Here are some of the topics of our mini-lessons so far:
* Writers tell stories on paper
* Writers generate ideas for stories by thinking about people, places, and activities that are important to them.
* Writers tell stories, rather than naming the parts.
* Writers include setting and characters.
* Writers touch and tell to make a plan before writing
* Writers use a stretching pen to get more writing done
* When you're done, you've just begun! Writer's add to the pictures, add to the words, then start a new piece.
* Writers add feelings to their stories to give it heart.
* Writers write stories with a beginning, a middle, and an end.
* First Grade writers record pictures first to save their story
* Writers add labels to give their reader more information
* Writers write stories that stay in 1 place.
* Writers add pages to tell more parts.
After the mini-lesson, students go out to practice writing. Students are working on all different parts of the writing process and I use this time to conference with students in order to push their writing skills forward. These conferences look different with each students and depends on what that writer needs at that time. Students generally write between 20-30 minutes each day.
Then comes sharing. We gather back on the carpet to share our hard work. Sometimes we highlight 1-2 students that worked on something specific and sometimes all students share with a partner. We help each other becoming betters writers by giving noticings and wonderings. It might sounds like, "I notice... (you added feeling, you labeled, you added lines to your picture to show sound, etc.). And, "I wonder... (what is your dog's name, what did you eat for dinner, if you could tell me more about...).
So, here's an example of the work we do:
Kyra wrote a story about going to the movies with her dad:
The first time she wrote this page, she wrote, "Then we take a seat and we watched the movie." However, with the helping a wondering (I wonder what movie you watched?) she added to the words.
During our mini lesson on making stories stay in one place, students took out their writing to look for stories that did not stay in one place. Krya found this piece. So... we helped her change her ending to help it stay in one place! Take a look:
She writes, "The last part of the movie was great. They fight like brothers."
What great work!
The purpose of stories that stay in one place is to get First Grade writers to zoom in and focus on the story. With this change, Kyra was able to give more details about the true idea of her story - going to the movies with her dad.
We are now wrapping up the end of our first unit. So we are "fixing and fancying" up our writing to get it ready to share with others. Last week, each writer chose an important piece that they feel proud of, worked hard on, and/or is special. Take a look of partners giving noticings and wonderings to help each other add to the pictures and words:
Next week, we will work on:
*Re-reading the words to make sure they make sense
*Adding color and details
*Publishing Party! Students will share their published pieces with a small group of students
Want to learn more about First Grade writing and get ideas for home?
Here are some extra resources for you:
To piggy-back of the spelling article above, one part of our First Grade work that will support spelling is our Dolch Word routine and Word Study sorts. On our new Literacy page (click the tab at the top of the Blog), you can see that I have added ideas and resources for practicing Dolch Words at home. I will continue to add new ideas as I find them, so keep checking and switching up the ways you practice at home! And keep sorting!
I have also added our Dolch Word Volunteering sign up link to the right-hand sidebar --->
This system only works with parent volunteers to help, so sign up for your slot today! :)
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