Third Grade 2nd Nine Weeks Writing Curriculum Guide 2014 2015

Day
Mini Lesson- Whole Group

(Connection: 3-5 minutes)
(Teach: about 15 minutes)
Day 1-2
Introduce Expository Writing

Prewriting
TEKs:
3.17A
Third Grade- 2nd Nine Weeks

Expository Writing
Active Engagement
(About 3 minutes)
The first week of this study should be used for immersing the students in
good examples of expository text and making lists of common themes
that are found in them.
Explain to the students that an expository text is a piece of

writing that gives facts and explains why.
Create an anchor chart that will compare expository text to
narrative text. See Expository vs. Narrative writing document.
At the end of this week, students should be able to explain that
expository writing:
Conveys ideas and information
Establishes a central idea
Has supporting sentences that include facts, details,

and explanations.
Contains a concluding statement
Turn to your thinking

partner and tell him/her
at least one difference
between to two genres to
reconfirm students
understanding..
Turn and tell your partner
why Mr. Falker was
special to Tricia.
Link and Confer

Independent Writing
and Conferencing
(About 20-30 minutes)
Students will choose an
important person from their
personal list and will begin
to develop a list of reasons
why that person is
important.
Share
Students will share their list

with their partner/group.
If student finishes, they can

make a list for an
additional person.
Review that not all writing is taken to a published copy and that one of
the writing pieces over the next nine weeks will be edited/ revised and
published.
Day 3
TEKs:
3.17A, 3.20Ai,
3.20Aii, 3.23Bii,
3.23Biii
Read Thank You, Mr. Falker, by Patricia Polocco or other mentor

text
Discuss how everyone has a special person/people in their life.
Create a chart together about why Mr. Falker was special to
Tricia (see active engagement).
Refer to your writers notebook for any lists (heart map, etc.) that
have important people on them. (If students dont have a list,
use this time to create one).
Choose a person from your map, and model a list of reasons
why that person is important to you.
Deeper Understanding of Expository Writing
Organization
Review and add to the anchor chart you created the previous
day comparing expository text to narrative text.
Have students turn to their thinking partners and explain at least
one difference between to two genres to reconfirm students
understanding. (Engagement)
Using your list of reasons, model how to choose the most
important reasons why that person is important to you. Please
Note: The quantity of reasons is not as important as the quality of
the details for each reason. Therefore, a student may have one
Think/Pair/Share about
what categories you
might use for your own
graphic organizer.
Use the sentence starter,
I think the three most
important reasons
arebecause
Students will create their

own graphic organizer using
the teacher model.
They will choose three
categories that they feel
are most important to write
about and include three
details to support them.
Make sure to do mini
conferences to make sure
Review whole group

procedures and allow some
students to share what they
wrote during independent
time.
Day

Day 4
TEKs:
3.17A, 3.20Ai
Active Engagement
(About 3 minutes)
reason or may have as many as 4 reasons. Either is acceptable

as long as the development of the reason is sufficient. As a
result, they may not use all boxes on the graphic organizer.
Model for the students how to set up a graphic organizer using
main ideas and supporting details using your three reasons. (see
Expository Graphic Organizer document)
Link and Confer

Independent Writing
and Conferencing
Share
that students are choosing

appropriate main idea
statements and details to
support them.
Capitalization
At the beginning of the mini lesson, revisit your capitalization
anchor chart made the first nine weeks. (See Capitalization
anchor chart in the Anchor Charts folder.) Students will add
historical periods and proper nouns to their anchor chart found
in their Writers Notebook.
As a group, we will go through the teachers piece of writing

from the previous day (or a piece of mentor text) and look for
examples of capitalization that were used. These will be added
to the Quotes from a Book section on their anchor chart.
**Reinforce capitalization throughout the week using authentic
text, such as the students writing, teachers writing, and
published writing. **
Controlling Ideas (Introduction)
Create an anchor chart for expository controlling ideas. Include
the following:
The controlling idea is included in the introductory
sentence(s).
The controlling idea is clear and focused on one topic.
The controlling idea is supported with interesting and
specific facts, details, explanations, or examples.
Say to Students, When you begin your piece of writing you
want to think about how to draw your reader in. In expository
writing you want your lead to be strong, interesting, and to
the point.
Read the controlling ideas from several different expository
texts or the attached student examples document.
Show students the first row on the (controlling ideas
document). Discuss which one is more inviting and makes
you want to read more.
Continue to show them the other leads and have them
Discuss with your partner

which controlling idea is
more interesting and why
they think so.
Students will independently

create their own controlling
idea on their graphic
organizer.

I thinkis more
interesting because
Conference with their

students about their
controlling idea
Students will share their

controlling idea with a
partner.
Day

decide which column has the better controlling ideas.

Model how to write a controlling idea in your Expository
Graphic Organizer document.
Next, students write a controlling idea in their Expository Graphic
Organizer document.
Conclusions
Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share
Students try some of the

conclusion stems with their
own writing. Choose the
one that works the best and
says to the reader, this is
why this is important, this is
how this person has
changed me, or this is what
Ive learned from this
person.
Students share their list of

conclusions and have the
other students decide which
one they should have
chosen and then they
reveal the one they chose.
Day 5
TEKs:
3.17A, 3.20Ai,
3.20Aii, 3.20Aiii
Day 6
TEKs:
3.22Avi, 3.23Ci
Create an anchor chart called, Ways to End an Expository

Composition. Include the following and any other ideas you
may have:
I realize that
This makes me think
I realize that when II feel
I have learned
This is important because
(Tell students they dont have to be confined by these stems,

but they may help them think of one when they cant.)
Tell writers that at the beginning and end of expository text,

authors often rely on some common ways to say, This is
important!
Show students the first row on the conclusion handout. Discuss

which conclusion is better and why.
Model for students how to write several different conclusions and

pick the best one. Write it on the graphic organizer.
On a separate piece of paper, have students try several different
conclusions using the conclusion stems. Have them cross out the ones
they dont like and put a check mark by the one they choose. Students
add their conclusion to their graphic organizer.
Apostrophe Adam
(Adapted from
http://thirdgradethinkers8.blogspot.com/2012/02/possessive-nouns-lessonand-song.html & http://www.teacherspayteachers.com/Product/Meetthe-Puncs-Adam-Apostrophe-Poster-Freebie-1098202)

which conclusion
statement is more
interesting and why they
think so.
I thinkis more
interesting because
Students will independently

create their own conclusion
sentence on their graphic
organizer.
Conference with students
about their conclusion.
Turn and talk with your

partner about what you
learned about
apostrophes.
Have students apply the skill

in their writing.
Have students share their

writing with the
group/partner.
Read Wodney Wats Wobot by Helen Lester or any other mentor

text. Start by bringing the students attention to the title and the
use of the apostrophe.
Introduce the apostrophe and explain it has a couple different
uses. It can be used in contractions and in possessives (to show
ownership).
Day

Day 7
TEKs:
3.17A
Read Have Fun Molly Lou Melon, by Patty Lovell or other mentor
text that will help students generate ideas from these possible
topics:
Favorite activity
Favorite place
Favorite season/holiday
Special person
Friendship
Discuss how everyone has a favorite activity

Create a t-chart together to help generate ideas about a
favorite activity (or the topic you have chosen). (See expository
t-chart document).
Refer to your writers notebook for any lists (heart map, etc.) that
will help the students generate ideas and details. (If students
dont have a list use this time to create one).
Choose a one item from your t-chart to use for the reminder of
the week.
Day 8-9
TEKs:
3.17A, 3.20Ai
FEED the Central Idea
Day 10
Lead students in creating an anchor chart on apostrophe (see

Alans Apostrophe document).
Generating ideas / Prewriting
Review your anchor t-chart from the previous day and then
introduce/review that the central idea is the center of the
paper, or controls the entire paper.
Read Animal Dads, by Sneed Collard or other mentor text. Have
students pay attention to how the author backs up his
statements with examples and concrete details.
Lead students to complete the 4-square graphic organizer (See
Expository 4-square graphic organizer document)
Lead students to write a sentence that supports the central
idea. Below the sentence, students can add Facts, an
Explanation, Examples, or Details to F.E.E.D. the supporting
sentence. They are essentially elaborating on, or telling more
about, the first sentence in this box.
They will do this approximately three different times adding to
the support of the central idea
Conclusions.Again!
Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share

some of your favorite
activities and why.
Students will complete the

prewriting activity to help
generate ideas.
Students will share their list

with their partner/group.

examples of backing up
statements from Animal
Dads.
Student will be writing ideas

that support the central
ideas and then they will be
F.E.E.D those ideas.

writing with the group or
their partner.
Tell your partner at least
Students will experiment
Share your different endings
Day
TEKs
3.17 A, 3.20Aiii

Day 11-13
TEKs
3.17 A, 3.20A,
3.20Aii, 3.20Aiii
Day 14-15
TEKs
3.23Cii
Active Engagement
(About 3 minutes)
Discuss with students that the writing process is never over.

Create a chart (or review if one is already made) of all of the
possibilities for when they are done including:
Rereading to revise
Add something that Ive forgotten to my piece
Rereading to get a new idea for a story
Check your generating ideas for a new idea (heart

map, listing, ect.)
Use this time to have students explore the craft of expository
writing using different organizational methods, topics, and
components. Quick writes are a great way to get students
exploring the craft of expository writing.
Also, this week you will reteach/extend concepts of expository
writing based on student need.
Commas, Commas Everywhere
(Adapted from Getting to the Core of Writing)
Explain that most authors use commas to make their writing
easier for the reader to understand. Tell students, Today I will
show you how to use commas to control your message to the
reader. Explain that by using commas the author tells the
reader when to pause, slow down, speed up, or even deliver
expression.
Read Eats, Shoots & Leaves, by Lynne Truss or other mentor text
and show how commas and used and impact the writing.
With your students create an anchor chart (see Commas,
Commas Everywhere document).
Share
one way to end a paper.
with different ways to end

their papers.
with your partner/group.
Tell your partner what

your writing focus for
today is.
Students will write to expand

and explore their
knowledge of expository
writing.
Share your writing with your

partner or group.
Revisit the expository mentor texts to look at the different ways

the authors ended their compositions.
A Good Conclusion:
Summarizes the composition
Tells how the writer feels about the topic
Leaves the reader with a final thought
Lead students in completing their graphic organizer. Get them to
try different ways to end their papers. Sticky notes are great for
this, allowing students to change them out to really see which
ending they like better.
What to do when Im done
Link and Confer

Independent Writing
and Conferencing
During this time the teacher

will be conferencing with
students and pulling small
groups.
Tell your partner one way

that an author uses
commas to convey a
message.
As students are working on

their expository writing have
them incorporate commas
into their writing.
Have students share with

their partner/group a place
in their writing where they
used a comma.
During this time the teacher

will be conferencing with
students and pulling small
groups.
Day

Day 16-18
Developing a Draft
TEKs
3.17 B, 3.20Ai,
3.20 Aii, 3.20Aiii,
3.23D
Day 19-20
TEKs
3.22Avii
Day 21
** Moving from a graphic organizer to a written draft is not a natural

process for many children. You may have to model this many times
before children understand how you take individual phrases and
ideas and turn them into sentences that flow together to
communicate the central idea of your writing. **
Coordinating Conjunctions
Explain to students that conjunctions are a word that joins two
parts of a sentence together. Authors use conjunctions to add
sentence variety to their writing.
Tell students after the short video they will be able to identify the
conjunctions.
http://www.turtlediary.com/grade-3-games/ela-games/coordinatingconjunctions.html
You may create an anchor chart for fanboys (Note you will add
to this chart when you get to compound/complex sentences in
weeks 7/8) See Compound Sentences document
Revising Removing extra information
TEKs
3.17 C
Today we will start the drafting step of the writing process. Today
they will select one of their topics they have been working on to
turn it into a draft.
Model for the students how to turn your graphic organizer into a
rough draft.
Model how to copy your controlling idea to lined paper, and
have students do the same with theirs.
When students finish, model how to choose which category you
will start with, and write the main idea and details of that
category into a paragraph. Then have students do the same.
Continue the modeling process until all areas of your graphic
organizer have been written in the rough draft.
Model for the students how to write the concluding sentence as
the last sentence of piece.
You may choose to write each paragraph in a different color on
your teacher model to show students how to separate the
paragraphs. (You may choose not to use paragraphs.)
Today we will start the Revision step of the Writing Process.

Share that authors often realize that things need to be changed
in their writing after drafting. This is called revising.
Introduce an ARMS anchor chart. (See ARMS and CUPS
Active Engagement
(About 3 minutes)

which main idea/details
category should come
first, second and third.
Use the sentence starters,
I think this category
should come first
because
Link and Confer

Independent Writing
and Conferencing
Students will follow the

teacher model, writing one
paragraph at a time.
Share
Students share with their

partner what they have
accomplished on their draft
at the end of each period.
When they finish each

paragraph, go back into
the organizer to make sure
that each idea from the
organizer has been
included.
The teacher will conference
with students during this time
to make sure they are
following the model.
Share with your partner

conjunctions that were
discussed in the video.
As students are developing

their drafts on the expository
piece have them use
conjunctions within their
own writing.

writing with the group or
their partner.
Share the mental picture

that you get from each
sentence.
Students will go back and

follow the same process
with their piece of writing.
They will read sentence-bysentence and remove any
extraneous information from
Students will reread their

story, minus what they have
removed, with a partner.
Does the writing stay on

track now?
Day

Active Engagement
(About 3 minutes)
document).
Link and Confer

Independent Writing
and Conferencing
Share
their story by crossing it out.

Did I stick to the topic?
Today we will concentrate on the R Removing Extra Information.
Day 22
Post sentences of a draft that you have created in a pocket

chart. Make sure to include some sentences that are extraneous
to the piece of writing.
Turn over one sentence at a time, asking students whether the
piece has stayed focused up to this point.
After sentence one, say to students, As I revise, I need to be
sure that all of my sentences tell about out the controlling idea
of the composition. If the sentences give you a mental picture
of what is going on, then you know I have stuck to my controlling
idea.
When you come to an extraneous sentence, say to the students,
Uh-oh. I think I have a problem because that last sentence
gives me a mental picture that does not match the rest. I need
to either remove the sentence or fix it to make sure it matches
my topic.
When you finish with all the sentences, have the students reread
the piece of writing and reflect with their partner. Ask the
students to reflect on the writing using the questions found in
Active Engagement.
Model how to do this with your own draft.
Students apply it to their own writing.
Revising Adding Specific Details/Examples
Today we will concentrate on the A Adding Details/Examples.

TEKs
3.17C, 3.20Aii
Reread the first draft of your writing to the students, and think
aloud with them about the content of the writing. Ask, Is there
enough information in my composition so that you can
understand WHY this is important to me?
Show the students how you decide to add details or examples
that would improve your writing, paragraph by paragraph.
For example, say to students, In the first paragraph, I say that
my mom is important to me because she takes care of me when
Im sick. Turn and talk to your neighbor about ways that a
mother takes care of her children when they are sick. Use this
example, or any other example you use in your own personal
draft.
Discuss the different ways that the students talked about with
their neighbor and choose one example to add to your
How does sticking to the

topic help a reader?
Share ways that your

topic is important to you.
(Or use a question from
your writing.)
Students go back into their

story and reread,
paragraph-by-paragraph.
They will add one example
to each paragraph to add
more detail to their story.
Reread your story to a

neighbor, including the
newly added details. The
students can discuss with
each other how the details
add to the story.
Day

composition.
Show the students how to add a caret and add the sentence to
the story. (Sticky notes work great as well)!
Follow the same process with the remaining paragraphs of your

story, allowing the students to discuss examples to add, and then
choose one example to add to each paragraph.
Revising Adding Variety to Sentence Beginnings/Transition Words
Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share
Students discuss words

that can be used to
replace a repeated word
in the teachers story.
Students will create a tally

chart for each paragraph in
their story. They will use
words from the transition
word anchor chart as well
as from their own examples
to replace repetitive words.
Students will reread their

piece to a partner and
share the new transition
words you have added to
the story.
Students discuss why

moving words or
sentences can help a
piece of writing.
Students will explore moving

words, sentences, and ideas
around in their papers.

original and changed draft
with their partner.
Day 23-24
TEKs
3.17C , 3.22Aviii
Today we will continue concentrating on the A Adding

Details/Examples.
Day 25
TEKs
3.17C
Create an anchor chart of transition words that can be posted in

the classroom. Discuss why transition words are important to
help with the flow of the composition. (See Menu of transitional
words document)
Say to the students, Another way to add variety to our
sentences is by checking if we have used the same first words
over and over.
Then refer back to your piece of writing. Say to the students,
Listen as I read my first paragraph. Pay close attention to the
first word in each sentence. Im going to write the first word of
each sentence on a piece of paper, and if I use a word more
than once, Ill add a tally mark next to that word.
When you have completed a tally chart for your first paragraph,
then model for the students how to go back into the story and
replace repetitive words with a different word. For example, say
to students, I have used the words She quite a few times.
What words could I use to replace She in the second
sentence?
Follow the same process for your second and third paragraph,
using transition words from your poster as well as student
examples to replace repetitive words.
Reread the piece to make sure that the new transition words you
added make sense in the story.
Revising Moving words and sentences
Today we will concentrate on the M Moving words and sentences.
Explain that sometimes moving words, sentences, or ideas can

make writing better by giving it a better flow or variation.
Using your writing show how changing the order of a sentence
can change the impact (and sometimes the meaning) of that
sentence.
Teachers will also be

conducting writing
conferences as this time.
Day

Day 26-27
TEKs
3.17C
Today we will concentrate on the S Substituting words and phrases.
Day 28
TEKs
3.17C
Day 29-30
TEKs
3.22B, 3.22C,
3.22Cii
Go back to your writing and model how to change the order of

ideas and discuss how is changes of overall effect of the piece
of writing.
Revising- Substituting
Explain that using interesting words helps to engage the reader

and make our writing more interesting.
Model to students how to identify words/phrases that can be
substituted for more vivid words to describe the main topic.
Students will brainstorm their personal word bank of other
synonyms and phrases that can be used in place of the main
topic word. Sometimes these Replacement Words include
some combination of an adjective and a noun. They may also
include a comparison. (Have a thesaurus available to help with
this process).
Revising- Putting voice into nonfiction Writing
(Adapted from Non-fiction Craft Lessons K-8)
Show students how and why having a voice in expository writing
is just as important as having a voice in narrative writing.
Read Wolves, by Seymour Simon or other mentor text and then
read an Encyclopedia entry about wolves.
Engage the students in discussion about what they noticed in
the two different readings.
Subject / Predicate=Sentence
Explain that authors use complete sentences with variety,
rhythm, and flow to improve the quality of their writing.
Read Bedhead, by Margie Palatini or other mentor text and
have the students focus on the authors sentence fluency.
Tell students, Today I will show you how to develop a complete
sentence containing a subject and a predicate.
Explain that one part of the sentence is the naming part- person,
place, or thing. The subject tells the read whom or what the
sentence is about.
The other part of the sentence tells the reader the action that
the naming part is doing. It is called the predicate.
Using your writing pull out a sentence and work with the students
to identify the subject and the predicate.
Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share
Students will share /

discuss their brainstorming
activity.
Students will use some of

their vivid words from their
brainstorming and apply it
to their writing.

writing before and after
substituting vivid words.
Students will share how

the two readings were
different (even though
they were on the same
topic).
Students will use this time to

add voice into their writing.

writing with their partner or
group.

favorite sentence from
Bedhead and they will
discuss the subject and
predicate.
Students will go back into

their writing and make sure
their sentences have both
subjects and predicates.
Teachers will be working

with a small group and
conferencing.
Students will work with their

partners to share their
writing.
Teachers will begin to

conference with individual
students or in small groups.
Day
Day 31

**Teach grammar skills throughout the writing process. Repeat this

lesson many times so that subject/verb agreement is mastered. **
Editing
Capitalization
TEKs
3.17D, 3.23Bi,
3.23Bii, 3.23Biii
Day 32
TEKs
3.17D, 3.23C
Share, "Today we will talk about the fourth step of the Writing
Process. Share that often authors realize that things need to be
fixed in their story after drafting. We have already fixed some
things when we revised using ARMS. Now we are going to fix our
conventions using CUPS. This is called editing. When an author
edits, they "make their writing more readable, understandable,
and enjoyable to read."
Introduce CUPS. See ARMS and CUPS document. Today we are
only going to work on capitalization.
Say to the students, Lets review what we need to capitalize.
Start an editing anchor chart with the students. See The Color of
Cups document. Have students discuss and add the anchor
chart to their writing notebooks.
Show students how you want them to mark a mistake for
capitalization with 3 lines underneath a mistake in your example
of writing.
Students then work in pairs to help each other edit for
capitalization errors.
Editing
Punctuation End Marks
Today we will be working on the P in CUPS, which stands for
punctuation. Today, we will be working specifically on end
marks.
Have students add the three end marks to the editing anchor
chart in their writing journal and discuss when we use each one.
Tell students as third graders we know to put a period, question
mark, or exclamation point at the end of our sentences. Refer to
anchor chart. However, we often forget when we are writing
because we are so focused on getting our thoughts on the
paper.
Tell them that one of the best ways to remember to put end
marks in is by rereading our writing. Every time we pause or our
voice pitch goes up/down that is when we need to decide what
end mark to put in.
Model with your own expository writing how to reread and make
sure the end mark is there.
Students then reread to each other and apply it to their own
writing.
Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share
Have students think, pair,

share about different
words they need to
capitalize and add them
to your anchor chart.
Students partner up and

help each other determine
if they have any
capitalization errors.
Have students share the

mistakes they found by
having them put their
writing on the document
camera. Students discuss
the marks they made and
why they needed to be
capital.
Have students think, pair,

share the three different
end marks and when we
use them.
Students partner up, reread

their compositions, and help
each other determine
where to put end marks.
Have students share the

mistakes they found by
camera and the marks they
made and why they
needed to be there.
10
Day

Day 33
Editing- Spelling
TEKs
3.17D
Day 34-35
TEKs
3.22Avii, 3.22C
Week 8-9
Explain that writers need to pay attention to spelling when others

are going to read their writing.
Say to students, Today as I edit, Im going to focus on spelling.
That means that during editing, I need to notice when words
dont look quite right. As I reread my writing, I will touch each
word and decide if it looks right to me. If it doesnt, then I will
draw a line under the word to remind myself that I want to
check the spelling of this word.
Model for the students what you have just told them using your
draft. Make sure to make large marks in a different color so that
the students can make the distinction.
Discuss with the students all the places/resources in the room
that they can go to check for correct spelling (ex: word wall,
writers notebook, dictionaries, peer helpers.)
If you have not already created a section for frequently
misspelled words in their writers notebook, you may start one
today.
Compound Sentences
Explain to the students that authors build sentences in many
different ways to gain and keep the readers attention.
Create a Compound Sentences Anchor Chart (See compound
sentences anchor chart document) Start by introducing
FANBOYS to help students remember conjunctions.
Read Grandpas Teeth by Rod Clement or any other mentor text
and give students time to look for examples.
Model for students how to generate sentences using the
variations of FANBOYS and have them go back into their writing
by modeling with your writing.
Publishing/Teacher Conferencing/ Writing Assessment
TEKs
3.17E
Model for the students how to use their revisions/edits to publish

a final copy. Use your draft with all corrections you have made
and model how to transfer it to a clean sheet of paper in your
very best handwriting. Do not release students to publish their
own work until they have conferenced with the teacher.
As students are finishing their revising and editing, teacher will
conference with each student to look over any final
Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share
Students discuss places

they can go to find how
to spell words within their
classroom resources.
Students will go through

their own writing with a
partner to check for
misspelled words.
Share the list of words that

they would like to add to
their frequently misspelled
words. Have students share
the mistakes they found by
camera and the words they
fixed.
Students brainstorm with

their partner words that
they would like to have
added to their frequently
misspelled lists.
They may use any of the

resources discussed to fix
spelling errors.
With their partner they will

share examples of
compound sentences
from the story.
They will go back into their

writing and add compound
sentences to add variation.
Students will share some

compound sentences they
used in their writing.
Students share with

teacher during
conferencing.
Students finish any

revisions/edits
independently and have a
final conference with the
teacher.

writing in one of the
suggested ways.
Students will publish their

final draft.
11
Day

Active Engagement
(About 3 minutes)
Link and Confer

Independent Writing
and Conferencing
Share
revisions/edits before publishing their final copy.

You may want to create a chart to keep track of who you have
conferenced with and make anecdotal notes on any areas that
the student is struggling with. This will give you the opportunity to
check on student progress and let them return to finish any parts
of the writing process they havent previously completed.
After the final conference, students may be released back to
publish their final copy of their story, including all revisions that
have been made.
When all students have finished, give them the opportunity to
share their final published work in any way that you choose (ex:
authors chair, class book used for independent reading, etc.)
12

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Day

Mini Lesson- Whole Group

Introduce Expository Writing