Backwards Design for Unit of Study
Big Ideas: Enduring Understanding
Throughout the unit students will learn about the purpose and consequences of rules and how different settings may require
different rules (church, school, home, playground). Students will learn about characters, setting and events and the role of
story structure in literature. In writing the focus will be on narrative text structure and how the structure helps communicate
meaning.
Essential Question (s)
 How can text features help you determine text
purpose or the type of text (genre)?
 Why do we have rules and consequences
(positive/negative)?
 How do I find the stories in my life I want to tell?

What elements are included in a good narrative
story?
Guiding Questions
 How can the illustrations help you describe the character,
setting or events in the story?
 What are some character traits that help explain the
character’s actions?
 Who are the characters in the story and what can you tell
me about them?
 What is the setting in the story and what can you tell me
about it?
 What are some features of a non-fiction or fictional text?
 What is an important event in the text?
 What words did the author use to describe the setting?
 Why did the character do what he/she did at the end of the
story?
 What makes you think that this text is fiction/non fiction?
 How do you make sense of your reading?
 Good readers ask questions as they read. After reading page
____, what do you wonder about? Or What questions do you
have?
 Are the rules at school the same in all settings?
1
Possible Misconception(s)
Students might confuse identifying with describing characters, setting or events in a story
Major events vs. less important events
Key details vs. less important details
Students might not know how to integrate information from illustrations and from the text into one important detail
How words and text features provide information
Learning Target: KNOW?
Learning Target: DO?
 Story elements: Characters, settings and major events 
Describe characters using illustrations and key details such
in a story (Beginning, Middle and End, Sequence of
as physical and character traits
Events, Temporal words)

Describe setting using illustrations and key details
 Character traits (key text details)
indicating where and when a story takes place.
 Identify and describe settings

Describe major events using illustrations and key details
indicating what happens to the main character or what the main
 Different Genre: Fiction and nonfiction and their
character does.
features

Explain major differences between fiction and nonfiction
 Get information from illustrations in a text
books by analyzing the features or structure of a text.
 Relationship between text and illustrations and how

List and explain the features of both fiction and non-fiction
they work together to tell a story or present
text.
information
Culminating Task:
Students are able to communicate their understanding of how text is organized by using visual art and speaking to represent
their thinking.
Students will write a personal narrative focusing in on a time when someone broke the rules. They will use the app “Shadow
Puppet” to create a digital representation of their personal narrative. Students will find a partner and they will read their
narrative and describe the characters, setting and events to one another. Student will state an opinion by responding using the
accountable talk frame “I agree/disagree with ____________ because _______________” about each other’s narrative pieces.
2
What will mastery/success look like?
 Completed Digital Representation of personal
narrative.
 Describe individuals, settings and events in their
personal narrative.
 Students can state their opinion and justify their
reasoning about each others narratives.
Indicators?
Personal Narrative will include temporal words, sequenced events
and details per Narrative Rubric.
Students score a 3 on Speaking and Listening rubric based on their
sharing of their narrative.
Standards
Student Outcomes
Reading (List standards)
RL.1.1 Ask and answer questions about key details in a text.
RL.1.3, RL.1.5, RL.1.7, Structure of Text
RL.1.3 Describe characters, settings, and major events in a story using key
 Determining genre: Fiction and Nondetails. (Interactive Read Aloud,
Fiction
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or
 Describe structural elements: Using
appeal to the senses.
text details to describe characters,
RL.1.5 Explain major differences between books that tell stories and books
settings, and major events
that give information, drawing on a wide reading of a range of text types.
 Explain what the author and
RL.1.7 Use illustrations and details in a story to describe its characters, setting,
illustrator do
or events. (Interactive Read Aloud,
RF. 1.1 Demonstrate understanding of the organization and basic features of
print.
RF.1.1, RF1.2, RF1.3 Foundational
a. Recognize the distinguishing features of a sentence (e.g., first word,
Literacy Concepts
capitalization, ending punctuation).
 Punctuation
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
 Capitalization
(phonemes).
 Alphabetic principles
3
b. Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends. (Interactive Read Aloud
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words. (Interactive Read Aloud
d. Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes). (Interactive Read Aloud
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable words.
Speaking and Listening
SL.1.1 Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
b. Build on others' talk in conversations by responding to the comments of
others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
SL.1.3 Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
SL.1.4 Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
Writing
W.1.1 Write opinion pieces in which they introduce the topic or name the book
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





Distinguish long and short vowel
sounds
Blends and Digraphs
Syllables
Word Endings
Decoding Strategies
High Frequency Sight Words
SL.1.1 Discussion Norms – Accountable
Talk
 Turn Taking
 Accountable Talk Stems
 Ask and answer questions
 Share thinking
W.1.3 Narrative Writing
they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
W.1.3 Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.
W.1.5 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.
W.1.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
W.1.7 Participate in shared research and writing projects (e.g., explore a number of
"how-to" books on a given topic and use them to write a sequence of instructions).
L.1.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences
(e.g., He hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,
them, their, anyone, everything).
L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and
for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
5







Refine and share their knowledge
through writing and speaking
Observe and participate in all stages
of the writing process
Pre-write
Draft
Revise
Edit
Publish
L1.1, L1.2 Use of Conventions in speaking
and writing.
 Correct letter formation of all upper
and lower case letters.
 Capitalize proper nouns
 Correct use of common, proper, and
possessive nouns.
 Correct use of verb tense
 Capitalization and punctuation of
sentences
Strand: Civics and Government
Content Standard III: Students understand the ideals, rights, and responsibilities
of citizenship and understand the content and history of the founding documents of
the United States with particular emphasis on the United States and New Mexico
constitutions and how governments function at local, state, tribal, and national
levels.
K-4 Benchmark III-A: Know the fundamental purposes, concepts, structures,
and functions of local, state, tribal, and national governments.
1. Understand the purpose of rules and identify examples of rules and the
consequences of breaking them.
2. Describe different groups and rules that apply to them (e.g., families,
classrooms, communities).
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Citizenship - Rules
 Purpose of rules
 Consequences of rules
(positive/negative)
 How rules change with the
setting (school, home,
playground)
Integrated Instructional Framework
Theme: Throughout the unit students will learn about the
purpose and consequences of rules and how different settings
may require different rules (church, school, home, playground).
Students will learn about characters, setting and events and the
role of story structure in literature. In writing the focus will be on
narrative text structure and how the structure helps communicate
meaning.
Social Studies Themes
Week 1: Getting to know my class, my teacher and our rules.
Week 2: Let me tell you about my family.
Week 3: My community
Week 4: Why do we have rules?
Culminating Task:
Students are able to communicate their understanding of how text
is organized by using visual art and speaking to represent their
thinking.
Students will write a personal narrative focusing in on a time
when someone broke the rules. They will use the app “Shadow
Puppet” to create a digital representation of their personal
narrative. Students will find a partner and they will read their
narrative and describe the characters, setting and events to one
another. Student will state an opinion by responding using the
accountable talk frame “I agree/disagree with ____________ because
_______________” about each other’s narrative pieces.
Interactive Read Aloud CCSS Focus-text structure and connection between text and illustration: RL.K.3, RL.K.7, RI.K.5
Instructional Practice
Teacher read-alouds demonstrate the power of stories. By showing students the ways that involvement with text engages us, we give
them energy for learning how reading works. By showing them how to search for meaning, we introduce strategies of understanding
we can reinforce in shared, guided, and independent reading.
Week
Week 1
Objective:
Students will
describe
characters,
setting and
major events
Text
*Suggested Text: “No David” by Dave Shannon. See website for
suggested activities with text.
http://rainbowswithinreach.blogspot.com/2014/06/no-davidback-to-school.html
*Suggested Text: “How do Dinosaurs go to School?” by Jane Yolen
and Mark Teague. Click link for a video read aloud.
https://youtu.be/d6MUaho0TJ0
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Focus
 Describe Character, setting and
events in the story.
 Use illustrations and details to
describe character, setting and
events in the story
 Select words from text to segment
 Select words from text to blend
*Suggested Text: “Manners in School” by Carrie Finn. Click link
for a video read aloud. https://youtu.be/YcV0wtZAQ4g
*Suggested Text: “Manners in the Playground” by Carrie Finn.
https://youtu.be/n2cY8aFEoik
Task: See
*Suggested Text: “Tony Baloney- School Rules” by Pam Muñoz
integrated
Ryan
cluster task
*Suggested Text: “Manner in the Lunch Room” by Carrie Finn.
and daily
Click link for a video read aloud. https://youtu.be/DYa9YEBzkAg
check-in on
*Suggested Test: “The Recess Queen” by Alexis O’Neill. Click on
quarter
link for a video read aloud.
standard
https://youtu.be/uJiWhQDz4_c?list=PLxFL7d8QuO02yXlnznNRL
RL.1.3
UqIIfJNOluy5
Week 2
*Suggested Text: “The Family Book” by Todd Parr. Click link for a
Objective:
video read aloud. https://youtu.be/c-RaWzttIQo
Explain major *Suggested Text: “Hairs-Pelitos” by Sandra Cisneros
differences
*Suggested Text: “Family Pictures” by Carmen Lomas Garza
between books *Suggested Text: “The Happy Family and the Unhappy Family”
that tell stories Unknown Author. Click link for a video read aloud
and books that https://youtu.be/_5AxFax0vTg
give
*Suggested Text: “En mi Familia- In My Family” by Carmen Lomas
information.
Garza

Task: See
integrated
cluster task
and daily
check-in on
quarter
standard
RL.1.5

in a story
using key
details.
8






Select words from text and separate
into beginning, middle and ending
sound
Select words from text and identify
beginning, middle and ending sound.
Describe Character, setting and
events in the story.
Use illustrations and details to
describe character, setting and
events in the story
Select words from text to segment
Select words from text to blend
Select words from text and separate
into beginning, middle and ending
sound
Select words from text and identify
beginning, middle and ending sound.
Week 3
Objective:
Students will
use
illustrations
and details in a
story to
describe
characters,
setting and
events.
Task: See
integrated
cluster task
and daily
check-in on
quarter
standard
RL.1.7
Week 4
Objective:
Continue
working on
previous
standards.
*Suggested Text: “ Community Soup” by Alma Fullerton. Click on
link for a video read aloud. https://youtu.be/Jg5B5NItnlI
*Suggested Text: “Good People Everywhere” by Lynea Guillen
and Kristina Swarner
*Suggested Text: “Whoopi’s Big Book of Manners” by Whoopi
Goldberg
*Suggested Text: “City Green” by DyAnne DiSalvo-Ryan. Click on
link for a video read aloud. https://youtu.be/its1BjeBYG4
*Suggested Text: “My neighborhood: places and faces” by Lisa
Bullard






*Suggested Text: See website for suggested read aloud books
http://www.scholastic.com/teachers/topteaching/2012/08/back-school-books-teach-classroom-lessons
*Suggested Text: “Manners in the Community” by Siân Smith
*Suggested Test: “What if Everybody did that?” Click on link for a
video read aloud. https://youtu.be/NVH5XsNDZw4
*Suggested Text: Lacey Walker Nonstop Talker” by Lisa Kahle.
Click on link for a video read aloud.
9




Describe Character, setting and
events in the story.
Use illustrations and details to
describe character, setting and
events in the story
Select words from text to segment
Select words from text to blend
Select words from text and separate
into beginning, middle and ending
sound
Select words from text and identify
beginning, middle and ending sound.
Describe Character, setting and
events in the story.
Use illustrations and details to
describe character, setting and
events in the story
Select words from text to segment
Select words from text to blend
https://youtu.be/lgvTZqvEOmU?list=PLxFL7d8QuO02yXlnznNR
LUqIIfJNOluy5
*Suggested Text: “Miss Nelson is Missing” by Harry Allard. Click
on link for a video read aloud. https://youtu.be/nr3mQndvrZg


Select words from text and separate
into beginning, middle and ending
sound
Select words from text and identify
beginning, middle and ending sound.
Interactive Read Aloud Structure
1. Introduce the book
2. Preview & Predict
3. Read Aloud- Pausing for interaction: Teacher Think Aloud: Model student objective, Student think pair share, Vocabulary
discussed
4. Wrap Up & Relate: Student connect teacher modeling and student share out to objective
Instructional Strategies
Think Aloud Teacher stops and thinks aloud to model how they track their own thinking, make connections, infer idea’s, and build therios.
Turn and Talk with Socratic Questioning
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions and prompts such as the ones below to help move
your students’ understanding from character attributes to theme:

Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your thinking about the story?

What is the theme of this text? Can you give specific examples from the text to support your thinking?

Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way.
Reading Response Journal
Use a two-column response to keep track of the evidence about your character and how your thinking is changing or questions that you have.
Character Evidence
My Thinking and Questions
Stop and Jot/Sketch
Interactive Read Aloud Strategy
Reading Response Journal
After reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about the details in the setting. How does the setting
10
help the reader understand the characters and theme in the text?
AssessmentReading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses
Text Reasources
Some of the suggested texts are available at some LCPS libraries and can be requested as a loan. Go to lcps.k12.nm.us on left hand
side scroll down and click on libraries  click on your school click on catalogue tab type in book title and click on title if your
library doesn’t have it narrow your search on ”location” and select “Las Cruces Public Schools” type book title again and click on
title  you’ll get a list of all the LCPS libraries that have that book. Ask your librarian to request a loan from another school.
https://readingrecovery.org/images/pdfs/Conferences/NC11/Handouts/Miller_Cathy.pdf
Handout explain read aloud structure. Includes questions, prompts, and planning resources.
Shared Reading with a Close Reading Focus
Instructional Practice
Some of the texts will be stories they are familiar with from interactive read aloud. Notice that now we are using these stories for a
different instructional purpose. Now the purpose is to revisit the text for deeper understanding.
Week
1
2 texts?
Text
“First Grade, Here I come! By Nancy Carlson
(Reading Street Big Books)
“David goes to School” by David Shannon
https://youtu.be/ggDAaANhxOs or in 1st
instructional guide folder.
11
Focus
Character(See Close Reading Narrative Cue Cards in 1st
instructional guide folder)
Social Studies Themes Week 1: Getting to know my class, my
teacher and our rules.
Noticing the character and rules
What does the author want me to understand about the
character? Why does the character act that way?
2
The Berenstains Bears Family Vacation on
https://youtu.be/kv7rz6K2tGw or Mpeg4 in
1st instructional guide folder.
3
“My Family’s Market” by Theresa Volpe
(Reading Street Big Books)
4
“Where the Wild Things are” by Maurice
Sendak https://youtu.be/by1syKR4KRk or
Mpeg4 in 1st instructional guide folder.
Character (See Close Reading Narrative Cue Cards in 1st
instructional guide folder)
Social Studies Themes Week 2: Let me tell you about my
family.
What roles do the characters play in the text? (Relationships)
Text to text connection with “The Family Book” Week 2 Read
Aloud list
Author’s Purpose (See Close Reading Narrative Cue Cards
in 1st instructional guide folder)
Social Studies Themes Week 3: My community
What is the author’s message in this story?
What does the author want me to understand?
Lesson Learned/ Word Choice (See Close Reading
Narrative Cue Cards in 1st instructional guide folder)
Social Studies Themes Week 4: Why do we have rules?
What details fit together? Why do they fit together? What
lesson did the character learn?
K-2 Weekly Template Shared Reading with Close Reading Focus
Introduce Text
Foundational Skills
Close Reading
Vocabulary
Read for Evidence
Development
Picture Walk
Read the book, model
Read the book, model
introducing the text.
fluency and point to
fluency and point to
Focus on genre,
words. Invite students words. Invite students
structure, and book
to join in the reading.
to join in the reading.
elements.
Model read with
Model read with
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Close Reading
Look For Patterns
Read the book, model
fluency and point to
words. Invite students
to join in the reading.
Close Reading
Developing a new
understanding
Read the book, model
fluency and point to
words. Invite students
to join in the reading.
Model read with
Model read with
Vocab – work on
context clues in the
text.
Vocabulary:




Read the book, model
fluency and point to
words. Invite students
to join in the reading.
Model reading with
expression.
All read together with
expression pointing to
words.
expression.
All read with
expression together
pointing to words.
Choose 1 below as an
instructional focus to
support foundational
skills:
 Sight words – work
on recognition in
context, spelling.
 Spelling Patterns
(phonics) in the
book. If I know a
spelling pattern I
can make lots of
words.
 Concepts of Print:
Capital Letters,
Punctuation
 Phonological
Awareness:
Rhyming,
Alliteration,
Syllables, On-Set
and Rhyme
expression.
All read with
expression together
pointing to words.
expression.
All read with
expression together
pointing to words.
expression.
All read with
expression together
pointing to words.
Reread the passage
looking for
_____________________
(lens).
Have students
highlight text evidence.
Chart student
responses in the first
column of an anchor
chart.
In small groups reread
the passage and the
evidence from
yesterday.
Have students work in
small or whole group
and find which pieces
of evidence fit together.
Ask students to reread
the passage. Review
anchor chart evidence
and patterns. Turn and
Talk about noticing’s.
13
Chart the patterns you
find in the second
column of your anchor
chart.
Student Response –
First I was thinking
______ now I am
thinking _____
because….
Resources
Falling in Love with Close Reading: Lessons for Analyzing Texts- Life by, Christopher Lehman *See your IS to get book
https://www.learninga-z.com/commoncore/close-reading.html
Website explains Close Reading and helpful instructional strategies.
Guided Reading
Differentiated Centers
Students participate in small group differentiated instruction.
 Independent Reading
Text is determined based on student reading level and strategy
 Writing About Reading
needs.
 Word Sorts (Words Their Way)
 Sight Words Fluency Games
Instruction for first grade students can range from Pre-A level
 Lexia
to Transitional. First grade levels usually begin at D and end
the year at J.
Resources
Jan Richardson, The Next Steps in Guided Reading, chapter. 1 pp. 6-37
Chapter explains how before small group instruction you must set up
Resources
independent practices through center rotations.
http://www.janrichardsonguidedreading.com
Jan Richardson website includes many resources including
http://www.theschoolbell.com/Links/Dolch/Contents.html Sight
printable lesson plans, visuals, word work activities, videos,
Word Fluency Games and Activities
and student work samples.
https://www.thedailycafe.com/daily-5
http://teacher.scholastic.com/reading/bestpractices/guidedr The website introduce the Daily 5 structure for center rotation:
eading.htm
Read to Self, Read to Someone, Work on Writing, Word Work, and
Scholastic website authored by Gay Su Pinnel, leading
Listening/Technology
researcher in guided reading. Provide background
information, leveled book recommendations, and classroom
Scholastic differentiated center ideas:
structure.
http://www.scholastic.com/teachers/collection/differentiatedliteracy-centers
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“ Guided reading is a teaching approach designed to help
individual students learn how to process a variety of
increasingly challenging texts with understanding and
fluency.” Fountas and Pinnell
First Grade Centers:
http://www.billings.k12.mt.us/literacy/firstgrade/first_grade_center
s.html
For guided reading presentations and more resources go to
lcps.blackboard.comlog in go to LCPS all elementary PD 
Click on left menu “Elementary PD”  Click on “Guided
Reading” and see all the available resources.
Assessment:
 Bi-Weekly Running Records
 Anecdotal Notes
 DRA at the end of the 9 week period
Word Study
Words Their Way Word Sorts:
 Words Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are
grouped according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher
created sorts) to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns,
connect the skill to text by having students do a word hunt and collect words that follow the same pattern. They can find words in
text or around the room and write them in their journals. (Teachers can create their own word sorts focusing or other spelling
patterns.)
15
Day 1
Introduce the word
sort in small groups
Day 2
Students sort their
words, check with self,
partner or teacher
Day 3
Students do a Blind
Sort or…
Students do a Speed
Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Day 5
Assessment:
Teacher gives students
a writing sort with a
few words from the
sort and a few words
that follow the pattern,
but are not in the sort.
Students can glue the
sort into a journal
Word Wall (5 minutes a day)
Location in your room where students can access high frequency words. Add no more than 5 words a week (use Dolch or Fry Words).
Revisit the word wall daily to help build fluency using chants, and games.
Resources:
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Writing: Writer’s Workshop- Independent Writing
Resources
Nancy Fetzer Narrative Writing Stage 2
Lucy Calkins Small Moments
Writing Calendar
Essential Question: How do I find the
stories in my life I want to tell?
What elements are included in a good
narrative story?
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min
Assessment
Students will write a personal narrative
about a “small moment” (based on Lucy
Calkins) based on the theme for the
week. CCSS: W.1.3
LCPS Narrative Writing Rubric
Genre:
Personal
Narrative
Week 1-4
Monday
Tuesday
Wednesday
Thursday
Friday
Mini-Lesson:
Teachers orally
models telling a
personal story.
Draft Day
Mini-Lesson: Teacher
models writing their story
from their organizer on
chart paper. Model how to
segment the sounds in a
unfamiliar word and write
the sounds that you hear
(inventive spelling).
Revision
Mini-Lesson: Model using
organizer retell your
story orally. What details
would make this story
even better? Model
adding 2 or 3 details
orally to your story.
Revisit your writing
piece. Model revising a
section by adding more
details.
Edit
Anchor Chart
1) Captial
Letters in
names and
beginning of
sentences.
2) Periods at
end of
sentences.
3) Does my
story make
since?
Publish
Mini-Lesson: Model
publishing supplies such
as fancy paper, minibooks. Show how you will
use care with pictures and
writing to publish your
story.
Students practice in
pairs telling their
own stories orally.
Then Teacher retells
her story as she fills
out the stage 2
organizer (use
pictures only.)
Independent
Workshop: Working
Have students practice
segmenting the sounds in
an unfamiliar word and
writing the sounds they
here with their carpet
partner.
Have students turn to
partners and tell their
story. Have them retell
story adding 2 details to
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Mini-Lesson: Model
using Editing List
with your own
Independent Workshop:
Student’s publish their
story.
Share: Publishing Party to
read each others stories.
with their partner.
Plan their story
using pictures and
the stage 2
organizer.
Share: Back at
carpet, select 2 or 3
students to share
their organizer.
Independent Workshop:
Students use their
organizer to write their
own stories.
Mid-Teaching Point:
Remind students
segmenting the sounds in
an unfamiliar word and
writing the sounds they
here with their carpet
partner.
make it better.
writing.
Independent Workshop:
Students go back and
revise their stories to
include new details.
With their writing
partners together
read the story and
use the editing list on
your stories.
Share: Back at carpet,
have students turn to
partner and share where
they added details to
their story.
Share: Back at carpet,
select 2 or 3 students to
share.
Share: Back at
carpet, Share with
someone not your
partner what you
edited.
Whole Group Instruction: Shared Writing
Provide sufficient shared writing experiences before expecting students to write on their own. The “we do it” part of the Gradual
Release of Responsibility where an expert, usually the teacher, holds the pen and guides and shapes the language with students is, too
often, overlooked. Shared writing is especially critical to writing success for our English Language Learners and learners who struggle.
Giving students many opportunities to first express their ideas orally—and without fear of failure or worrying about the actual
writing—helps sets them up for writing success later. By Regie Routman
 Take all ideas that make sense and incorporate them into the shared writing. This honors every student’s thinking. The shared
writing draft can be revised later.
 Don’t hesitate to put the language that students may be struggling to express “into their ears.” This is part of our role in helping
to shape and guide the writing.
 To ensure hearing all the voices and to evaluate all students’ thinking and efforts, word process the whole group, shared writing
draft. Then, put students in small, heterogeneous groups and have each group revise the draft. Come together as a whole group
and guide the final revisions. Use this process across the curriculum.
 Before moving on to having students write on their own, have at least one or two public, scaffold conversations to ensure
students are ready and have cogent ideas.
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