Response to Text Katie Sullivan Grades 3/4 Each LIttle Bird That Sings

Writing for Understanding Instruction
Teacher Plan

Teacher___Katie Sullivan___Class ___3rd/4th_ Date: Summer 2010______
Writing genre Response to Text

CENTRAL IDEAS
Content: Stories can make us feel both sadness and joy

Reading: Read aloud (using Interactive Read Aloud techniques), fluency, vocabulary development, comprehension, analysis

Writing: Response to Literature elements (introduction, focus statement, evidence paragraphs, conclusion), conventions of writing



Focusing Question How is the ending of this book both happy and sad?
Focus (answer to focusing question) This book is sad because the main character’s beloved uncle, aunt and dog all die. It is happy because she discovers new strength, understanding and tolerance for her family and her best friend.

Building Content Knowledge, Understanding of Writer’s Craft
I have compiled a list of over 36 vocabulary words from the book that could be put on a word wall. At the start of each chapter, certain words will be discussed first, others will be added along the way.

Oral processing will happen in partners as a “turn and talk” with a prompt from the story, at least once each reading session.

Note taking will be done on yellow and blue stickies, then whole class notes will be on chart paper. If needed, individual t-charts can be used for some kids.

*I might possibly do some “round robin” reading, allowing the students to orally read passages. I usually use the “stop-go” method. I will assess this as I go – it might be too time consuming with a novel this long.

Lessons will include Painted Essay, summarizing, and writing conclusions.


Structures How will students know how to organize their ideas and construct the piece of writing?
1. Painted Essay Form
2. Class generated T-charts for ideas and evidence
3. 2 teacher written models (1 from a different book and 1 from this book with a different focus).
4. Student-written benchmarks of Response to Text with annotated scores
5. Word Wall for vocabulary
6. Scoring rubrics (I would like to see a good student rubric for Response to Lit if anyone has one).

Writing / Revising How will students draft / revise so that their final writing is clearly focused, organized, and developed to show understanding of the central ideas?

1. Write introduction in partners to revise/edit.
2. Some students continue on independently, others continue in small groups.
3. Write conclusions in partner groups.
4. Refer to Conventions and Response rubrics.

Lesson Sequence
What steps will I follow so that students are able to effectively show their understanding in writing?

1. Teach the Painted Essay: using Diana’s model, I will teach the students to understand and use the Painted Essay form.
2. Show and discuss teacher-written (and/or student benchmark) model that clearly demonstrates each aspect of the essay form. Put examples on the Elmo and use the Smartboard tools to identify and highlight each component. Save and display for reference.
3. Review the skills a reader uses for “active reading:” marks up the text (in this case, use stickies), asks questions, makes predictions, visualizes, makes connections, takes notes.
4. Review the student rubrics for Response to Literature and Conventions.
5. Introduce the book: give a summary, then introduce the concept that stories can be both happy and sad. Discuss other examples. Distribute copies of the book and also packs of 2 different colored stickies. As I read aloud, students will mark places in the book where the main character feels happiness (yellow) and sadness (blue). For each chapter, we will put the examples on a class T chart. Also introduce key vocabulary words such as obituary and metamorphic before reading. Then keep a word wall for vocab words along the way.
6. Periodically through the reading, I will have partners “turn and talk” about aspects of the book such as how Comfort copes with the world around her, if you have places to go like Listening Rock, etc. As vocabulary words arise, add them to the word wall. (There are many in this book!).
7. After the reading, I will show my example of a Response to Text piece from the same book, but with a different focus statement: “Throughout this book, Comfort goes through many changes. Some of the changes she thinks are good and some are not so good.” We will discuss each element in the piece and have it available for reference.
8. Now it’s time to start writing. We will work on the introduction first. All students will use the same focus: “The ending of this story is both happy and sad.” Students will write their own summary and tie in the focus statement. We will work in pairs or small peer groups to revise and proofread.
9. Once introductions are complete, some students (especially many 4th graders) can continue on independently. Depending on level of readiness, students can insert quotes and personal connections to the book. Others needing support will work in small groups with teacher support to finish.
10. Before students write conclusions, I will do a lesson on conclusions, we’ll go back to examples and benchmarks for ideas. Then students work in partners to write their own conclusions.
11. Self-score with student rubric and teacher-score when pieces are finished.



Assessment: How are students doing? What are my next steps as a teacher?
1. Formative assessment with teacher check-ins along the way. Do students need a graphic organizer to complete their paragraphs? Do they need reminders to use the charts we’ve made and their own notes? Do they need a scribe? Are they using the stickies or just listening?
2. Students self-score and teacher scores pieces with rubrics to be added to their writing portfolios.


Next Steps: Gradual Release of Responsibility

Many students will be ready to work independently. This is especially true in a multiage classroom. It is important to build in opportunities for those kids to go ahead. As others, either 3rd graders or struggling writers, gain some skill and experience, they will require less support. Along with our special ed staff, I will make individual decisions about adding or removing supports as needed.

Other Connections:
This book is rich with themes that could be addressed. I’ll just mention a few that I am thinking about.

I will be doing a unit on geology and there are many scenes and passages in the book that take place at the “Listening Rock.” It is richly described (…”Granite and slate… maybe a little soapstone, sprinkled with limestone and quartz. Minerals galore! It’s a smorgasbord of metamorphic marvels!”)

Also, the main character, Comfort, uses writing extensively, both as a hobby and as communication. She writes obituaries (life notices), recipes, and letters. Her examples are filled with voice and details. The recipes are especially good as examples of anticipating the reader’s needs in an engaging voice.

Lastly, Comfort considers herself an explorer. She mentions Lewis and Clark, etc. She sites Discovering Our World Magazine as her source for knowledge and inspiration.

**Any comments, suggestions, rubrics or resources will be greatly appreciated. Thanks for reading my post!
-katie sullivan