CARES Gr. 1 Writing Planner

Writing for Understanding Instruction

Teacher Plan

Teacher_Emily Wrigley__________ Class _Grade One______________Date _July 1, 2011____
Writing genre__Response to Text & Personal Narrative______________________________

Topic / Subject / Text

CENTRAL IDEAS Content: Elements of CARES (Cooperation, Assertion, Responsibility, Empahty & Self Control) are present in the main characters of picture book read alouds connected to social curriculum. Cooperation - UES Social Studies Standards. Reading: Readers participate in teacher guided picture book read aloud, re-read text and paraphrase with focus on CARES social curriculum to identify the personality traits of the main character, cause and effect of his/her actions, make text to self and text to others connections. R1:10, R1:13 Writing: Writers respond to text, citing evidence from the text to respond to a focus question through words and illustration. W1:5, W1:6

Focusing Question Educator version: How does the main character demonstrate Cooperation one element of CARES throughout the story? Student version: How does the main character show ____ (Cooperation - one element of CARES) in the story? How do I/ or how do students in Class 6 show _____ (Cooperation - one element of CARES)?	Focus (answer to focusing question) Oral and written response to text answers will offer evidence from read aloud to show how the main character demonstrates Cooperation - one element of CARES. Oral and written personal narratives will offer personal connection with the main character and plot from the read aloud to show student understanding of Cooperation - one element of CARES. Cooperation, Assertion, Responsibility, Empathy & Self Control

Building Content Knowledge, Understanding of Writer’s Craft

• vocabulary • guided reading • text mapping • paraphrasing • summarizing • visualizing/ • imaging • dramatizing • oral processing / guided conversation / think-pair- share • experience • debating • taking notes (graphic organizers, T-charts, 2 column notes, etc.) • craft lessons (intro, transitions, conclusions, etc)

-Cooperation - one element of CARES vocabulary brainstorm poster (ex. sharing, working together, helping) -Teacher and students Cooperation is... one element of CARES vocabulary brainstorm chart -Teacher and student Cooperation vocabulary Frayer graphic organizer chart -Teacher shares focus question -Teacher shares reading structure - problem/solution, cause/effect -Teacher guided conversation during read aloud to discover evidence of cooperative/uncooperative in the text. -Group to record evidence of cooperative/uncooperative actions with teacher from the text (teacher and student - use sticky notes, text page number on shared writing chart) -Group to sequence craft lesson (what happened first, what happened next, problem, concluding solution)with teacher. -Teacher writing model summarizing craft lesson using evidence from the text to demonstrate cooperative/uncooperative. (“Rainbow Fish didn’t want to share one of his shiny fins, but he listened to Octopus and changed his mind. He cooperated and shared a shiny fin with the other fish. Now he has friends.”) -Keeping to the topic craft lesson -Writing paragraphs craft lesson (extension of above craft lesson) -Capitalization craft lesson -Punctuation craft lesson -Teacher focused turn and talk (text to self/others in my class connections focused on cooperative/uncooperative) -Visualizing craft lesson (personal connection to own acts of Cooperation in Class #6 through role-playing a situation of cooperative/uncooperative -Teacher writing model summarizing a personal connection to text craft lesson using evidence from the text to demonstrate how Class #6 is cooperative/uncooperative. (“I wanted to be line leader this week. The job chart says it is Owen’s turn. He is a good line leader because he waits for quiet. I got into my spot and raised my hand for quiet to help him. I am line leader next week.”) -Students think & pair share (writing rehearsal) - say what they are going to write independently. -Students report out to teacher (say what you are going to write - go write) -Individual student vocabulary word list for reference My CARES First Grade Word Book (generated from group writing CARES vocabulary poster)

Structures How will students know how to organize their ideas and construct the piece of writing? • graphic organizers • teacher-written models • teacher-and-student written models • various types of templates or frames (ex: Painted Essay)

-Identify main character, Who is Rainbow Fish, and What is He Like? -Teacher Student shared writing list of main character attributes to answer above questions -Cooperative/Uncooperative Rainbow Fish actions T Chart with page numbered reference post-its to show evidence from text -Cooperative/Uncooperative Class #6 actions T Chart. -Photos of students showing cooperation through role play as evidence for Rainbow Fish T chart. -Diagrams and drawings of what cooperation concepts Look Like, Sound Like, Feel Like for Class #6 use as evidence for Class #6 T chart -Teacher model response to text using writing frame to answer focus question. Paragraph I response to “Rainbow Fish shows he is cooperative when he.....” Paragraph 2 “Students in Class 6 show they are cooperative when they …” -Provide students with writing frame for independent response to text illustration and writing (see attached)

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?

• group write, fully or in part • write section at a time • write full piece independently • revise /share full group • revise /share partners • proofreading in partners • proofread w/tubaloos

-Shared writing T chart uncooperative/cooperative actions of main character -Shared writing list of evidence cooperative/uncooperative actions of Class #6 -Shared writing of cooperation Looks Like, -Cooperative/Uncooperative Sounds Like & Feels Like for Class #6 chart -Teacher model of writing frame response to text -Students will write section of the piece at a time -Teacher conferences and guidance meetings with struggling writers. -Teacher will provide more extensive picture walks, oral re-tell of story, role play cause and effect, identify student personal connections as it is related to the student writing/illustration response to text. -Students read writing aloud to class for author share -Public bulletin board with anchor text, focus question, model and student writing products

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

Introduction: Vocabulary development of one CARES element (Cooperation, ex) using Frayer Model www.justreadnow.com (R1:5) Develop a class poster of one element of CARES vocabulary with synonyms Literacy immersion in variety of F/NF text that support CARES (one element at a time beginning with Cooperation) at grade level Introduce reading structure - problem/solution stories with main character cause/effect Cooperation Read anchor picture book (Rainbow Fish, Marcus Pfister) focused on Cooperation Share focus question with students. Re-read text - stop and look for evidence of Cooperation in reading. Post evidence and page number from text on public notes as we read story together. Turn & Talk with a partner - What did main character do to show s/he was Cooperative in the story? Is this someone you would want to have as a classmate? Why? Cooperative/Uncooperative T chart identifying character actions Cooperative/Uncooperative T chart identifying class #6 actions Teacher guided oral processing of key parts of read aloud, guided conversation about character attribute, character motivation, cause and effect (Ongoing) (R1:7) Teacher writing model of response to text using writing/illustration frame Group write response to text, post evidence using sticky notes from T chart Rainbow Fish cooperative art project with student photos Artistic Plan/Intended Learning Outcome: Each student makes unique artful scale one for every classmate, one for themselves. Student keeps one scale, gives others away. Student pastes one scale from every classmate on his/her own fish. Outcome is a mosaic-style fish for each student with their photo representing sharing/cooperation of one classmate makes a beautiful fish and feelings of generosity/teamwork/pride for everyone. Re-read anchor text and another supporting text for text to self/my class connections Role play cooperative/uncooperative student actions (take photos) Cooperation in Class #6 Looks Like, Sounds Like, Feels Like chart (connect photos with student responses on chart and post) Independent student writing using writing/illustration frame - students will write piece in chunks over several days Learning Products and Outcomes: T-chart of evidence of cooperation from the text and evidence of cooperation in class #6. What does cooperation look like for Rainbow Fish? What does it look like for Class #6? Teacher and students group write chart-sized graphic organizer together with illustration and supporting sentence as evidence from text Writing/Illustration frame for independent student response to text two-part focus question (see attached) Public bulletin board 1 of student work, models, anchor text and focus question Rainbow Fish cooperative art project public bulletin board 2 Compile student response to text writing into a Class #6 Cooperation class book Teacher written songs chart (text) Cooperative game rules poster (text & photos) Cooperative games/posters become part of Morning Meeting routine Anchor text: Rainbow Fish by Marcus Pfister (F) Follow up lessons will use text: Swimmy by Leo Leonni (F) I’m a Good Friend, by David Parker (NF) Officer Buckle and Gloria by Peggy Rathmann (F) A Team of One by Robert Sauber (F) If Everybody Did by Jo Ann Stover (F) The Blame Game by Stan Berenstain (F) Note: Students will engage in deeper learning about reading structure cause and effect, main character attributes, personal reflection and analysis; writing structure response to text and personal connection, and writers craft through additional read aloud lessons. Songs: “The More We Get Together” see attached reference list Cooperative Games: see attached reference list Art Materials: see attached reference list

Assessment: How are students doing? What are my next steps as a teacher?

-Formative assessment for understanding during read aloud discussion -Formative assessment for understanding through turn and talk sharing -Student self assessment using content/structure criteria (hold for follow up lessons on upcoming elements of CARES) -Final response to text based on two-part focus question “Rainbow Fish is Cooperative when he...” “I Am Cooperative at School when I...” writing frame scored by teacher with grade one rubric

Next Steps: Gradual Release of Responsibility

-Write focus question and create lesson plans for another read aloud picture book focused on next social element of CARES (Assertion).