowledge and what the text says to draw inferences
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
Chart the above so students will have a checklist of how to meet standard ELACC4RI1/ELACC4RL1. Add to the checklist
anything that will help students understand and make this standard clear.
Homework
Remind students to read and keep track of the number of minutes per night.
Writing Lesson 12: Writing Opinion Pieces
Standards: ELACC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Materials
 1 Topic=Many Topics organizer and chart from Lesson 11.
Opening




Ask students to turn and tell a partner one way they encountered, either as a reader or writer, informative/explanatory
writing in the last 24 hours. Now tell your partner what the purpose of the writing was.
Review the 1 Topic = Many Topics organizer, which students placed in their Writer’s Notebooks. Tell students today the
group will continue to explore how to take their 1 topic and use it to write for a different purpose. Then discuss the focus
standard for today: ELACC4W1 – Write opinion pieces on topics or texts, supporting a point of view with reasons
and information. Ask students to put this standard in their own words and discuss it as a class. Have one or two
students write synonyms for the key words in the standard on sticky notes and place next to words. Students should be
clear as to the meaning and what the standard is asking them to do.
Tell students that our next step is to look at opinion writing. Remind students of the real world examples from the
newspaper and its purpose.
Think aloud to determine how you would use the same topic to think of opinion topics. Here is an example.
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1 Topic
water
Writing Purpose/Genre
Express and Reflect
Personal Narrative
Fantasy
Poetry
Take a Stand/Propose a Solution
Evaluate and Judge
Opinion
Poetry






Many Topics
Swimming in the pool/running through
the sprinkler
Water gun fight
The day the dishwasher broke
Learning to swim can save your life
Three ways you can conserve water
The Chattahoochee is the dirtiest river
in the U.S.A.
Inform and Explain
Informative
Expository
Poetry


Point out to students how you will have to support your opinion with reasons, facts, and details to prove your point, not to
persuade someone else to agree with you.
Continue practicing the procedures for getting Writer’s Notebooks and transitioning to Work Time.
Work Time
 Students will use the 1 Topic = Many Topics organizer, choose a topic, brainstorm several topics they might write about for
an opinion piece and write it in the last column of their organizer.
 They will then write in their notebooks on the chosen topic. Students will not take this piece through the writing process;
the purpose is for students to become familiar with this genre and possibly use it later as a seed idea to develop as a
published piece.
Closing
 Using a predetermined signal, gather students back together.
 Discuss, “How did you go about choosing your seed? Did anyone have trouble choosing a seed or writing for the entire
time? What did you do to keep yourself writing?”
 Review the Behaviors and Expectation of WW chart. Add any additional needed information.
 Allow volunteers to share what we wrote, using a document camera, if available. Children should encourage their
classmates to ask, “Questions, comments, or concerns?”
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With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Reading Lesson 13 What the text says: informational/expository text
Standards: ELACC4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Materials
 Choose an informative/expository text to read. As an example this lesson uses and excerpt from A Drop of Water A Book of
Science and Wonder, The Water Cycle by Walter Wick which has been provided for you so each student may have a copy.
See resource folder. If you use a lengthier text you may want to read a portion of the text to students and provide a copy
of a portion of the text for students to practice. You may also use a portion of the extended text you are reading.
 Chart paper with graphic organizer for all to see or a document camera to show how to mark the text.
 Each student needs a clipboard or something to press down on and a pencil.
Opening
 Tell students that we began this unit introducing the theme We Are All Connected. All of our lessons introducing reading
and writing have focused on how we share the same needs and how we are more alike than different.
 Also remind students that we have been focusing on the reading standard: ELACC4RI1/ELACC4RL1 Refer to details and
examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 Today we are going to look at an informational/expository piece, read it closely, and come to some conclusions about what
the text says explicitly referring to details and examples and drawing inferences from the text. Explain to students that
when we infer we use what the text says plus our background knowledge and make an inference.
 Students read the piece “The Water Cycle”. Teacher supports any students that might have difficulty. You may also pair
students. Once students have read the text the teacher reads it aloud. Tell students that when we read a text closely we
read it over and over again, taking it apart and thinking about the meaning of each part.
 Read the first paragraph of the text and look at all the details included. Model in a think aloud what the text says with
examples and details. Make inferences. If you have a document camera model for students how to mark the text;
underlining the words and circling the details and writing to the side your inference. Have students share their thinking
basing it on what the text says explicitly. Option: use the graphic organizer below.
Text Says in My Words
Water is always moving and
changing forms. It evaporates
Details and Examples
in the Author’s Words
“evaporates from
puddles, ponds, lakes,
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Inferences I Can Make
This is happening
constantly and we’re not
into water vapor and then
condenses.
oceans, plants, trees,
from our skin”
“water vapor is ready to
fall as rain”
aware of it.
It’s so important for our
earth’s existence.

Ask students about the last sentence “Hard to predict, impossible to control, water cycles around the earth. What is the
author trying to say? Prove it with evidence from the text. Can you make an inference?

Release the second paragraph to students with some guiding questions such as “What does the text say and what are the
details/examples in this paragraph?” “What does the author want me to learn in this paragraph?” “What does the author
mean by the statement that “...water is precious”? and the statement “And all around us, we are reminded of the never
ending journey of a drop of water.”
Have students connect this text to the unit theme We Are All Connected and to their science unit.
Allow students to practice their speaking and listening skills to discuss these questions. It is important to let students know
that there are no wrong answers as long as they can provide evidence from the text. It is important for students to do the
thinking and to construct meaning.


Work Time
 Options:
 1. You may have students write about the close reading done by the class in their notebooks, providing guiding questions
such as what inferences can you make and provide details and examples to support your inferences. OR
 2. As part of their independent work time you may give students an informational/expository piece in which they do a close
reading answering guiding questions you have provided. The discussion may be done in small group and students answer
independently in their notebooks. ELACC4W10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
 Students read independently. Remind students to log in the date, the book they are reading and page number they started
on. The teacher takes the Status of the Class, and confers with students and/or assesses.
Closing
 Remind students of the standard that they have been working on. Discuss what is important when explaining what the text
says. Have students revisit the criteria that would meet standards. For example:
*Explain the important parts
*Give details that help explain the important parts OR
*Give examples that help explain the important parts
*Use my background knowledge and what the text says to infer what the text says
 Chart the above so students will have a checklist of how to meet standard ELACC4RI1/ELACC4RL1. Add to the checklist
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anything that will help students understand and make this standard clear.
Homework
Remind students to read and keep track of the number of minutes per night.
Writing Lesson 13: Writing an Informative/Explanatory Pieces
Standard: ELACC4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Materials: 1 Topic=Many Topics organizer from Lesson 12
Opening




Remind students that we started writing a few days ago looking at the newspaper and thinking of writing in the real world.
Ask students to turn and tell a partner a “real world” writing that they or a family member did this past week. Ask them to
think of the purpose of their writing and share with their writing partners.
Review the 1 Topic = Many Topics organizer, which students placed in their Writer’s Notebooks. Tell students that today
the group will continue to explore how to take their 1 topic and use it to write for a different purpose. Discuss the focus
standard for today: ELACC4W2 – Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. Ask students to put this standard in their own words and discuss it as a class. Underline verbs and
circle nouns. Have one or two students write synonyms for the key words in the standard on sticky notes and place next to
words. Students should be clear as to the meaning and what the standard is asking them to do.
Tell students that our next step is to look at informative/explanatory writing. Remind students of the real world examples
from the newspaper and the purpose of the genre.
Think aloud to determine how you would use the same topic to think of informative/explanatory topics. Here is an example.
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1 Topic
water
Writing Purpose/Genre
Express and Reflect
Personal Narrative
Fantasy
Poetry



Many Topics
Swimming in the pool/running through
the sprinkler
Water gun fight
The day the dishwasher broke
Take a Stand/Propose a Solution
Evaluate and Judge
Opinion
Poetry



Learning to swim can save your life
Three ways you can conserve water
The Chattahoochee is the dirtiest river
in the U.S.A.
Inform and Explain
Informative
Expository
Poetry



Pollution in the Chattahoochee River
The Water Cycle
The Oceans of the World
 Point out to students how you will have to develop your topic with facts and details, information and examples.
 Continue practicing the procedures for getting Writer’s Notebooks and transitioning to Work Time.
Work Time
 Students will use the 1 Topic = Many Topics organizer, choose a topic, brainstorm several topics they might write about for
an informative/explanatory piece and write it in the last column of their organizer.
 They will then write in their notebooks on the chosen topic. Students will not take this piece through the writing process;
the purpose is for students to become familiar with this genre and possibly use it later as a seed idea to develop as a
published piece.
Closing
 Using a predetermined signal, gather students back together.
 Discuss, “How did you go about choosing your seed? Did anyone have trouble choosing a seed or writing for the entire
time? What did you do to keep yourself writing?”
 Review the Behaviors and Expectation of WW chart. Add any additional needed information.
 Allow volunteers to share what we wrote, using a document camera, if available. Children should encourage their
classmates to ask, “Questions, comments, or concerns?”
65
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Reading Lesson 14 Assessment of ELACC4RI1
Standard: ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
Materials
 On grade level text (see resource folder) Level P “Learn to Swim “ from Water Wise page 1 page 2 by Myka-Lynne
Sokoloff which is found in the 3rd grade Pearson leveled library adopted materials or similar text Level P of your choice a
copy for each student. Divide the text into 3 parts. Students will respond to each of the 3 parts. The 1st part is page 12,
the 2nd part is the text box with the Emergency Plan, the 3rd part if the rest of page 13.
 If you have been using the graphic organizer to model standard ELACC4RI1 in reading lessons 11,12,13 then students will
need to draw or you need to provide a copy so they can show their thinking. If you have been modeling by marking the
text than students will write right on the text underlining what the text says, circling important details and examples, and
writing inferences along the side of the text.
Opening
 Read the performance task to the students:
Your school’s After School program has decided to offer swimming lessons to grades 1 and 2 at the local pool. The director of the
After School program has asked you to help him by doing some research about the importance of learning to swim.
1. As you read the text “Learn to Swim,” mark it by underlining the important ideas in the text and circling the details and
examples that support why it’s important to learn to swim. Write any inferences you have, using your background knowledge, the
text and photographs in the margin.
OR
2. As you read the text “Learn to Swim,” use the graphic organizer to write what the text says with details and examples and
what you can infer using your background knowledge, the text and the photographs that support why it’s important to learn to
swim.



Remind students of the work they have been doing and the focus on ELACC4RI1 Refer to details and examples in a text
when explaining what the text says explicitly and when drawing inferences from the text.
Display the checklist that was discussed after each closing in Lessons 11, 12, 13. Remind students that in order to meet
standards they must have the criteria listed in their response.
Checklist:
*Explain the important parts in my own words
*Give details that help explain the important parts OR} these are the words of the author
*Give examples that help explain the important parts} these are the words of the author
*Use my background knowledge and what the text says to draw inferences
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
Tell students that today is their opportunity to show what they know. You will be giving them an article to read and just as
we did as a class for the story Immi’s Gift, The Gift of Swimming, and The Water Cycle they will read and tell what the text
says explicitly giving details and examples from the text and draw inferences.
 Provide or have students draw the graphic organizer used in Lessons 11, 12, 13 if that is how you modeled the standard or
remind students how they will mark the text if that is how you taught the lessons.
 Have students divide the text by numbering page 12 as #1, Emergency Plan as #2, and the rest of page 13 as #3. Tell
students that they will provide a response for each numbered portion of the text.
 NOTE: Use the checklist that you developed and discussed in lessons 11, 12, 13 to assess each student’s response. From
the results of this assessment plan your next steps for instruction which may include whole group lessons, small group
lessons, and/or instruction with individual students.
 After finishing the assessment allow students to read independently, support those students who need scaffolding.
Work Time


Students work on the assigned task.
When students finish the task they will continue with independent reading.
Closing
 Discuss with students what they learned about themselves as a reader today.
Homework

Remind students to read and keep track of the number of minutes per night.
Writing Lesson 14: Writer’s Take Note of Their Effort
Standard: ELACC4W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Teacher Note
In Lesson 9: Writer’s Follow Procedures and Routines, you and your class made a behavior rubric which has been added to, as the
week progressed. Today you will finish that rubric and allow the children to evaluate their work in writing workshop so
far this school year.
This document should be run off when completed at the end of the day and sent home to parents, with a note communicating the
expectation of the school year.
Opening

Review the items in each column of the behavior rubric begun in lesson 9. Explain, when necessary, the meaning and
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




implication of each bullet.
Add any additional expectations not yet noted.
As a class, rate each column. Explain its meaning. (These can be as fun and creative as you want.)
Tell the students that during writing time today, they will be asked to evaluate their productivity during writing workshop in
the last X number of days.
Explain how they assess themselves on the document…
o Read across each line and circle the column that defines them best.
o Look for the most circles within each category (minilesson, work time, closing) and determine the score.
o List the score of their effort at the bottom of the rubric. [In the sample given, the top score would be 9.]
Using a blank sheet of paper (or on the back of the rubric), students will write to explain why they gave themselves the
score they did. Students must cite behavior evidence to validate their score.
Work Time
 Send students to their desk (using the Word of the Day, possibly).
 Hand out a rubric to each student and allow them to begin their assigned task (assessing themselves against the behavior
expectation rubric).
 When the assigned task is completed and handed in, students are free to write in their notebook, in any genre.
Closing
 Using a predetermined signal, gather students back together.
IF you think the children haven’t been seated too long, you could take this opportunity to share your notebook expectations. If not
 Allow volunteers to share what they wrote, using a document camera, if available. Children should encourage their
classmates to ask, “Questions, comments, or concerns?”
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Homework
 With the idea of growing longer, stronger pieces, children will be asked, with each new day, to write a page in their
notebooks using the new strategy taught. (If differentiation is needed for some students, you could suggest that skipping
lines may be appropriate.)
Reading Lesson 15 Readers Take Note of Their Effort
Standard: ELACC4RL1 and ELACC4RI1: By the end of the year, read and comprehend literature, including stories,
dramas, poetry/informational texts, including history/social studies, science, and technical texts, in the grades 4-5
text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Teacher Note
In Lesson 3: Our Responsibilities in Reading Workshop the class made a behavior rubric.
This document should be run off when completed at the end of the day and sent home to parents, with a note communicating the
expectation of the school year.
Opening






Review the items in each column of the behavior rubric made in Lesson 3. Explain, when necessary, the meaning and
implication of each bullet.
Add any additional expectations not yet noted.
As a class, rate each column. Explain its meaning. (These can be as fun and creative as you want.)
Tell the students that during reading time today, they will be asked to evaluate themselves with the rubric during reading
workshop .
Explain how they assess themselves on the document…
o Read across each line and circle or underline the column that best describes their behavior.
o Look for the most circles within each category (minilesson, work time, closing) and determine the score.
o List the score of their effort at the bottom of the rubric.
Using a blank sheet of paper (or on the back of the rubric), students will write to explain why they gave themselves the
score they did. Students must cite behavior evidence to validate their score.
Work Time
 Send students to their desk (using the Word of the Day, possibly).
 Hand out a rubric to each student and allow them to begin their assigned task (assessing themselves against the behavior
expectation rubric).
 When the assigned task is completed and handed in, students are free to read independently.
Closing
 Using a predetermined signal, gather students back together. Have students reflect upon the rubric and share any
strengths and weaknesses. Remind students of their reading history and goals. Have students reflect upon any goals they
might want to have for the next several weeks in behavior as you continue reading workshop.
Homework
 Remind students to read and keep track of the number of minutes per night.
Writing Lesson 15: Writers choose a seed idea to nurture.
Standard: ELACC4W5: With guidance and support from adults, develop and strengthen writing as needed by planning, revising,
and editing.
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Before the Lesson: Identify informational seed entries in teacher notebook that could become a draft.
Materials


Chart Paper and markers
Individual writing folders
Opening









Identify the notebook as a source for ideas to write about. Refer to entries as "seeds". Students will choose and begin to
nurture a seed. Compare your notebook to the pre-writing stage and explain the today’s lesson is to move forward in the
writing process and work toward the drafting stage.
Explain to students that at the end of this unit of study they will be working through this process and will publish a piece of
writing that will be shared with others. Each step will be taught as you go along.
Tell the students that when it is time to begin drafting a piece of writing for publication, their work will be stored in an
individual writing folder.
Review your procedures for location, accessing and returning the folders to their proper place.
Discuss the idea of a seed (how a plant seed is like a writing seed). We will find a seed in our notebook and grow it into an
important piece of writing. If you have discussed the water cycle at this point in the lessons on content, you may compare
the process with that as opposed to the plant.
The teacher models with his/her own notebook, how to go through a notebook looking for possible seeds. Using a Post-It,
mark the seed that could become a draft.
Move the Post-It to another page if a better seed presents itself.
Model out loud how the final seed was chosen. It must be meaningful, and one must be able to write a lot about it.
Given a Post-it, students reread entries in writers’ notebook looking for a seed. Students will then write their seed idea on
the top of a new notebook page.
Work Time


Send students to their desk (using the Word of the Day, possibly).
Student will write everything they can think of that goes with their seed idea.

If teacher notices any students having trouble, or claiming to be through, confer with that/those student(s). One of the
70
criteria for choosing a seed was that it could have the potential to grow and expand into at least a week's worth of writing.
It is possible the teacher will have to help students choose an appropriate seed.
Closing
 Using a predetermined signal, gather students back together.
 Discuss, “How did you go about choosing your seed? Did anyone have trouble choosing a seed or writing for the entire
time? What did you do to keep yourself writing?”
 Review the Behaviors and Expectation of WW chart. Add any additional needed information.
 Allow volunteers to share what we wrote, using a document camera, if available. Children should encourage their
classmates to ask, “Questions, comments, or concerns?” (CCGPS4W5)
With this practice at the end of each day’s lesson, this is your opportunity to create an atmosphere of acceptance by admiring the
work of your writer, and allowing for comments from classmates to further the student’s writing capability.
Homework
 With the idea of growing longer, stronger pieces, children will be asked, with each new day, to write a page in their
notebooks using the new strategy taught. (If differentiation is needed for some students, you could suggest that skipping
lines may be appropriate.)
You are now ready to start a unit of study writing. All good writing has a piece of narrative in each. It is because of that that we
recommend you begin with a narrative study. Writing workshop consists of choice. Students may develop their choice topic in
narrative writing and then work on a different genre. Each day the teacher teaches a new strategy which the children attempt to
implement in their writing. After the assigned strategy is completed, the students are free to experiment on other pieces, in any
genre, in the same notebook.
The idea with common core is continual writing on various genres within a nine week period. The seed stories in which the
children are drafting after the expected minilesson task are the ones they will choose from to take to publishing during the various
genre studies.
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