This is day nineteen of a four week unit where students will first become familiar with the five Text Structures, then identify each of them in new text, and finally apply each of them in their writing. In this phase of the unit, students have had exposure to the definition of Text Structures and have identified them within new text. Therefore, they are ready to write their own examples, which will be compiled into their very own “Scholastic News – Text Structures Edition” as a final product for the unit. After identifying each, this is the next stage of the scaffolding process: application.
Connection: I always start by connecting today’s lesson to something kids have previously learned so that it triggers their schema and background knowledge. Since they’ve been working on Text Structures for several weeks, I remind them that they’ve completed a paragraph for each of the five Text Structures for their very own edition of the Scholastic News.
Teaching Point: This is when I tell kids explicitly what we will be working on. I say, “Today, you will revise and edit your writing so that it will be ready to put into final draft form. I discuss with the students the things that are expected of them in their writing. For example, capital letters at the beginning of sentences and punctuation at the end of each sentence. We review spelling strategies and I encourage them to have at least one tier two (fancy schmancy) word in each paragraph. We also discuss re-reading their writing several times to see if they should change, add, or delete anything to make their writing more clear and interesting.
Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. Now that they’ve reviewed our writing expectations, their job is to revise and edit each paragraph in their Reader’s Notebook.
Transition Time: Every day after the mini-lesson, students get 5 minutes of Prep Time to choose new books (if needed), find a comfy spot, use the bathroom, and anything else they might need to do to prepare for 40 minutes of uninterrupted Independent Reading.
Guided Practice: Today, I would be conferencing with students right at their comfy spots and asking them to show me their paragraphs. I will help them identify areas to revise and edit to enhance their writing.
At the end of 40 minutes, I remind students that their job during reading time was to revise and edit their paragraphs. Once students gather at the carpet with their assignment, we share some of the most common things they needed to fix up. I then tell them that we will continue our Text Structure work tomorrow. Reader’s Workshop has come to an end.