1.W.5

=Writing=

=Production and Distribution of Writing=

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Remind students about the cookies that we talked about making special yesterday. Ask students if they have ever been tricked by a cookie before. It looks like its gonna be delicious but then when you bit into it its hard as a rock. One things that good writers do is they make their writing easy for the reader to read and understand. Teaching Point: Today we are going to take the book you worked on yesterday to make sure that its ready to publish. Tell students that you are going to be editing the piece that you wrote yesterday. (using the chart paper story from Monday) you will also show students the Editing Checklist and go one by one through the list to see if its ready to publish. Modeling what each criteria is and how to fix it if you have mistakes. Have “fix up strips” ready (strips of lined paper that can be glued into fix larger mistakes). After modeling students will get their own checklist and will then work with a partner to “edit’ their own writing. Model how you will take turns and talk about how you could make your writing better in certain spots. Indpend. Students will return to their desk to make changes or begin working on a new piece of writing. I can edit/revise my small moment story using a editing checklist. Why? Because it will make my writing easier for the reader to read.
 * : ** **Lucy Caukins Lesson pg 145 “Using All We Know to Revise”** Ask students if they have ever baked and decorated cookies. You would want them to be JUST right before you shared them with someone. Talk about how you wouldn’t just give them a clump you would put icing and decorations on them. Teaching Point: Today we are going to work on PUBLISHING a story by revising/editing using all the things we know good writers do. Have students go get their writing folder and come back to the carpet. I want you to pick one story that you are going to “fix up” and make extra special (like the cookies) to publish. (If you are thinking about letting students type any pieces let them know that at this time that a few students each day will get to type up their story.) Model going through a pretend folder looking for the best piece of writing and think aloud why or why not you would choose a certain pieces to revise and publish. Give students time to find which piece they are going to do. Once they have picked their pieces REVIEW all the ways that good writers add power to their writing: all the charts and writing lists that we have done. (Have a prewritten story on chart paper) Then model how you will go back and make sure that it’s the best writing. Find where you can add an authors craft, take suggestions from the class, and use adjectives and synonyms to make your writing more powerful. After modeling tell students that they will take their writing back to their seats and rewrite the best version of their best story into a book with pictures. Tomorrow you will be sharing this story with a friend. Students will return to their seats. I can revise/edit my best “small moment” story to be published later. Why? To make my writing more interesting and powerful.
 * Lucy Caukins Lesson pg 152 Editing with a Checklist **