(40 90 minutes each day in a reading/writing block lasting minutes)

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Shavonne Norman
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1 Transforming our Teaching through Reaing/Writing Connections SESSION 6 Reaing to Writing: Creating Relevant Texts Reaing to Writing to Reaing, K 2 Five-Day Lesson Plan (40 90 minutes each ay in a reaing/writing block lasting minutes) These plans capture the lessons you observe in the vieo clips. They meet minimum K 2 literacy requirements for most school istricts. Some of you may ecie to present the lessons as they are. Others will choose your own engaging text. Remember to consier your stuents interests, nees, an strengths. LEARNING GOALS Tell stuents this is what they will learn this week. You may want to write these goals on a chart or whiteboar an check them off at the en of each reaing/writing block. Stuents will begin to: Develop reaing/writing ieas by listening to an iscussing text. Unerstan that they can rea what they write an write about what they rea. Develop listening, speaking, oral language, an community-builing skills by turning an talking, sharing, iscussing, an participating. Develop concepts about print: irectionality (top to bottom, left to right), the ifference between a letter an a wor, an one-to-one matching. Locate unknown an known wors. Develop phonemic awareness an phonics skills by using beginning souns, ening souns, an consonant souns. ASSESSMENT/EVALUATING STUDENT WORK How will I know what stuents have learne? Samples of stuent writing/illustrations. Stuent oral responses. Anecotal notes. My observations. Reaing/writing conferences. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH). page 1

2 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 2 MATERIALS NEEDED a Rea-alou book chosen from the suggeste list. a Sliing masks for framing known an unknown wors. a Wor wall. a Name wall with stuent names/pictures. a Paper (samples of writing paper). a Pencils, markers, or pens. RESOURCES Reaing Essentials an Writing Essentials by Regie Routman. Classroom library containing a variety of books in many genres at several levels for browsing an reaing. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

3 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 3 DAY 1 LESSON ACTIVITIES Reaing Alou Introuce I Love Saturays y omingos, written by Alma Flor Aa an illustrate by Elivia Savaier. Or, introuce whichever book you ve chosen. Tell stuents to listen carefully to the story, because they will be writing their own book about why they love Saturay or Sunay after you finish reaing. Tell stuents to pay attention to what they notice as you rea the book to them. Start reaing the book. Check for unerstaning as you go. For example, after the first two pages you might ask, So what is going on in the story so far? What i you notice? Make personal connections to the book. (Put the book own so kis know when you are thinking alou an when you are reaing the author s wors.) Make sure stuents unerstan new concepts an vocabulary (e.g., piñata). Ask stuents, How many of you have granparents? How many of you on t have granparents? Think about what is it that you like to o best on either Saturays or Sunays. How many of you want our book to be I Love Saturays? How many of you want it to be I Love Sunays? Let s write about [whatever ay most stuents pick]. Inepenent Reaing Practice Introuce your classroom library an invite stuents to browse. Comment on your stuents choices, interests, an behavior. Ask stuents to select one or two books that they might want to rea or have someone rea to them. Reaing Celebration Ask stuents to share with a partner why they chose their book(s). Listen to the conversations an select one or two stuents to moel an share some of their book choices with the whole class. Let stuents know that goo reaers enjoy an love the books they select an that they will have time for inepenent reaing practice every ay. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

4 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 4 Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

5 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 5 DAY 2 LESSON ACTIVITIES Share Writing: We Love Saturays Decie with your stuents the title an content of the text. Think alou as you write. In share writing, you negotiate what you are going to write with your stuents but you are in charge of the writing an ultimately make the final ecisions. For example: Shoul we call it I Love or We Love? I think we shoul call it We Love. If we wante to write Saturay, where coul we fin the wor written own so we know how to spell it? Write the title of the story on the chart. Moel the form the book will take. Tell stuents what you like to o on Saturays or Sunays. This is what I o on.... Think alou an write your own sentence in front of your stuents. What o you hear at the beginning? What o you hear at the en? I hear... State the purpose for writing so stuents know what to expect an remain engage throughout the emonstrations. Kis, the reason it is important to make sure you can see the chart is because this is how you are going to become a goo reaer an writer. We are going to be taking the story we write an turn it into a book. We want to make sure you all can rea it. Think alou an moel rereaing. Writers change their mins. We nee a beginning. How o we want to start our book? Who has an iea? Do you have an iea? Ask stuents to rea with you as you go along. Ask stuents to a to the story until all stuents have ha a chance to contribute. Wor Work Connect wor work to the written text. Introuce a sliing mask an use it to locate known an unknown wors: What is this wor? What are the two letters that make the /er/ soun? What about this wor, goes? What about this wor, we? Inepenent Writing Practice Introuce the writing journal/notebook if you have not alreay one so an ask stuents to ate their paper. Explain the purpose for inepenent writing. Tell stuents that this is a time to write about the book you just rea or to write about anything else that is important to them right now. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

6 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 6 Observe stuents inepenent writing an write own what you notice. Use these observations to guie your focus for tomorrow s share writing. Ientify one or two stuents who are attempting to implement the learning goals you moele in share writing. Writing Celebration Introuce stuents to the reaer s/writer s chair or the area where kis will share an celebrate with you as a group. Tell stuents that everyone will have a chance to share their work, learning, thoughts, an ieas about reaing or writing. Go over the learning goals for the ay an congratulate the stuents who you notice were implementing these goals. Check off the goals that you accomplishe toay. Ask kis to turn to the person next to them an tell about one or two things they i well toay. Ask everyone to clap for one another. Say, You ve all one a great job. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

7 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 7 DAY 3 LESSON ACTIVITIES Share Reaing: We Love Saturays Class Chart an Participation (Choral Reaing) State the purpose for share reaing. For example: We are going to rea the story we wrote together, because getting goo at reaing this book will make us much better reaers. I will nee everyone to rea with me. Moel one-to-one matching. Choral-rea the class chart while you inicate each wor with a pointer. Ientify the purpose for creating the class chart. You might say: This is going to help others learn about our class. Write your sentence from the previous ay in Spanish, an tell stuents they are writing a bilingual book. Comment on how the stuents have publishe their own bilingual book, an point out how kis use illustrations to tell about their writing. Wor Work Show kis how to fin names on the name wall by matching them with the photographs. Tell kis that the purpose of the wor wall is to use the wors for reaing an for writing. With the sliing mask fin an locate the known wor her on the class chart, clap an spell the wor, h-e-r, an put the wor on the wor wall. Fin an locate the wor we an place it on the wor wall. Tell kis that when they are reaing an writing in their journals, they on t nee to soun out or try to spell those wors because they are up on the wor wall now an you expect them to check themselves an spell those wors correctly. Inepenent Reaing Practice Invite stuents to browse an look through the books in your classroom library. Observe stuents choices, interests, an behavior. Have a conference with one or two stuents. Ask stuents to select one or two books that they want to rea. Reaing Celebration Invite kis to share with a partner why they chose their book toay. Continue to listen to the conversations an select one or two stuents to moel an share some of their book choices with the whole class. Celebrate stuents whom you observe enjoying an loving the books they selecte. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

8 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 8 Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

9 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 9 DAY 4 LESSON ACTIVITIES Share Reaing Rerea the class share writing chart We Love Saturays. Tell stuents to rea the wors as you point to them so that everyone stays together ( eyes on my pointer ). Wor Work Use the sliing mask to fin the known wor her on the class chart. You might say, How o we pronounce e-r? Fin an locate sister. Teach rimes (see Glossary on the website): What is the wor that rhymes with bike that is alreay on the wor wall? Like. The only ifference is one letter; the ike stays the same. Look at the wor wall. There is color tape on the ike chunk so that you can figure out other wors that have ike in them. Let s put another wor on the wor wall. This is a wor all first graers have to know at. Let s put highlighter tape on that wor too, because if you know at, you know bat, cat, an sat. Moeling Inepenent Writing (Differentiate Instruction) Show some samples of stuent writing an turn their attention to writing an illustrating their iniviual stories. The purpose of the book we wrote together was so that everyone coul rea it. You only wrote a little bit. Toay you are going to a to your own story. Tell kis to be thinking about what they can a to their own story as you moel aing to yours. Think alou an remin kis that all writers think before they write. Invite kis to help you hear the souns in the wors as you think alou an write the souns in the wors. Moel spacing, stretching out wors, an writing known wors. Date your paper. Go back an rerea your story. Tell stuents it is time for them to a on to their story or write about anything else that is important to them right now. Stuent Inepenent Writing Tell stuents what you expect them to o uring inepenent writing: Before you go off to write, I want to make sure you have an iea you want to a to your story. Tell stuents to turn an tell their partner what they are going to a to their story. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

10 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 10 Ask kis who nee more help with ieas to remain with you while the rest go off to write an a etails to their story. Help kis jot own key ieas on sticky notes to help them remember their iea. Jot own your observations as you monitor stuents inepenent writing. Use your observations to guie share writing uring the next class. Ientify one or two stuents who are attempting to master the learning goals you moele in share writing. Writing Celebration Invite the stuent(s) you ientifie uring inepenent practice to sit by you in a whole-class public conference. Celebrate the content of their writing. Go over the learning goals for the ay an point out the goals you notice stuents attempting, such as hearing souns in wors (phonemic awareness), using the wor wall wors (her, we, bike, like, goes), rereaing, one-to-one matching, illustrating, fining stuents names on the name wall by looking at the accompanying photographs. Check off the goals you accomplishe. Ask kis to tell the person next to them about one or two things they i well toay. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 11 DAY 5 LESSON ACTIVITIES Share Reaing Rerea the class share writing chart We Love Saturays.

11 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 11 DAY 5 LESSON ACTIVITIES Share Reaing Rerea the class share writing chart We Love Saturays. Tell stuents to rea the wors as you point to them so that everyone stays together ( eyes on my pointer ). Wor Work Use the sliing mask to fin the known wor at on the class chart. You might say: Yesteray we ae a wor to the wor wall that all first graers have to know at. We put highlighter tape on that wor, because if you know at you know many other wors. Let s make a class chart of at wors. List stuent responses (bat, cat, sat, etc.) on a chart place where everyone can see it. Ask stuents to look for other at wors as they rea an write toay. Moeling Inepenent Writing Show samples of stuent writing an turn stuents attention to their writing an illustrations. Tell kis to think about what they can a to their own story as you moel aing more to yours. Think alou an remin stuents that all writers think before they write. Invite kis to help you hear the souns in the wors you want to use an write the souns in the wors. Moel spacing, stretching out wors, an writing known wors. Date your paper. Go back an rerea the story. Stuent Inepenent Writing Tell stuents it is time for them to a to their story or to write about anything else that is important to them right now: Toay you are going to a even more to your story, finish it, an illustrate your story. Remin stuents what you expect them to o uring inepenent writing: Before you go off to write, I want to make sure you have an iea you want to a to your story. Tell stuents to tell their partner what they are going to a to their story. Ask kis who nee more help with ieas to remain with you while the rest of the kis go off to write an a etails to their stories. Have kis jot own key ieas on sticky notes in orer to remember them. Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

12 SESSION 6 Reaing/Writing Connections / READING TO WRITING TO READING: K 2 FIVE-DAY LESSON PLAN page 12 Write own your observations as you monitor stuents inepenent writing. Ientify one or two stuents who are attempting to master the learning goals you moele in share writing. Collect stuent stories an collate them into a class book for share an inepenent reaing. Writing Celebration Invite the stuent(s) you ientifie uring inepenent practice to sit by you in a whole-class public conference. Celebrate the content of their writing. Go over the learning goals for the ay an point out the stuents who mastere them, like hearing souns in wors, using the wor wall wors (her, we, bike, like, goes, at), rereaing, one-to-one matching, illustrating, an fining stuents names on the name wall by looking at the accompanying photographs. Check off the goals that you accomplishe. Ask kis to tell the person next to them about one or two things that they i well uring reaing an writing workshop toay. Teacher Reflection/Notes/Comments (Perhaps observe one or two stuents a ay an reflect on their learning as well as your own.) Samples of Your Own Stuents Work (Perhaps start a notebook in which you keep your own plans, samples of stuents work [exemplars], class charts, resources you use, etc.) Regie Routman in Resience: Reaing/Writing Connections, Website by Regie Routman (Heinemann: Portsmouth, NH).

a Student sentence typed on unlined white paper for illustrating. a We Share Everything by Robert Munsch (or another book of your choice).

a Student sentence typed on unlined white paper for illustrating. a We Share Everything by Robert Munsch (or another book of your choice). Transforming our Teaching through Reaing/Writing Connections SESSION 5 Reaing an Writing Lots of Texts Five-Day Lesson Plan, Kinergarten (K 2) (90-to-150-minute reaing/writing block) Teacher Note: This