Session 1 Poster Kit #2, Part 1 - Mondo Publishing · about who will read the recount and why he is...

Who will read my recount?

Why am I writing?

Planning an Imaginative Recount

Deconstruction Organizer

Mondo Pathways to Writing K•2 Poster B/Imaginative Recount

Poster B

What do I know about a recount?

What ideas do I have?

What should I call my story?

My friends

To share about missing the school bus one day

• Retell an event

• Say who was there

• Say where it happened

• Say when it happened

• Make it interesting

breakfast

dressed

woke up late

washed face brushed teeth ran outside missed bus

Late for School!

I Missed the Bus!

Teaching Focuses

• Understandthespecificpurposeandstructureofaimaginativerecount

• Discussthemainfeaturesofaplan

Poster AText Sample Passage

Poster BDeconstruction

Organizer

Uh-oh! I woke up late for school.

“Hurry up, Sam!” Mom said.

I put on my shirt and my pants.


I ate my cereal and drank my milk.


I brushed my teeth and washed my face.

“Sam!” Mom said. “The bus is here!”

I ran outside.

I saw the bus drive away.

I missed the bus!

Fiction Imaginative Fiction


Why am I writing?


Deconstruction OrganizerPoster B




6+1 Traits: Ideas

Share

When writing an imaginative recount, it is important to include who was there as well as when, where, and how the event happened.

Mondo Pathways to Writing K•2 I Missed the Bus! 1

Session 1 Text Type and Process Review

Reviewing the Text Type

BeginthesessionwiththeTextSamplePassage(PosterA)onyoureaselwherestudentscanseeitclearly.Usingopen-endedquestions,helpstudentsstatetheirunderstandingsofthefeaturesofanimaginativerecount.Gatherresponsesandthenreadthetext.

Let’s think about what we already know about recounts. Yes, recounts can be about a realistic event like this one. What else do you know about an imaginative recount? What would the author have to think about before writing one? Look for those ideas in this text.

Introducing the Writing Process Focus

ReferringtotheTextSamplePassage,reviewtheprocessthatawritertakesfromplanningtopublishing.Besurestudentsunderstandthattheyarestudyingthetextfromthewriter’sperspective.

The Writing Process: Planning an Imaginative Recount

Let’s think like writers now. What steps did the author follow in creating this recount? Yes, he would have thought about making a plan. What else? That’s right, the order of the events is impor-tant, too. We think about this when we are composing.

Highlighttheplanningstageofthewritingprocessandcheckstudents’understanding(thewriterthinksaboutthepurpose,audience,topic,andtexttypeoftheirpiece).

Planning is the very first stage of the writing process. What do you think a writer needs to do when planning? Yes, he thinks about who will read the recount and why he is writing it.

Deconstructing the Writing Process Focus

ArrangetheposterkitsothattheTextSamplePassage(PosterA)andtheDeconstructionOrganizer(PosterB)sitsidebysideonyoureasel.FocusthediscussiononaspectsofplanningthatthewritermighthavefollowedwhileplanningI Missed the Bus! Recordstudentideasontheorganizer.Yournotesmayormaynotbesimilartotheexampleattheleft.

We have been thinking about the planning process for this recount. Now let’s record our ideas on the organizer. What did this author think about during the planning stage? Yes, he would be thinking about some possible ideas. What would they have been? I’ll record that with a quick sketch.

Post

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Poster C

Planning Organizer


Why am I writing?




Mondo Pathways to Writing K•2 Poster C/Imaginative Recount

My students

To share what I liked best at the parade

• It retells an event

• Order is important


• Say who and where

• Make it interesting

floats

clowns

giant balloons

marching bands

The Thanksgiving Day Parade

dancers

Teaching Focuses


• Useobjects,experiences,orothertextstohelpfocusthoughtsinprepa-rationforwriting

Poster CPlanning Organizer


Poster C

Planning Organizer


Why am I writing?




6+1 Traits: Ideas

Teacher Tip

Kindergarten students will create recounts based on their own experiences and combine the actual events with imaginative elements. Personal recounts of this type are thus both works of fiction and nonfiction.

Session 2 Modeled Writing: Planning (Authorial)

Reflecting on the Writing Process Focus

Recapthewritingprocesswithstudents,linkingbacktotheprevioussession.Explainthatyouwillbedoingamodeledwritingsessionabouttheplanningstageofthewritingprocess.Specifically,youwillbedemonstratinghowawriterplansanimaginativerecount.

As we talked about the planning process for IMissedtheBus!yesterday, what did we decide the author had done to plan his recount? Quickly share your ideas with your partner. We have been reading some different recounts in class. I am going to model how I would plan an imagina-tive recount about seeing a big Thanksgiving Day parade.

Recording the Teacher’s Thoughts

PlacetheposterkitonyoureaselsothatthePlanningOrganizer(PosterC)isvisibletoallstudents.

Asyouplanyourrecount,demonstratehowgoodwritersthinkaboutallaspectsoftheplanningprocess.ModelthetypesofquestionswritersmaymightthemselvesastheyplanwhilewritingyourplanonthePlanningOrganizer.Youmaychooseyourowntopicorusetheonewehaveshownasanexamplebelow.

When planning, in addition to thinking about the text type, audience, and pur-pose, I need to think about the events to include in my recount. Which events will be most interesting to the reader? When planning an imaginative recount, I can use something that has happened to me, but I can make up part of the story as well. I will use quick sketches to get my ideas down.

2 Mondo Pathways to Writing K•2 I Missed the Bus!

OnceyouhavecompletedeachsectionofyourplanonthePlanningOrganizer,revisittheteachingfocusofthesession.Indicatehowyoumayuseobjects,experiences,and/orothertextstohelpfocusthoughtsinpreparationforwriting.

I’ve completed my plan, but I need to check a few things. Have I thought who my audience will be? The reason I am writing? Have I considered the special features of recounts? Do I have enough ideas to create an interesting story? How have I used ideas from the parade I really did see?

Reflecting on the Modeled Writing Process Focus

Bringthesessiontoaclosebyguidingstudentstoreflectonhowtheplanningprocessyouhavemodeledwillassisttheminmakinguseofpersonalexperiencestocreateimaginativerecounts.

As I planned today, I was thinking about my story ideas, the setting, and events of the recount. Authors think about their story ideas when they are planning their work. When you are planning stories on your own, I want you to think about your experiences and how you can use them in your stories.

Teaching Focuses


• Useobjects,experiences,orothertextstohelpfocusthoughtsinpreparationforwriting

[Text Graphic =Poster C: reduced, partially completed Composing Organizer - shared writing]

Teacher Tip

In shared writing, the teacher takes responsibility for record-ing student ideas. This leaves the students free to focus on the authorial aspect of plan-ning. Generation of a wide range of ideas should be the focus at this time.

Planning OrganizerPoster C



Why am I writing?





Kindergarten class

We want to write about going ice skating

• It retells an event

• The order is important


• Who and where

• It should be interesting

skates

slippery

jacket

Dad helped

Ice Skating on the Lake

gloves

fell over

success!

scarfhat

6+1 Traits: Ideas


Poster C

Planning Organizer


Why am I writing?




Poster CPlanning Organizer

Session 3 Shared Writing: Planning (Authorial)

Reviewing the Writing Process Focus

SeatstudentsonthefloorwheretheycanallseethePlanningOrganizer(PosterC).ErasetheplanyoucreatedinSession2.

Conveytheteachingfocus,andtheninvitestudentstoparticipateintheplanningofanimaginativerecount.

We know that recounts can tell about an event that could happen to us. Let’s choose something we have done and create an imaginative recount. We can start with something we have done and add what we would like to do. Think about some possible ideas. How will we decide?

Generating Students’ Thoughts

Facilitateadiscussionwithyourstudents,encouragingthemtoconsiderthefeaturesofanimaginativerecountandtheexperiencestheyhavehadthatwouldmakeaninterestingrecount.

We have decided to write an imaginative recount about going ice skating. Let’s think about what we know about ice skating. How can we use this for an imaginative recount? What might happen in the story? Remember that when we are planning, we are thinking about our ideas.

Recording Students’ Thoughts

Asthediscussioncontinues,recordstudentideasusingquicksketchesandlabelsonthePlanningOrganizer,havingthemthinkaboutaudienceandpurposealongwiththerecountevents.Thissupportsstudentsinthecreationofamorecomplicatedstorylinethantheywoulddevelopontheirown.

Think about who will read our recount. What information will we need to give the reader of our recount? How can we help them to understand our ideas? What will make our recount interest-ing? Yes, we will need to think about where we went skating. We could write about skating on a lake, even if we haven’t done this ourselves.

Reflecting on the Shared Writing Process Focus

Concludethesharedwritingsessionbyhavingstudentsthinkabouttheplanningprocesstheyusedinthesessionandhowitwillhelpthemwhengeneratingideasfortheirownwork.

Planning is the very first thing a good writer does when getting ready to write a new piece. Talk to your neighbor about the things you will do when you plan. Think of a few objects or experiences you’ve had that might make good story ideas. You can do this when you write on your own as well.



Why am I writing?


Deconstruction Organizer

Mondo Pathways to Writing K•2 Poster B/Imaginative Recount

Poster B






Poster C

Planning Organizer


Why am I writing?






Teaching Focus

• Thinkaboutanddiscussthepurposeforthewriting

ELL Support

Support ELL students by having them brainstorm vocabulary on different topics to increase the range of words they include in their writing.

Poster DPlanning Organizer

My Ideas

Poster D

Planning Organizer

Who will read my story?

Why am I writing?


My Ideas


My Ideas

Poster D

Planning Organizer


Why am I writing?


My Ideas


Mondo Pathways to Writing K•2 Poster D/Imaginative Recount

Other students

For display in the school library

• Retell an event.

• Order is important.

• Say when it happened.

• Say who and where.

• Needs to be interesting.

makeup

costume

funny

At the Circus

ring

ringmaster

circus

tricks

animals

tent clowns

6+1 Traits: Ideas

Session 1 Shared Writing: Planning (Authorial)

Introducing the Concept of the Piece

ArrangetheposterkitsothatthePlanningOrganizer(PosterD)isclearlyvisibletoallstudents.Explainthattheywillbecontributingtoanimaginativerecount.

We have been looking closely at how we might plan an imaginative recount. Now let’s use what we have learned to write an imaginative recount of our own. What do you suggest? Yes, a visit to the circus would be a good choice. Who remembers what we need to do when planning?

Generating Students’ Thoughts

Havestudentsconsidertheiraudience,purpose,andtexttypefeaturesastheythinkabouttopicsandideas.Useopen-endedquestionstoprompttheirthoughts.

Turn and share with your partner what events you think we should include in our recount. How can we use something that you have experienced in our imaginative recount? What do you remember about a visit to the circus? As you think about these questions, keep in mind who will read our recount and our reason for writing it.


Post

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From Planning to Publishing: Imaginative Recount


UsingthePlanningOrganizertorecordideas,elicitstudents’contributionsandshapethemintoacohesiveplan.Guidethemtothinkabouthowtheywilldescribetheeventsfortheiraudi-ence.Anexampleisprovidedatleft.

As we work on our plan, we need to think about our audience. We need to be sure that they will find our recount interesting. I want you to throw out lots of ideas to me. If we have more than we need, we can choose not to use some when we compose. Let’s start by describing the circus. What comes to mind? Okay, I’ll sketch that here. What label can I use?

Reflecting on the Planning Process Focus

Roundoffthesessionbyhavingstudentsthinkabouttheaspectsofplanningtheyhadtoconsider,andwhethertheyhavethoughtabouttheirpurposeforwritingtherecount.

Let’s review the things we though about as we did our plan. Who wants to start? Who remembers what our reason, or pur-pose for writing is? These are things to think about when you are writing on your own, too.

Teaching Focus

• Usesocialvocabularyand/orsimpleacademiclanguage(booklanguage)toexpressthoughtsverballyandinwriting

Teacher Tip

The Composing Organizer is a teaching tool. Students are not expected to use one every time they compose. You may use this organizer to demonstrate to students how to take one aspect of their plan and provide additional details.

Poster DPlanning Organizer

Poster EComposing Organizer

My Ideas

Poster D

Planning Organizer


Why am I writing?


My Ideas


Composing OrganizerPoster E

Composing an Imaginative Recount

Take the ideas from your plan and add more details.

Draw pictures in each frame. Then add some labels.





Mondo Pathways to Writing K•2 Poster E/Imaginative Recount

costume

baggy pants and big shoes

funny

make funny mistakes clowns make me laugh

tricks

each clown has a special face

Clowns

makeup

6+1 Traits: Word Choice

Session 2 Shared Writing: Composing (Authorial)

Reflecting on the Planning Organizer

WiththecompletedPlanningOrganizer(PosterD)fromtheprevioussessionontheeaselwherestudentscanseeiteasily,beginbyreflectingontheideasgeneratedthedaybefore.

Let’s read over our plan from yesterday and think about the ideas we talked about. Share your ideas with your part-ner. As authors, what other decisions do we need to make now? Can you think of anything else we should include in this plan? What ideas do you have? What changes could we make?

Organizing Students’ Thoughts

ArrangetheposterkitsothatthecompletedPlanningOrganizer(PosterD)andtheComposingOrganizer(PosterE)sitsidebysideonyoureaselorchalkboardledge.Studentswillneedtorefertothemsimultaneously.Usingtheheadings,focusstudents’thinkingonmovingfromplanningtothecomposingprocess.

Let’s think about adding more details to our ideas for a recount. What more could we say about the clowns? Share your ideas with your neighbor. How can we make our readers, or audience, understand how we remember the clowns? What made you laugh? How could we say that? Let’s draw and write those ideas down now.



AsyouwritestudentresponsesontotheComposingOrganizer,encouragethemtoselectideasfromtheplanandexpandtheseideasintotextthatwillconveytheirthinkingtotheiraudience.Atthispoint,theymaydecidetoaddnewideasorleaveoutsomeelementsoftheoriginalplan.

Think about where the circus was. How could we describe that? Yes, we need to help our readers picture those clowns. How do you picture them? That sounds great—I will write that on the organizer. What else did the clowns do? Think about how a writer would say that. Now, how will we describe how they made us laugh?

Reflecting on the Composing Process Focus

Attheconclusionofthesession,referbacktotheteachingfocusandencouragestudentstodecidehowwelltheyexpressedtheirthoughtsintheirrecount.Establishanexpectationtheywillcon-tinuetothinkabouttheseaspectswhencomposingindependently.

Let’s listen to the way we expressed some of our thoughts. What do you think? How do you like the words we used? Does it sound like you talking? Why do you think it’s important to listen to how our words sound? Yes, if we like the way they sound, our readers will, too.

Teaching Focus

• Referbacktoplanwhenrevisingtext

Teaching Focus

• Hearandrecordfinalsoundsinwords

Teacher Tip

Demonstrate to students how to articulate words slowly in order to hear the individual sounds. At first, accept any sound they hear, regardless of its position in the word. Once they are hearing most sounds in a word, encourage them to give them in correct sequence.

Teacher Tip

Students need the opportu-nity to think about the way words look by trying several different patterns and other words with that pattern.







Poster FRevising Tips





Revising Tips

Revising an Imaginative Recount

Will my recount be interesting to the reader?

Have I included who, what, when, where, and why?

Are my ideas in a good order?

Have I shared my feelings?

Have I written this as if I had seen the event?

Do I need to write more information?

Can the reader picture where the story happens?

Do I have a good ending?

How does it sound when I read it aloud?

Now I am ready to read it to a friend.

Poster F

6+1 Traits: Conventions

6+1 Traits: Organization

Session 3 Shared Writing: Recording (Secretarial)

Reflecting on the Composing Organizer

Reviewtheprocessfromplanningtocomposingthatstudentshavecontributedtoinpriorsessions.Usethecompletedorganizerstopromptstudents’thinking,andexplaintostudentshowthisworkwillbehelpfulwhenrecordingtheirstory.

Yesterday we composed our recount. We chose ideas from our plan and added more details. We also thought about words we could use to express our ideas. This will help us as we record our recount today. Turn and tell your neighbor how you think this will be helpful. Who has an idea to share?

Recording Students’ Thoughts (on chart paper)

Asyoutakeresponsibilityforrecordingthestoryonchartpaper,referstudentstoboththeComposingOrganizerandtheRecordingPointersposterastheycontributetotherecordingofthepiece.Makereferencetotheteachingfocusforthissessionasyouemphasizethethingsgoodwritersconsiderwhenrecording.

How will we start our recount about the circus? What would be a good way to describe the clown? As we record our ideas, we need to think about spelling. What can we do when we come to a word we are unsure of? Yes, we can say the word slowly and listen to the sounds we hear. We already have the mat the beginning. Let’s see if we can hear the last sound in makeup.

Reflecting on the Recording Process Focus

Concludethesessionbyhavingstudentsreflectontherecordingprocess.HighlighttheuseoftheRecordingPointersposterthatyouhaveondisplaywiththeexpectationtheywillbegintomakeuseoftheseideaswhenwritingindependently.

Session 4 Shared Writing: Revising (Authorial)

Revisiting Students’ Text

Beginwithasharedreadingofthetextyourecordedyesterday.Helpstudentsreflectontheirideasfromtheplanningandcomposingsessions.ThisisthetimetoensurethattheirpieceachieveswhattheysetouttodoonthePlanningandComposingOrganizers.

As we read our recount, let’s think about our original plan. Have we done what we set out to do? What do you think? I agree, we have described the circus and the clowns so that readers can picture them in their minds. What else do we need to think about? Are we happy with the order of our ideas?


Teaching Focus

• Editwritingtocheckforspelling

Share

When editing your work, check that you have used a capital letter for the start of each sentence and a period at the end. Be sure you have used capital letters for names, too.

Publishing Pointers

Editing Your Work Reread your work. Make sure it is clear.

Check your capital letters and periods.

Check your spelling.

Use proofreading marks if you need to fi x things.

Reread your work one more time.

Change to a capital letter

Check spelling

Add period

Proofreading Marks

Publishing Your Work Use neat handwriting or computer type.

Keep even spaces between words.

For fi ction, draw pictures that go with the story.

For nonfi ction, draw pictures that make the information clearer.

Number the pages of a book. Make a cover and an About the Author page.

6+1 Traits: Conventions

Share

As they revise, good writers think about the order of their ideas. They also check to be sure that their writing gives readers the message they intended when they were planning.

Session 4 (cont.)

Revising Students’ Thoughts

EncouragestudentstorefertotheRevisingTipsposterastheyreflectontheoriginalpurposeandaudienceforthewriting.Theymayconsiderchangingoromittingideastomaketheirmessageclearer.

As we read the recount aloud, think about the message of our story. Would someone from another class understand our ideas? Would taking something out make it easier to understand? Let’s try that. Then we can reread the recount to see if it makes our ideas clearer.

Reflecting on the Revising Process Focus

Roundoffthesessionbyhavingstudentsthinkbackontherevisionprocess.Remindthemtothinkabouttheiroriginalplanwhenrevisingtheirownwork.MakecopiesofRevisingTipsfortheirwritingfolders.

Session 5 Shared Writing: Editing & Publishing (Secretarial)

Editing Students’ Text

Editingprovidesanopportunitytoconsiderspelling,andtobegintocheckforoverusedwordsorsentencestructures.Establishtheexpectationthatstudentswilledittheirownworkbeforeaskinganotherstudenttoreadandcheckitforthem.RemindthemtocheckthePublishingPointersposterforhelpfulhints.

Now that we are happy with the message of our recount, we need to check that it is correct in every detail and ready for publishing. What things do we need to check? Yes, spelling and punctuation are things we check when we edit our work. How will we do this?

Completing the Publishing Process

Withtheeditingprocesscompleted,havestudentsdecidehowtopublishthestory.Theyshouldconsidertexttype,purpose,andaudienceastheyselecttheirpublishingmedia.

How shall we publish our recount? Yes, this is going to be displayed in the library. What will be the best way to do this? Is there another suggestion?

Havingdecidedtheformatoftherecount,involvestudentsintheproductionofthepublishedversion,byhandoronacomputer.Encouragethemtocon-siderlayout;typefont,size,andcolor;andtheplacementofanyillustrations.

Havestudentsreflectontheirinvolvementinthewritingprocessfromplanningtopublishing.Havethemarticulatewhattheylearnedaboutwritingthroughtheirsharedwritingexperience.

Let’s think about what we learned about the writing process as we created our recount. What did we do really well? Which parts of this process were tricky? How will you use what we learned about the writing process when writing your own recounts?


My Ideas

Poster D

Planning Organizer


Why am I writing?


My Ideas


Mondo Pathways to Writing K•2 Poster D/Imaginative Recount








Revising Tips

Revising an Imaginative Recount

Will my recount be interesting to the reader?

Have I included who, what, when, where, and why?

Are my ideas in a good order?

Have I shared my feelings?

Have I written this as if I had seen the event?

Do I need to write more information?

Can the reader picture where the story happens?

Do I have a good ending?

How does it sound when I read it aloud?

Now I am ready to read it to a friend.

Poster F



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Session 1 Poster Kit #2, Part 1 - Mondo Publishing · about who will read the recount and why he is...

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