__ .......__ Schools
Session Summaries: Units of Study
Small Moments: Personal Narrative Writing (K-2)
In this unit, children learn to take the everyday events of their lives and make
them into focused, well-structured stories--doing their very best to communicate
those stories through pictures and through more and more writing.
Unit Targets
Students will be able to:
• stretch important moments and actions across several pages.
• "zoom-in" on one small part of a story and stretch it across the page.
• plan writing a story with a writing partner.
• tell a story to a writing partner by touching each page.
• say a word slowly, stretch it out, and write all the sounds heard.
• sketch a story rather than draw it.
• plan a detailed story by saying it aloud before writing it.
• tell a story across 5 fingers to make sure it has a beginning, middle, and end.
• tell a partner a story and use the actual words that they will write. Then they will
listen to them tell their story.
• write words they know in a "snap" and for words they don't know they will use the
word wall for help.
• zoom in on the most important part of a story just like a photographer.
• write what they were feeling and thinking in the story.
• write endings that stay close into the moment.
• read partner's writing and help them fix it up.
• celebrate.
PREFACE:
A committee of instructional coaches and teachers with deep understanding
of and experience with Units of Study, have created one page summaries of
each writing session with clear targets. They want to emphasize, however,
that they are not a substitute for reading the lessons; they are a guide to
help teachers when planning and teaching. And they are working
documents-feel free to revise them and make them your own. In addition,
the following support materials have been created for you:
•
•
•
•
A grade to grade scope and sequence.
State Standards student tracking sheets for each grade level.
An alignment of State Standards to Units of Study
Anchor papers for each grade: this is what a proficient writing sample is.
Providing writing instruction for students is a collaborative effort of K-12
teachers. It is important that each teacher uses our core writing program.
A core curriculum allows students to build on what they learned the year
before. Consistency in language, formats, and models allows students to
focus on deeper understanding of concepts and skills. What a student did
last year connects to what he is doing this year. The second or third time a
student experiences a unit of study, keener insights lead to a more thorough
transfer of skills to their writing. Teachers also know what concepts were
taught. Writing samples can be passed on from grade to grade.
Ellen Chaimov, Jennifer Darlington, Dawn Relin, Kari Tunstill, Kalei Ostreim
Jessica Orth, Jennifer Dove Kiltow, Bev Guttag, Rose O'Brien, Vicki Beraka
Tara Black, Gary Peterson
Units of Study and English Language Learners:
Before the Mini-Lesson
Teach brief pre-mini-lessons (5-7 min.) for English-Learners prior to the whole-class minilesson to introduce new vocabulary, sentence frames, language structures, organization or other
information. To make this manageable, keep in mind:
• Pre-mini-lessons are not needed before every mini-lesson (use them as needed to teach key
vocabulary, specific writing/editing skills, introduction to new writing genres, etc.)
• On days that you do teach a pre-mini-lesson, have the rest of the class rereading their writing
with their partner during this time. This benefits the rest of the class by reminding students of
the prior day's writing as well as providing students with a focus for continuing their writing
during the current day's workshop.
Mini-Lesson
• Use examples of experiences you KNOW students have had (e.g. use the example of your class
field trip on the bus rather than an airplane ride to Disneyland).
• When modeling writing for students during your mini-lesson, add sketches whenever possible
to aid comprehension. e.g. sketch/label new vocabulary, sketch your "small moment" story,
use pictures and/or realia
• If you are using a graphic organizer, model its use step-by-step.
• Use a lot of wait time as EL students will need to process the spoken and written English of
the mini-lesson prior to making personal connections for their writing.
• In addition to verbal and written directions, it is critical for English-Learners that you provide a
clear model of the directions. Keep in mind the multiple modalities of all learners, and use
best practices to provide directions in the modality and frequency that meets each student's
learning-style.
After the Mini-Lesson
• Provide students with sentence frames to start their writing, and post the sentence frames in a
place where students can see them from their desks. Model for students how the sentence
frames can be used to write about the content displayed on charts throughout the room.
• Check-in daily with English-Learners as they head out to Writing Workshop to make sure that
they have a focus for writing and that they understand the day's directions.
• Give students a choice of topics, but provide support for students in making their choice so
that they are picking topics that fit with the language they know.
• Engage students with real world purposes. e.g. writing a letter to a family member, writing a
story to read to a younger sibling, retelling stories they have heard or read, etc.
Writing Workshop
• Allow students to brainstorm/plan in their first language, rather than in English, as this may be
the best way to get their ideas flowing. This could look like:
o Peer conferencing with a buddy who speaks same native language
o Brainstorming lists of topics in native language; use picture files and books in native
language to help generate ideas
o Completing a graphic organizer in native language
• When the curriculum suggests assigning writing partners, pair English-Learners with someone
they will feel comfortable sharing/speaking with, and also with someone who will provide a
good model of spoken English; in this situation the best partner for an English-Learner is not
necessarily another student of the same native language.
• Personal Word Walls (Lucy Calkins Writing/or Readers: Teaching Skills and Strategies, K-2
Unit 3, pg. 57) can be effective tools for English-Learners when they are created for
individuals rather than used with table groups. Individual students can add sketches or prompts
to their word walls to aid their comprehension.
• Set student-specific writing goals or develop a student-specific editing checklist. Select one to
two editing goals to focus on at a time.
• Allow beginning English-Learners to write in their native language, to represent ideas
pictorially and with labels, and to dictate their writing to the teacher or other adult. Eventually
they might be willing to share the dictation orally (during the After the Workshop Share), and
then perhaps even write the simple story themselves.
• Keep expectations high, but modify assignments and expected outcomes to accommodate for
students' language proficiency levels. If the only way a student can complete an assignment is
with significant 1: 1 support, then the assignment is neither appropriate nor meaningful.
• Make use of other adults to provide multiple opportunities for feedback and student writing
conferences, but ensure adults have been trained in conferring with writers.
• Help advanced EL students to refine their writing, spot errors, and expand their vocabulary.
After the Workshop Share
• Celebrate students' writing, as well as the individual writing proficiency levels of each student.
It is okay to publish and celebrate writing that is not perfect and/or writing-in-progress.
• Allow sharing options:
• Share in native language
• Share in a small group or with a partner
• Share with younger students
• Choosing not to share or choosing to have the teacher share for them
Unit: Small Moments
Lesson # 1
Lesson Title: Understanding a Small Moment
Target: I can stretch important moments and actions across several Dages.
Connection
Celebrate that your students have been writing stories
from their lives!!
Teaching Point
Today we are starting a new unit of study. "Together
we're going to learn how writers take Small Moments
from their lives and stretch them out turning Small
Moments into stories that cross several pages."
Remind students of A Chair for My Mother. "Today let's
notice the way Vera takes a Small Moment and
stretches it across the pages." Tell students that Vera
Active
Engagement
Link
Mid Point
Lesson
could have written it quickly but instead stretched out the
moment by telling us tiny details.
Have student think of the tiny details the author added.
Tell a friend the details and share out whole group.
Encourage students to write Small Moments like the
author from the exemplar text. Remind them to use the
books so that they can try and stretch it out across three
pages.
None
Materials Needed:
• Pre-read A Chair for My Mother or another Small Moment book.
Unit: Small Moments
Lesson # 2
Lesson Title: Discovering One Small Moment
Target: I can "zoom-in" on one small part of my story and stretch the
story across the page.
Connection
Teaching Point
Active
Engagement
Link
Mid Point
Lesson
Remind students of the story you read yesterday and how
that was an example of an author who took a Small
Moment and turned it into a story.
"Today, I'll show you how I write Small Moments in
my life because all of you will be doing that, too."
List for students what you could write about, being very
general. Show students instead how you are going to
zoom in on one small part. Tell students you can picture
it like a movie in your head. List what came first, next
and last. Tell the story across pages in a sample booklet.
Have students notice what you did as a writer and
generate a list of observations, which will then become an
anchor chart you will use throughout the unit.
Review the Writing Small Moments list and remind
students that, "Today and everyday you'll be doing all
these things." Before sending them off to write have
students close their eyes and remember the moment they
are writing about.
Stop students and celebrate a student who is sticking with
one piece, adding more to it, and stretching it out.
Remind them that old lessons need to be relearned over
and over. If students feel like they are stuck they can go
back and review previous mini lessons or conferences so
that they can finish one piece and/or start another one
without helQ.
Materials Needed:
• A personal story that is unfocused and that you can zoom in on.
Unit: Small Moments
Lesson # 3
Lesson Title: Establishing Long-Term Partnerships
Target: I can plan my writing with a writing partner.
Connection
Teaching Point
Active
Engagement
Link
Mid Point
Lesson
Have students sit next to their assigned partners and
materials. Tell students that as well as markers, pens,
paper, etc. they also need a writing partner to plan their
writing.
Model for students working with their partner, sitting
knee to knee, eye to eye, and asking, what did you write
about yesterday? etc. Are you done or will you add to
your story today?
Have student's practice turning and talking to their
partner.
Students will work alone for about 20 minutes before
rejoining their partner. You might say, "Writers, all
your life you are going to want to have conversations
like this one in which you share and plan writing."
Students take turns reading their writing to a partner and
then talk about their writing. Have each partner ask,
"Will you add on or are you done?" The writer should
say the exact words they will write.
Materials Needed:
• Assigned spots
• Assigned partnerships
Unit: Small Moments
Lesson # 4 Lesson Title: Stretching One Small Moment
Target: I can tell my stOry to my writing partner by touching each page.
Connection
Teaching Point
Active
Engagement
Link
Mid Point
Lesson
Celebrate what students have done over the past few days
of writing. Remind students about the story, The Kissing
Hand by Audrey Penn. Tell students that they will see her
moment cross several pages just as theirs will.
Reread an excerpt from The Kissing Hand. Have students
listen for how Audrey Penn stretched the moment out
over several pages, telling it long.
Model for students stretching out the story across pages in
your booklet, reinforcing working with a partner. Have
students notice and make observations about what you
did.
Remind students to plan their stories and tell them to their
partner, touching each page as they do.
Remind students of the chart they compiled of what
writers do. (Reference the Writing Small Moments chart.)
Read aloud the chart and ask students to raise their thumb
if they've done it, or point to a place in their writing
where the work is.
Materials Needed:
• Booklet
• The Kissing Hand (Audrey Penn)
• A Small Moment story to share with the class
Unit: Small Moments
Lesson # 5
Lesson Title: Stretching and Writing Words
Target: I can say a word slowly, stretch it out, and write all the sounds I hear.
Connection
Teaching Point
Tell students that writers say words they don't know,
slowly stretching the word out and writing all the sounds
they hear. Tell students the purpose of this is so others
can read their writing.
Tell students the story from your picture and demonstrate
writing words, saying the word slowly, stretching it out
and writing down the sounds.
Active
Engagement
Pass out white boards to students. Have them help you
with a word you are planning on writing in your story.
Have them use the strategy of, Say/Stretch/Write.
Link
"Today and everyday, use the strategy of saying the
word, stretching it out by saying it slowly, and then
writing one sound. Reread what you've written so far
and say the rest of the word slowly, listening for the
next sound you hear. Use this strategy so that people
can read your words."
None
Mid Point
Lesson
Materials Needed:
• An oversize booklet with pictures drawn with a Small Moment from your
life.
Unit: Small Moments
Lesson # 6 Lesson Title: Sketching Rather Than Drawing
Target: I can sketch my story rather than draw it.
Connection
Teaching Point
Active
Engagement
Link
Mid Point
Lesson
Tell students that you have been reading their writing and
have noticed that some of them have great pictures that
tell a great story that has no words.
"Today I'm going to teach you a special kind of
drawing that writers use when we want to save time
for writing words. We call it sketching."
We sketch to have time to write our words and draw our
story. Draw, using detail, a picture from the story that
you are going to tell/write today. Emphasizing that you
are drawing in contrast, tum to a clean page and sketch
the same picture in 30 seconds or last. Say to students,
"Writers sketch so they still have time to write." Add,
"Writers sketch the story on their paper" to the Small
Moments anchor chart from the first lesson. Get a fresh
booklet, tell your story verbally, and quickly sketch your
story to model for students.
Have students think about what they are going to write
about today. Have students pretend they have a booklet
in front of them. Have them whisper what they are going
to write and sketch on their pretend booklet.
Remind students that they can picture in their minds what
they will write, and then what they'll sketch, not draw.
Have students check in with their partners about the
amount of writing they have done so far. Students should
check with their partners to see if they have written more
words than the previous day. If not, then the response
should be, "You gotta write!" and partners should help
in getting started writing words down.
Materials Needed:
• Small Moments anchor chart
• Small Moments story
Unit: Small Moments
Lesson # 7 Lesson Title: Planning Details
Target: I can plan a detailed story by saying it aloud before I write it.
Connection
Remind students that writers plan stories with the details
included.
Teaching Point
Remind students of a shared experience that they have
had. Plan out loud how you would write about that
experience. Be sure to touch each page as you say the
story aloud.
Have the students tell their partner one or two details that
you could add to your story to make it better and have
them share out with the class.
Active
Engagement
Link
Mid Point
Lesson
Remind students that when writing their Small Moments
they want to think about something that has happened to
them, picture it in their mind, and then, before writing, tell
a partner the story with details. Plan together how the
story will go and then sketch and write it across the pages.
None
Materials Needed:
• An example of a shared class experience
Unit: Small Moments
Lesson # 8
Lesson Title: Internalizing Story Shapes
Target: I can tell a story across my 5 fingers to make sure I have a
beginning, middle, and end.
Connection
Tell students that they have been finding stories to write
about everywhere in their everyday lives.
Teaching Point
Sometimes we get ideas for stories that we aren't
necessarily writing about but that would make a really
good story. "Writers find stories everywhere in our
lives, and we hold onto them until we can write them
down. Today I'm going to teach you how writers
catch story ideas."
Active
Engagement
Link
Mid Point
Lesson
Materials Needed:
Model for students how you can take a story out of your
pocket and then tell that story across your fingers, one
finger for each part of the story. "Later, you can always
reach your hand into your pocket and take out a story.
And you have a story-helper, too, because you pull
your story out like this (model). Watch how I tell a
story across my fingers."
Have students think about the story they are writing or
going to write and have them tell their story across their
fingers to their partners. Listen in so that you can
reinforce your teaching to the whole group.
Suggest if students are ready to begin a new piece, it
might help to tell the story across their fingers first to
make sure there is a beginning, middle and end.
None
Unit: Small Moments
Lesson # 9
Lesson Title: Storytelling With Partners
Target: I will tell my partner my story and use the actual words that I
will write. Then I will listen to them tell their story.
Connection
Review with students that yesterday they told stories to their partner
by telling the story across their fingers
Teaching Point
. "Today, I'm going to teach you how to be great writing
partners. There are two things you must learn. The first is
how to do a good job when it is your turn to tell a story. The
next is how to do a good job when it's your turn to listen."
Active
Engagement
Link
Mid Point
Lesson
Teach students that instead of summarizing the story they plan to
write, they should say the actual words they will use in the story.
Ask a student to join you to model what this looks like. Give them
an example of a story where you summarize and then with your
student partner, give an example of what this story sounds like
using the words you will actually use when you write. Then model
what it looks like to be a good listener. (You might choose to first
model what it looks like to be a poor listener.) Examples should
include, facing the storyteller, eyes planted on the storyteller,
occasional nodding, smiling at funny parts.
Have students practice the jobs of storytellers and listeners.
Invite students to plan out stories. "It's time to resume your
writing. I know some of you are in the middle of stories and
some are starting new ones. If you are starting a new story,
please plan it out with your partner. I'm going to admire ways
partners talk and listen with each other."
Stop students and point out examples of partners that are telling
stories and listening well. Have students who are doing well model
for the rest of the class what it is that they are saying to each other.
Say to the students, "Would you be sure your partnership work
goes just as well?"
Materials Needed:
• An example of a story you can share with kids across your fingers.
Unit: Small Moments
Lesson # 10
Lesson Title: Writing Some Words in a Snap
Target: I will write words I know in a "snap" and words I don't know
I will use the word wall for help.
Connection
Tell students that you are going to teach them a strategy
that will make writing a long story a little easier.
Teaching Point
Tell students that when they are writing they will
sometimes come to words they know right away, "words
you know in a snap." They can write these quickly. Other
times they will come to words with which they will
struggle. Model for students in your own story 'writing
words in a snap' and then come to a word of which you
are not sure. Model for students listening for the sounds
you hear in the word and then refer to the word wall to
find that word.
Repeat the process of writing a sight word and
referencing the word wall. Have students use white
boards to practice this skill.
Active
Engagement
Link
Mid Point
Lesson
"When you are writing and you write words you
know, write them fast. Don't bother to stretch them
out. Instead, 'snap and write it.' If it's a word you
almost know, check the word wall, and then 'write it
with a snap'."
None
Materials Needed:
• A story you will share
• White boards
Unit: Small Moments
Lesson # 11
Lesson Title: Focusing on the Most Important Part
Target: I can zoom in on the most important part of my stOry just like
a photographer.
Connection
Teaching Point
Active
Engagement
Link
Mid Point
Lesson
"Today I'm going to teach you that writers are like
photographers." Make connections between taking
pictures with a camera and zooming in and how writers can
do the same thing.
"I'm going to show you how writers like photographers
zoom in on the most important parts of the story. When
you zoom in you see things more closely."
Tell a list-like unfocused story about a big thing in your life.
Have students make observations about your story. Then
using the same idea, tell them a zoomed in story using your
hands as a model for zooming in.
Have students open up their writing folders and look at the
story they worked on the previous day. Have them ask, "Is
this a big story or a zoomed in story? If it's big, would
you tell your partner how you could zoom in?"
When you write today and everyday, think about being a
photographer and think about zooming in on the most
important parts of your story.
Remind students that when they come to a difficult word to
use the strategy of saying it slowly, writing down the
sounds, and rereading.
Materials Needed:
• An unfocused story to tell
• The focused version
Unit: Small Moments
Lesson # 12
Lesson Title: Revealing Internal Stories
Target: I can write what I was feeling and thinking in the story.
Connection
Remind students that they have been writing small
moments and stretching them out to make them long.
Teaching Point
Tell students you are going to teach them a strategy so
they can say more about their small moment. "I'm going
to show you that you can write what happened. That's
called the outside story. Your feelings and thoughts
about what happened are called the inside story."
Active
Engagement
Link
Mid Point
Lesson
Read aloud the exemplar piece that tells not only what
happened but the feelings as well. Ask students what they
noticed.
Have students tum and talk with a partner about what they
noticed. Remind everyone in the classroom of a shared
event. Have students tell the inside story and the outside
story to that event to their partner.
"When you write today, and from now on, you can tell
what happened and also what you felt and thought."
None
Materials Needed:
• Exemplar piece of writing either from a student or the attached piece.
• Shared classroom event
Unit: Small Moments
Lesson # 13
Lesson Title: Writing Close-In Story Endings
Target: I can write endings that stay close into the moment.
Connection
Teaching Point
Compliment students on all their writing and suggest that
as you're reading you're let down when it comes to an
ending that's out of the moment.
"Today we'll learn to write endings that are as
wonderful as your stories."
"What you do now is that you usually write endings that
jump away from the small moment."
Active
Engagement
Link
Mid Point
Lesson
Give an example such as, then we had lunch or then we
went home. Tell students that they will get a better
ending if they stay close to the moment. Retell that story
and have students brainstorm possible endings that stay
close into the moment. Give the suggestion that it could
be what they thought or felt.
Tell the class that you need help writing the ending based
on a shared experience. (The same shared story you've
been working on in previous lessons) Retell the shared
story and have students talk to their partner and plan a
close-in ending. Have students share.
Tell students that if it's time to end their story they can
ask themselves, "How can I write a good ending?" Tell
them from now on they are not allowed to end a story
with, then I went to lunch, then I went home, or then I
went to sleep.
None
Materials Needed:
• Shared story the teacher will tell and end with then we had lunch or then
we went home.
Unit: Small Moments
Lesson # 14 Lesson Title: Revising and Editing with Partners
Target: I can read my partner's writing and help them fix it up.
Connection
Have students choose the piece they are going to publish
and tell students they are going to work with their partner
to fix it up.
Teaching Point Tell students, " The job of their partner, (their editor),
is to go through the piece before it is published and tell
them how to fix it up." Show the poster titled, How to
Fix Up a Piece. Invite students to be your editor and
show a short, three-sentence story that students can relate
to and ask them to be your editor. Read the story multiple
times to have students think, Does this make sense? How
can we fix it? Could we add to this? Tell students they
can also help with spelling.
Have another example of a short piece that needs editing
Active
Engagement
with enough copies for every partner to have. Have
partners read through the example and practice being
editors.
Link
Send students off to edit their work with their partner.
Mid Point
Lesson
None
Materials Needed:
• Poster titled How to Fix Up a Piece
• Another example of a short piece that needs editing with enough copies
for every partner to have.
Unit: Small Moments
Lesson # 15
Lesson Title: Reading Aloud for Visitors: An Author's Celebration
Take time to celebrate your students' writing in a special way.
One idea would be to have a comment sheet for older students to write their
comments. Encourage students to give oral and written comments.
The Hug and Kiss
r
OY'
r
on
~s
s i+it\)
L~r qnlZ
wo,.s LYh \t\'
..,.~ y- Stl 0 Ir-,
Htr
Before bed my mom gave
me a hug and a kiss.
I was sitting on her lap
and I was lying on her
shoulders.
So
r
f~ltt-
I felt so comfy.
May be copied for single dassroom use. @2003 by Lucy Calkins and Beth Neville, from Resources for Primary Writing, Units of Study for Primary Writing: A Yearlong Curriculum,
Lucy Calkins, Heinemann: Portsmouth, NH
a
.
.
\·Arsfh I.I.Y"J""
'v
So.c/;(l tt.l ~ !.I 4
'B iLt -fIst
as
My MoM
A\ ollrlr()~
Ke
ue
r' :r Shou.+id
J,wp+
T
.
Dti
"jf~
""X-
Very L'I..,dly
My bEd fhe.n
CaMe ,. 0
My
RooM
.rk'kS
j"iO ~
+"
3d M¥
1:/; ~ tllt} c.. ~i Lr
. in t;K v'.. ndo
.
Sf,e o..sct he Wafs So C;(if,''''3?
.r-\ v BiLt f,at My 'SoLi" -t;dP
I
It was Thursday morning.
Suddenly I woke up. "It's
my belt test!" I shouted
very loudly as I jumped
on my bed. Then my
mom came into my room.
She asked me what's so
exciting? "My belt test!
My be It test!"
I was so proud of
myself. I was going to
get my high yellow belt
in Tae Kwon Do!
May be copied for single classroom use. @2003 by lucy Calkins and Beth Neville, from Resources for Primary Writing, Units of Study for Primary Writing: A Yearlong Curriculum,
lucy Calkins. Heinemann: Portsmouth, NH
When I'm Done:
D Add to Picture
D Add to Words
r
~s
D Start New Piece
si±l!\f
OY'\ Htr Lo.r qnp
r Wo.s LYt\\t\'
on Jt~r- StloiY"".
May be copied for single dassroom use. 02003 by Lucy calkins and Beth Neville. from Resources for PrimalY Writing, Units of Study for PrimalY Writing: A Yearlong Cumru/urn. Lucy Calkins. Heinemann: Portsmouth, NH
When I'm Done:
o
Add to Picture
o
Add to Words
D Start New Piece
,
r
r
ot')
on
~s
Htr L~r
s i+if\.f
qnlZ
Wo..> LYhit\'
Jt~ "'"" Stl 0 Ir-.
May be copied for single dassroom use. 02003 by lucy Calkins and Beth Neville, from Resources for Primary Writing, Units of Study for Primary Writing: A Yearlong Curriculum. lucy Calkins. Heinemann: Portsmouth, NH
The Hug and Kiss
Before bed my mom gave
me a hug and a kiss.
I was sitting on her lap
and I was lying on her
shoulders.
I felt so comfy.
May be copied for single dassroom use. Q2003 by lUCY Calkins and Beth Neville. from Resources for Primary Writing. Units of Study for Primary Writing: A Yearlong Curriculum.
lucy Calkins, Heinemann: Portsmouth. NH
,
S.cI .. "tL.l:x= !.l0Ke
yp
"if\{
M't
'6 iLt fist 1" :r S'hou+id Very L•...,dly
as
I J,M<pt
Dr!
No.y MoM CaMe
a.sct
S~e
ne
My b gd lhM
j0
My
ROolVo,
.rWM
joit) ~ .n..
jd M¥
/i;¢
,fl
O (.
~iL-r
. in t;K,V.ndo
.
Wfl.fs So C:~i~ j''''l?
.r-\ V Bi L+ f,at My 'BOI..-t t;d,
I
It was Thursday morning.
Suddenly I woke up. "It's
my belt test!" I shouted
very loudly as I jumped
on my bed. Then my
mom came into my room.
She asked me what's so
exciting? "My belt test!
My belt test!"
I was so proud of
myself. I was going to
get my high yellow belt
in Tae Kwon Do!
May be copied for single dassroom use. C2003 by Lucy Calkins and Beth Neville. from Resources for Primary Writing. Units of Study for Primary Writing: A Yearlong Curriculum.
Lucy Calkins, Heinemann: Portsmouth. NH