Grades 3-5 Unit 1: Setting Up Writing Workshop and Personal Narrative
Key Ideas for this Unit:
During this unit, you are establishing routines for the writer’s workshop and begin writing personal
narrative. The routines are extremely important as they will support writing time and your conferencing
with students throughout the year.
Essential Questions:
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How can we create a community of writers to support each other in writing across a wide range
of genres this school year?
Common Core Standards:
Grade 3
3.W.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a) Establish a situation and introduce a narrator and/or characters; organize an
event sequence that unfolds naturally.
b) Use dialogue and description of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
c) Use temporal words and phrases to signal event order.
d) Provide a sense of closure.
3.W.4 With guidance and support from peers and adults, produce writing in which the
development an organization are appropriate to task and purpose.
3.W.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
Grade 4
4.W.3 Write narrative to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a) Orient the read by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b) Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
c) Use a variety of transitional words and phrases to manage the sequence of
events.
d) Use concrete words and phrases to convey experiences and events precisely.
e) Provide a conclusion that follows from the narrated experiences or events.
4.W.4 Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
4.W.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
Grade 5
5.W.3 Write narrative to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a) Orient the read by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b) Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c) Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d) Use concrete words and phrases and sensory details to convey experiences
and events precisely.
e) Provide a conclusion that follows from the narrated experiences or events.
5.W.4 Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
5.W.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, or trying a new approach.
Objectives:
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Write independently for a sustained time.
Write independently while you begin conferencing with students.
Use established classroom routines to work independently to write.
Generate ideas for writing their own personal narratives.
Key Academic Vocabulary:
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Personal narrative
Revising and Editing
Six Traits of Writing: Ideas, organization, word choice, conventions
Key Components of Writer’s Workshop
Mini-lessons: A mini-lesson is meant to be short and target one key strategy or topic. Mini-lessons may
cover routines and procedures, a writing strategy, or discuss a writing trait. A mini-lesson should be
delivered with students sitting in a rug area next to an easel or board where you can model your writing.
Share: Turn and talks are used mostly during this unit of writer’s workshop as they add accountability
that all students will be asked to share what they are working on. These turn and talks should never last
more than 2 minutes. If students say I didn’t have time, remind them, “Maybe tomorrow you will get
right to work and be able to share all your ideas.”
Status of the Class: After the mini-lesson, you may ask students to tell one at a time before returning to
their seats what they will work on today during writing workshop.
Mid-Point Workshop Interruption: Sometimes in the middle of writing workshop, stop students and ask
them to think about and use whatever your objective was in the mini-lesson. Then, have students return
to writing.
Note About Conferencing: In this unit, we do not ask teachers to conference, but instead ask you to
focus on insuring routines and procedures are in place for sustained independent writing.
Anchor Charts: An anchor chart is a short reference of key points students need to remember. Develop
an anchor chart with your students during your mini-lessons. Keeping these charts alive in our
classrooms is extremely important. It is not enough to simply hang charts on our walls and expect kids to
look at them, let alone use them. The more a chart is referred to, the more likely it will be used by your
students.
Procedural Lesson Suggestions
Please remember you will need to continually reinforce all procedures and routines over and over again
to ensure the students can meet your expectations with increasing independence.
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Setting up an area for bins, baskets, folders or notebooks to store writing, it is recommended
the students DO NOT keep these items in their desk.
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Consider how you want the children to gather and return these materials. Think about the
transitions and the need to model your expectations –quiet voice, group leader.
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Where do you keep your writing materials, pencils, scissors, paper, tape, staplers? How do
students access and return these items without disruptions?
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How will mini lessons be executed? Will students transition to a central location for the teacher
led component? Where will this location be and what are your expectations for this transition
before and after?
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What should you do when you can’t spell a word?
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What do you do if you make a mistake? Student’s should cross out and not make a mistake.
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What types of “Share” do you incorporate into your lessons? Students should be reminded of
your expectations regarding each type of share you use (Turn and Talk, Authors Chair, etc)
Other ideas:
Use pens. If you use pencils, students are asked to cross out and not erase errors.
Pre-writing workshop:
Day 1: Survey/ self assessment
Beginning Writing Workshop
Mini Lesson #1: Introducing the Writing Journal
Model: Introduce the concept of writer’s journal. Let’s talk about what a notebook should look like.
Share your own writer’s notebook with students.
Writing: Students will create a “journal” for Writers Workshop. Possibly have them create a journal with
multiple lined pages. You may want to use oaktag or heavy duty construction paper for the cover.
Children should decorate, personalize: use pictures, magazines, drawings. Please remember to remind
students to bring personalized items prior to this lesson. Other ideas for decorating include stickers,
wrapping paper, construction paper etc. Once children decorate the front, use contact paper to cover
the notebook to make it more durable.
Don’t skip the decorating of the covers. This steps asks students to take ownership of their notebooks
and make them their own.
Share: Have students turn to a partner and share the items on their cover and how they are important
to them.
Mini Lesson #2: Introducing the Writing Journals
Students should continue to decorate, personalize their journals.
Share: Students should share their journal with a partner and explain why they chose the decorations
they did.
Mini Lesson #3: Setting the Stage for Writing
Model: What type of writing do we do every day? Teacher would model, “During a day I usually write
notes to my family, pick up notes to my children’s teachers, grocery list (provide examples if possible),
email.. etc . Sketch out a scene. Model for students how you don’t draw lots of detail but sketch to get
down your ideas. Model using the drawing to spark your ideas. Sometimes, writers sketch out their
ideas and talk about their ideas before they write.
Model expectations that each journal entry is dated, neat, and easy to read. Begin an anchor chart,
“Expectations for Writing Workshop.” Add to the anchor chart, “Date journal entries. Be neat and
clear.”
Have students turn to a partner and share the types of writing they do during the day. (Set expectations
for a turn and talk. Students may sit knee to knee and look at each other as they talk. They should also
take turns and listen to each other. Return to the expectations for turn and talk throughout this unit
during anytime students work in partners.)
Writing: Think, Draw, Write. Student should illustrate several examples of ways they write at home then
choose one to write about in more detail beneath.
Share: Share with a partner your topics and add one new idea to your list. Remind students that they
can keep adding to their list as they have new ideas.
Mini Lesson #4: How Writing Workshop Works- Procedures and Expectations Rehearsal.
Mock lesson… model: writing spots, noise level, pencil sharpening, what do you do when you can’t spell
a word, what do you do when you make a mistake (cross out ,not erase), consequences, location of
where journal are kept, extra writing materials, when to ask for help, brief explanation of the structure
of procedure –mini lesson (7-10 min), independent writing (20-25 min), Share(5 min.)
Writing: Have the students participate in a “walk through of these procedures with invisible writing.”
Share: Have students explain to a partner some of the expectations for the writing workshop.
Mini Lesson #5: “Ideal Writing Room”
Model: Model an illustration of your ideal writing room on an overhead, chart paper or white board.
Sketch the room. Explain why you chose the location and describe the details. The teacher should
always include details about what kind of environment helps them to write such as having lots of light
and soothing music.
Write: Students imagine that they could create their own “ideal writing room”. They have to sketch
what it would look like in their writer’s notebook. As students work, reinforce your expectations for
writing workshop.
Share: Students will share with partners after they draw explaining the reasons for what they chose.
Think About: Is there any way to incorporate any of the children’s “ideals” into your classroom? ie:
writing spots, bean bags, soft music?
Mini Lesson #6: Continue “Ideal Writing Room”
Model: Use your personal “writing room” illustration to use as a guide to write about the room and the
reasons they chose to include certain things.
Write: Students will write about their own “writing room” in their journal, explaining in detail why they
chose to include certain things. As students work, reinforce your expectations for writing workshop.
Share: Have students share with a partner their writing.
Spiral back to Mini Lesson 4 to reinforce expectations
Mini Lesson #7: “ Let a Story Spark a Memory”
Model: Teacher verbally shares a personal memory. Students share with a partner about a connection
made to the teacher’s story, such as emotions, experience, siblings, word, image, etc. Teacher then
shares a written version of her memory. Start an anchor chart, “Ideas for Writing.” Add to the chart the
first item, “Let a story spark a memory.” Explain to students how we will be generating more ideas for
writing in the next couple of lessons.
Write: Independently write their own personal memory in their journal. As students work, reinforce
your expectations for writing workshop. Move from table to table and praise any specific routines and
procedures you see being followed.
Share: Share your memory with a partner/if time allows. Ask the partner to make a connection to your
writing.
Spiral back to Mini Lesson 4 to reinforce expectations
Mini Lesson #8: “Look Around the Room”
Model: Another strategy you can use is to “look around the room”. Sometimes objects can also spark a
memory. Model searching the room using this strategy. Write as you think aloud something like this…
the little red square fire alarm reminded me of my first year teaching when on of my students pulled the
fire alarm and hid in the closet. Share an example of something in the room and a story that
accompanies the item.
Write: Students will look around the room, choose something that reminds them of a story/memory
something and then write or draw about it in their journal.
Share: Students can turn and talk to share their illustrations or journal entry.
Mini Lesson #9: Memory Sparkers
Model: Repeat this lessons several times as needed modeling how you use the memory sparkers to start
a story.
Create a new anchor chart, “Memory Sparkers.” Memory sparkers are leads to help begin a personal
narrative. The sparkers are as follows:
 I’ll never forget the time …
 I was so nervous when…
 I remember the first time …
Model for students how to use of these sparkers to begin a story of your own.
Write: Students will use the Memory Sparker poster to create a story.
Share: Share your memory with a partner or in an author’s chair.
Mini Lesson #10: When you are done, you’ve just begun.
Model: Explain to students that during writing workshop, your expectation is that they write all of the
time. You have given them three strategies for thinking of an idea. They can write about any memory.
The anchor chart is to give you ideas when you are stuck. Model for students how to use the anchor
charts to think of an idea to begin a new entry in their journal. Student might also reread previous
entries. Pick up where they left off or start a new entry. “I’m done,” is not allowed during writing
workshop.
Show students that you put the date in the margins when you add on to an entry. When you start a new
entry you always put the date first.
Start an anchor chart: What to do When I Finish an Entry
1. Reread what you wrote.
2. Ask yourself, can I add more?
3. Start a new entry.
Write: Students can continue working on a previous entry or new entry.
Share: Share with a partner a journal entry you are working on.
Mini-Lesson #12: Making Lists
Model: Make a list of ideas you can write about, such as model looking out the window outside. Then
generate a list of ideas to write about that come to mind.
Write: Take a walk around the building or outside and generate a list of ideas to write about.
Share: Students turn and talk with a partner about their lists.
Extension: Ask students to continue generating lists at home of what they can write about.
Mini lesson#13: Choosing a Seed Idea
Model: Model the action of reviewing the pieces of writing he/she has created thus far and selecting one
piece to take through the writing process. It is important to NOT choose the “best” idea but that you
choose the topic you can write more about. Students might ask, “Which of the journal entries most
matters to me?” (Use the sticker or stamp to indicate the story they will develop further. Model for
students sticking to their choice.)
Write: Students will review the pieces of writing he/she has created thus far. Students select one piece
to take through the writing process. It is important to NOT choose the “best” idea but that you choose
the topic you can write more about.
Share: Turn and talk to your partner about the piece you have chosen and be able to explain why you
made that selection
Mini lesson #14: Revising: Zoom In/Small Moments
Model: Teacher will give examples of “Zooming In” such as a camera lens, the daily schedule (choose
one part of the day- lunch). Teacher may also offer an example of a “zoom in” from a favorite story.
Teacher will then review the story they selected as a seed idea. Demonstrate how a writer can “Zoom
In” on one small piece of the story by rewriting that section on chart paper.. Return to your anchor
chart, “Ideas for Writing.” Add to the anchor chart, “Zoom in on a small moment.”
Write: Student will return to the story they selected as a seed idea. Choose on small moment to “zoom
in.”
Share: Share with a partner what part you may want to zoom in on in your seed idea. Discuss how you
as a writer will “zoom in” –give specific details.
Mini lesson#15 &16: Revising: Zoom In/Small Moments
Model: Teacher continues to offer examples of” Zooming In” such as a camera lens, the daily schedule
(choose one part of the day- lunch). Teacher may also offer an example of a “zoom in” from a favorite
story. Teacher will “Zoom in” on another small piece of the story by rewriting that section on chart
paper.
Write: Student will return to the story they selected as a seed idea. Choose one small moment to “Zoom
In” and write. It is suggested the student make a mark on the “Seed Idea” to indicate you will zoom in
on that idea. The student then writes the “Zoom In” idea on the next page of their journal
Share: Share with a partner the part you may want to “Zoom In” on.
Teacher will ask students to choose one entry to publish.
Mini-Lesson #17: Beginning an Outline for a Draft
Model: Explain to students that they have written a lot about their seed idea. Now, they will begin
drafting out their story. Model an outline for a story you have shared with students in the past. Make a
simple outline, stating what you will tell about first, second, third, etc. Keep it simple (1-5).
Writing: Students reread their seed entries and their Zoom In of the seed ideas. Students should use
these ideas to help formulate a draft. Have students work on their outlines on white lined paper.
Share: Share with a partner your outline for your draft.
Mini-Lesson #18: Beginning to Draft
Model: Explain to students that today they will use their outlines, their writing in their notebooks, their
Zoom in, etc. to begin drafting. The first draft though should stand on its own. Today, have students only
write about #1 only.
Writing: Students begin writing about #1 on their outlines only. (By having students not move into their
second topic, you are setting the precedent for volume. If the first paragraph is too short, there is no
discomfort for all the others to be short. If the first paragraph is long and full of details students tend to
write their other paragraphs in a similar way).
Share: Share with a partner your draft thus far.
Share: Share with a partner two things you should keep next to you as you write your draft and why.
Mini-Lesson #19: Continuing to Draft
Model: Explain to students that today they will use their outlines, their writing in their notebooks, their
Zoom in, etc. to begin drafting.
Writing: Students can continue writing their drafts continuing with number one or moving on to #2 in
their outlines.
Share: Share with a partner your draft thus far.
Mini-Lesson #20: Use an Editing Checklist
Model: Show students how an editing checklist can help put the finishing touches on a piece of writing.
Model rereading your story and how you ask yourself each question on the checklist to edit the story.
(Have students use colored pens or pencils to edit their work.)
Writing: Students begin editing their stories.
Share: Share with a partner places where you edited your writing.
Mini-Lesson #21-22: Publishing
Model: Explain to students how they are preparing to celebrate their writing and how they will neatly
work to create a final draft.
Some students may not be done in time for the celebration. Celebrate what they have completed thus
far. It is important that students realize there is an audience for their writing.
Writing: Students complete final drafts of their writing.
Share: Share with a partner your final drafts thus far.
Mini-Lesson #23: Celebration
Choose another class to visit and share final writing projects with the class. Students meet with a
partner from the other class and share their stories after introducing themselves. Have students share
what they have learned about writing.
Name________________________
Date___________________
Title: ________________________
Unit of Study: ______________________
Reread your writing carefully. Put a check mark in each box under “Author” as you
complete each editing item. Once all the boxes are checked, give this editing checklist
to the teacher for the final edit.
Editing Checklist
1. Clarity - Read, asking, “Will this make sense to a
stranger?” Find confusing spots and rewrite to make
them clearer. Note places where you stumble as you
reread and revise to make them easier to read.
2. Punctuation - Read, paying attention to the actual
road signs you’ve given readers. If you followed the
punctuation as you’ve written it, will the piece sound the
way you want it to sound? Have you guarded against
sentences that run on and on? Have you punctuated
dialogue?
3. Spelling - Do your words look correctly spelled to
you? Circle ones that feel as if they could be wrong, try
them again, get help with them. Check that the words on
the word wall are correctly spelled.
4. Paragraphs - Narrative writers use a new paragraph
or a new page for each new episode in the sequence of
events. Do you paragraph to show the passage of time?
Do you also paragraph to show changes in who is
speaking?
Author
Teacher