Writer’s Workshop Mini-Lesson

Unit of Study: Opinion/Argument Writing 3rd Grade

Date: 10/11/19
Mini-lesson Topic: Using Linking Words and Phrases

Yesterday, we learned about the different ways to

Connection include reasons to support the opinions in our writing.
Students will use their prior knowledge from previous
writers workshops to make connections in their own
opinion writing to continue to strengthen their writing.
Students are working on an opinion piece about healthy
eating.

Today, I’m going to teach you about linking phrases

and words. We will learn what they are and when it is
appropriate to use them. What would be an example of
a linking word?

(​Call on no more than 2 students to answer and provide

an example if none are correct.)

We know what link means..it means to connect or bring

together. So, when we apply that to our writing we are
bringing opinions and reasons together.

Now, I’m going to teach you how to use linking words

Teach correctly in your opinion writing. First, we need to create
a list of different linking words. Let’s brainstorm a list.​
(Make a list of linking words with the students. Ex: Next,
later, suddenly, to start with, finally, because,
therefore..)

Teacher will model the examples of linking words and

phrases on butcher paper.
Words written on butcher paper:
And
Also
Because
However
For example
Or
But
Another
Therefore
Next
Finally
To start with
In addition
Suddenly

After making the list students will then watch as

teachers model an example. Then, both teachers will
write an example on a new piece of butcher paper and
model for students the correct way to use linking
words/phrases in an opinion piece together.

Now we are going to show you how to use these words

we created accurately
Teacher 1: I am going to tell Ms. Swoboda my opinion
on my favorite food and she will write it down on the
butcher paper.

Teacher 2 writes Ms. Sawai’s opinion on a new butcher

paper. This form of modeling will show students that the
opinions Ms. Sawai has about can be linked together
into one cohesive sentence.

Sentences Ms. Sawai will say out loud and then write
out:
Boba is my favorite sweet drink.
It comes in many different flavors.
You can get milk tea or thai tea.

Teacher 2: Now, let’s think of some ways we can

connect or link this opinion by using the list we created.
Watch me as I use the list of linking words and phrases
to connect Ms. Sawai’s opinions/sentences on boba to
create a complex sentence that flows together.

Sentences Ms. Swoboda/Sawai will write out/say:

My favorite sweet drink is boba ​ because ​it comes in
many different flavors, ​for example​ you can get milk tea
tea thai tea.

Teacher 2 will model how to use linking phrases and

words in Ms. Sawai’s writing. Both teachers will discuss
outloud with each other what words or phrases would
sound best for Ms. Sawai’s opinions on boba. We
chose to change the order of the opinion statements
and show different linking words because this will show
 students that they are not limited to one specific order
and can rearrange them to their preference.

Sentences Ms. Swoboda/Sawai will write out:

Boba comes in many different flavors​ for example​ you
can get milk tea or thai tea, ​therefore​ it is my favorite
sweet drink.

Teachers will provide students with 2 opinion

Active Engagement statements already pre written on a butcher paper.
Students will “link” the 2 sentences into 1 using a linking
word or phrase. Students will write in their writing
journal and refer to the chart teachers created. Teacher
will then ask students to share with shoulder partner
their sentence.

Teachers will already have written on butcher paper:

Keith Haring is my favorite graffiti artist. Banksy is my

inspiration.

Now it’s your turn to practice. Please read the examples

on the butcher paper (teacher will read out loud too).
When you are finished reading them, you will use the
list we created of linking words and phrases to write
new sentences in your writing journal. Make sure your
sentences link the opinions and reasons together.

Teachers will walk about the “room” and listen in on

what students are discussing, making sure they are
using correct linking words/phrase.

As we were walking around the room we heard (choose

a student discussing the correct way to use linking
words/phrases) using the word (choose word student
used and say out loud). This is a great word choice and
accurately links the two sentences together.

Today we learned that good writers use linking words

Link and phrases in their opinion writing pieces to bring
opinions and reasons together to create cohesive,
complex sentences that flow. When we go off and work
on our own writing remember to think about your
opinions, ideas, and reasons about your topic and think
about the linking words we can use to connect these
sentences.
Teachers will leave the chart of linking words and
phrases on the board and remind students to refer to it
when needed. Students will then work independently
one their own opinion writing piece and focus on
including linking words/phrases.

Halfway through writers workshop, teachers will remind

students of their focus. (i.e. when students are working
independently).

Remember writers today and everyday we need to

remember to use linking words and phrases to connect
our opinions and reasons to make it flow.
 Mini Lesson Write-up
o ​Lesson Topic​:​​Writers Workshop- Opinion/Argument Writing

o ​Objective​: Students will be able to accurately incorporate linking words and phrases
into their opinion writing piece to bring opinions and reasons together.

● W.3.1. Write opinion pieces on topics or texts, supporting a point of view with
reasons.
● W.3.1.a. Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
● W.3.1.b. Provide reasons that support the opinion.
● W.3.1.c. Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.
● W.3.1.d. Provide a concluding statement or section.

o ​Materials​: Butcher paper, markers, preset opinions about boba, preset linking words
and phrases, writing journals, pencils, iPads.

o ​Explicit Instruction Sequence (What will you ​model ​for students)

- Teacher will model the examples of specific linking words and phrases on
butcher paper.
- Teachers will model how to use the appropriate linking words and phrases in a
provided example about boba. They will first model 3 separate opinion sentences
without linking words or phrases, then they will model how to recreate those
three sentences into one by using linking words/phrases. Two different examples
will be modeled for students.

o ​Guided Practice (What will you have students ​do with you?)​

- Students will help teachers create a list of linking words and phrases.
- Students will actively listen to the teachers while they are modeling how to
correctly incorporate linking words and phrases.
- Teachers will provide an example for students to try on their own, but the
teachers are guiding them by giving them two opinions sentences.

o ​Independent Practice (What will you have students ​do on their own?​)

- Students will practice including linking word/phrase into the two provided opinion
sentences and complete in writing journal.
 - Students will then work independently on their opinion piece about healthy food
remembering that good writers use linking words and phrases within their writing.

o ​Assessment (How do you plan to assess student’s understanding?)

- Students will be informally assessed through teacher observation. Teachers will

be circling the room and informally conferencing with students about the progress
of their writing and informally assessing their use of linking words and phrases.
- Throughout the writer’s workshop unit on opinion pieces teachers will formally
conference with each student to review their piece using a preset rubric including
the following:
- Introduction of topic they are writing about.
- Opinion is stated.
- Reasons are provided that support opinion.
- Paragraph structure is organized.
- Provide reasons that support the opinion.
- Linking words and phrases to connect opinion and reasons are present.
- Contains a conclusion statement or section.
 Analysis of Student’s Writing
The piece that we choose to dissect is a third grade opinion piece. This directly
correlates with the CCSS writing 3.1 which states: “write opinion pieces on topics or
texts, supporting a point of view with reasons.” After thorough inspection of this students
writing we concluded as a pair that they have many strengths and potential as a writer.
This piece tells us that the student is aware of the structure of how an essay should look
visually and has the ability to conduct a complete essay with essential components such
as: beginning, middle, and end.

When discussing the students strengths and weaknesses and relating them to
the CCSS, they have more strengths than weaknesses. If we apply each of the
substandards of 3.1 we can conclude that this student has much knowledge in the area
of writing an opinion piece. In the opening paragraph the student introduces the topic
and immediately states what the piece is going to be about, which is the topic of “Chuke
Cheese’s.” They also state their opinion about “Chuke Cheese’s” and how “[it’s] a nice
place to go,” although this is done subtlety, it is definitely included in their piece. As
previously stated the students structure of the writing piece is visually pleasing and they
are very much aware of paragraph structure as they have indented each one and
created an opening, body, and closing. However, the student list of reasons could use
some work. They provide many reasons why “Chuke Cheese’s” is an excellent place
such as the food, video games, and prizes; they still need to improve on incorporating
linking words and bringing the opinions and reasons together to flow. In other words the
student provides reasons, but could use improvement on connection to thoughts.
Throughout the piece the student only includes one linking word “because” to connect
their reason as to why “Chuke Cheese’s” is such a nice place. Finally, the student does
indeed provide a conclusion and gives evidence to support the meeting of the final
substandard. The student does this by wrapping up their writing by reiterating why they
believe “Chuke Cheese’s” is so “spectacular” as well as expressing their eagerness to
return to “Chuke Cheese’s.”

Using the six traits of writing to examine even further the students strengths and
weaknesses we were able to examine some specific areas that could be improved.
Starting with the students strengths and probably their biggest one was word choice.
The student has a variety of descriptive words that engages the reader. Some of the
words used were: extraordinary, spectacular, scrumption, selections, diced, endless,
etc. These words catches the reader's attention and creates a fun story that is easy to
read. As stated the overall organization of the students writing was fairly good, but the
organization of grammar and sentences could be improved as well as convention. The
student creates sentences where they include periods in the middle of the sentence and
colons where they are inappropriate. Spelling is also and area of improvement, the
student spells words such as “peporoni” and “macoroni.” However, the student is using
phonetic awareness to sound out words and apply rules they are familiar with. Overall,
this students writing has HUGE potential and should focus on mechanical issues,
grammar, and sentence structure.