Writing: Special People

Writing Mini-Lesson
Thinking about Special People and Reading Literature Helps To Generate Topics

Saturday Belongs to Sara by Cathy Warren ISBN: 0027924912
Owl Moon by Jane Yolen

Read Owl Moon and Saturday Belongs to Sara or other books about parents to the class during read aloud time of day.

Discussion
Spending time one on one with a parent is very special. Owl Moon tells about a child spending time with his dad. Saturday Belongs to Sara tells about a little girl spending a day with her mom. Let me tell you about being with my dad.

Teacher Models
I went on errands with daddy one Saturday a month. One of daddy’s jobs is that he writes for the Herald Palladium newspaper. We drove around collecting information so daddy could get the facts he needed for the newspaper article. We stopped at the fire hall, at the hospital, at the State Police post, and the South Haven police station. I was never brave enough to go down the fire pole at the fire station, but daddy was. We ate donuts, I drank milk, and daddy drank black coffee. The firemen had a bad smokey smell, but daddy did not let me hold my nose. At the hospital, he stayed in the car and I could go collect an envelope all by myself. The white clothes lady always said, “Here you go, Kiddo!” I don’t think she knew my name. The policeman always gave me a penny for the gum ball machine. I did not realize until I was grown up that daddy slipped him the penny. Very rarely, my daddy had me sit in chair and he talked to the policeman in the office. He had grown-up discussions. Usually though, we just chatted then headed back to the car really quick. We always ended up at the bakery choosing donuts for all my siblings at home. I always picked caramel donuts for my mommy because she likes caramel the best. My sisters liked anything chocolate. I just loved spending time with my daddy.

Set purpose for writing
If you want to, tell me about spending time with just your mom or dad or grandma.

Safe Topic Sentences

Expository writing is about information or ideas and is characterized by supporting details. A writer introduces a subject or idea and delivers the implicitly promised information or support for the idea. For example, the writer starts with, How important do you think you teeth are? The reader expects to hear why teeth are important. Teach writers not to let their readers down.

Write a topic sentence. This is the most repeated direction of all time in writing classes. But what does it mean? Writers have no idea. Translate it into kid language:

What is this paragraph going to be about?
What am I going to tell my reader in this paragraph?
What is the point I am trying to make in this paragraph?
This paragraph is about the ___________ aspect of the main topic.
This paragraph is about the ___________ section of my web.

Some topic sentences actually go better at the end of a paragraph. As long as the reader is not in the dark about what the paragraph is about, anything goes. Too often, when we focus on Topic Sentence, writers start every paragraph with a bland general statement.

Safe Topic Sentences – Why use one???

Student Wrote Example #1:
Tigers have stripes. They roar. Baby tigers were born last summer. Tigers are orange and black. I saw tigers at the zoo.

Discussion
What is the writing about? What is the whole story about? Here are some possible first sentences we could choose from:

-Let me tell you about tigers.
-I know a lot about tigers.
-Tigers are interesting for many reasons.

These are topic sentences. When writers write a topic sentence, it tells what you are going to write about.

Safe Topic Sentences
Let me tell you about…
Have you ever wondered about…
I like to ______ for many reasons.
I know how to ________. First…
I think _______ was _______ for many reasons.
I just learned facts about…
Let me tell you how _______ and _______ are alike.
Let me tell you how _______ and _______ are different.
It’s fun to ______. First you …
Many changes happen to _____ as they grow.
People used to think ______, but now we know…
_____ was a person.

Safe Topic Sentence and Scholastic News Magazines

Writing a Paragraph with Safe Topic Sentence
Read informational article provided in scholastic news or weekly reader.
Partner one tells everything he knows about what was read.
Switch.
Partner two tells everything she knows about what was read.
Pick a Safe Topic sentence.
Write at least three details from the article that was read.

Memoir Mondays 5: Beach

The cousins spent time together at the beach this week. Hanging out at the beach really breaks down age barriers. There is no teasing among this group of cousins who adore each other. 17 year-old teen easily interacts by building a drip castle on fourth grade, Grant’s, hand. The girls dug deep three separate holes to water, then combined them into one huge hole. All five build a huge drip castle together. The teamwork and giggles and hugging between the cousins build memories of love. The sand on Lake Michigan is soft. We always sit next to the Lake so digging in the sand all the way to the water is easy even for the little ones.

Enjoying the water was a test of endurance by all. All five cousins spent time dipping their toes in the chilly Lake Michigan. They threw a ball back and forth, with only one crying incident after a face plant. Grant was hit in the face, but a hug by the bigger cousins and lots of “I’m Sorry”s made the tears dry up fast. Finally, they just jumped onto the cold 60 degree water on boggie boards, skim boards, and inner-tubes.

Resting on a beach day comes in many forms. Occasionally someone would come out for a gulp of cold kool-aid or a handful of Cheeze-it Crackers. The little ones usually needed a snuggle in a towel to warm them up too. Throughout the day a book was pulled out to read: all five kids have five books! This works for the teacher in me! The kids rested quickly by reading page or two, then scampered back to sand or water with their cousins. As we pack up to go home, the cousins plan to return the next day. They are full of plans for their next sand castle building day.

Name Ideas: Plate Sail

Plate Sail (tune: If You’re Happy and You Know It)

If your name is on the plate pick it up.
If your name is on the plate pick it up.
If your name is on the plate,
Then you’re really doing great.
If your name is on the plate pick it up.
~ Author Unknown

Before starting this lesson the teacher writes each student’s name on a small plate.

As the children and the teacher sings the song standing in a circle, the teacher throws down one plate. Whoever’s name is on the plate has to pick it up. The children and the teacher sings until all the plates are gone.

Journal Quick Write

JoAnn Portalupi who wrote Teaching Qualities of Writing with Ralph Fletcher suggests that
one of the best ways to encourage writing and develop fluency
is to invite students to write regularly in a writer’s
notebook.

Here are a few ways to get yourself and your
students started. Try to set aside thirty minutes a day for
notebook writing and sharing. Don’t forget to write with your
students!

If a student is struggling with getting started writing, quick writes are one way to assist our writers.

Joann suggests a techique named Three by Three.

-List three-word phrases for three minutes.
-Select a single word to designate a subject: summer, beach,
school, etc.
-Get pencils ready—go! It doesn’t matter if the
three-word phrases make sense.
-If you think of two words, and get stuck, put anything onto the paper:

Joann wrote:
Summer
hot dry sand
wet cool water
sticky sweaty smelly
cool popsicles ointment

Deb wrote:
Beach
sand, waves, laughter
cousins, giggles, time
hole, shovel, digging
towel, resting, warmth

Pick a word and you try:
Beach
Sand
Summer
Pier
Walking
Time
Relax
Baseball

Book of the Month 2: Koala Lou

Read to You
Mem Fox will read the book to you: http://www.memfox.net/audio/koala_lou.html

Summary
Mem Fox will tell you about Koala Lou at her site too. http://www.memfox.net/koala-lou.html

Retelling Koala Lou after the students have heard or read the story:

-Everyone loved Koala Lou especially her mom.
-Koala’s Lou mom was too busy to say “I Love You”
-Koala Lou entered the Olympics so that her mom would notice her.
-Koala Lou imagined her mom saying “I love you” to help her win her race.
-Koala Lou tried very hard to win the gum tree race but she wasn’t fast enough.
-She was very say and ran away.
-When she came home her mom hugged her and said “Koala Lou, I DO love you! And I always will!

Before Reading Koala Lou
A specific strategy is intentionally taught.
The writer:
1.Tells us directly.
2.Gives the actual words of the character.
3.Reveals what a character is feeling.
4.Tells about characters’ actions.
5.Tells how other people respond to a character.

Character Traits: qualities that describe a character’s personality.
Readers get to know the character through the traits.
It’s the stuff that authors put in the story to let you get to know the characters.
An author reveals these traits through the character’s actions, words, thoughts, feelings, imagines, likes and dislikes and how other people respond to the character (she’s so stubborn).

During Reading
Teacher sets a clear purpose for reading so that children know why they are reading.
“Today while I am reading I am going to show you how I think about the character’s actions, feelings, words, thoughts, and how the other characters respond to the character. This reveals the character trait. I will leave tracks of my thinking with a sticky note as I read.”

Teacher conducts a think-aloud using the text, Koala Lou to build an understanding of specific character traits and how to think through finding character traits in books.

“There was once a baby koala so soft and round that all who saw her loved her. Her name was Koala Lou. The emu loved her. The platypus loved her. And even tough little Koala Klaws next door loved her. But it was her mother who loved her most of all. A hundred times a day she would laugh and shake her head and say, “Koala Lou, I DO love you!” Whenever she stretched in the early morning sun, or climbed a gum tree, or bravely went down the path all by herself, her mother would smile and say, “Koala Lou, I DO love you!” The years passed and other koalas were born – brothers and sisters for Koala Lou. Soon her mother was so busy she didn’t have time to tell Koala Lou that she loved her. Although of course she did…” Koala Lou by Mem Fox

Teacher Conducts Think-Aloud -
I am using the pictures or the words the author wrote and my experiences to make an inference that the character trait is… disappointed.

The teacher places a sticky note with the word disappointed on the picture book. Then the teacher explains WHY. “Koala Lou is disappointed because her mama is too busy to say I love you Koala Lou since the mama is paying attention to the little kids. This happens in my family sometimes when my dad or mom is busy with my brother when I want attention.”

Did you notice that I used the pictures, the words, and my own experience to infer what is going on to figure out the word disappointed?

The teacher continues reading and pointing out these character traits:

•Self Confident
•Excited
•Hopeful
•Disappointed
•Persistent
•Hopeful (there are 2 places in the book that Koala Lou is hopeful)
•Stubborn
•Discouraged

After Reading
Retelling using the characters and phrases

First, identify the Character Trait
Second explain, How do you expect that person to behave or what do you expect them to say?
Third, show a Text Example

1. Koala Lou is Self Confident.
2. I would expect a self confident person to say, “I can do it. I will try again. I look good. I feel good.”
3. A text example for self confident was, “We would win.”

More Character Traits for Other Books

ambitious, mannerly, adventurous, hard-working, patriotic, fun-loving, cooperative, lovable, determined, energetic, thoughtful, conceited, demanding, excited, successful, responsible, disagreeable, independent, studious, intelligent, mischievous, considerate, imaginative, inventive, creative, unselfish, respectful, gullible, courageous, humorous, self-confident, carefree, generous, resourceful, stubborn, spoiled, brat, dishonest, cheater, liar, humble, serious, funny, sad, loyal, caring, honest, friendly, timid, shy, bold, daring, dainty, busy, lazy, helpful, dreamer, happy, leader, bossy, gentle, loving, braggart, two-faced, proud, wild, messy, neat, joyful, quiet, curious, witty, fighter, cheerful, calm, rude, mean, clever, sly, regretful, sorry, apologetic, persistent, frustrated, homesick, lonely, sneaky, patient, worried, wistful, dissatisfied, artist, creative, helpful, hopeful, disobedient, trustworthy, reliable, steadfast, curious, observant, exhausted, conscientious, discouraged, protective, musical, imitative, teaser, flirtatious, strong-willed, clumsy, accident-prone, embarrassed, secretive, gossiper, impatient, entertaining, intriguing, crooked, studious, intelligent, humorous, reliable, energetic, thoughtful, loyal, ambitious, independent, capable, dependable, fair, self-confident, serious, meticulous, eager, obedient, warm-hearted, observant, quiet, talented, unselfish, intrepid, driven, adventurous, honest, affectionate, cooperative, determined, imaginative, creative, responsible, brilliant, lively,
dauntless, bold, inventive, fidgety, dutiful, exuberant, enthusiastic, trustworthy, polite, timid, optimistic, quick, skillful, secure, artistic, active, courageous, considerate, diligent, curious, respectful, mannerly, lovable, immaculate, conscientious, successful, humble, helpful, clever, efficient, hospitable, witty, pleasant, persistent, sincere, risk-taking, friendly

Now that I have shown you how author’s include character traits in their writing, it is your turn. You can place a sticky note on the pages where you find character traits. Identify the character trait on the sticky note, then place it on the page.

Writing From Parent’s Point of View (or the Teacher Could Fill These Out)

Name: Ashleigh
Character Trait: Perseverance
A sentence (or more) to explain how your child displays this trait:

Ashleigh wants to take three Fine Arts credits in the Fall so she is studying 3-5 hours of U.S. History as an independent study this summer. She had to ask the office, the Guidance counselor, the Superintendent, her parents, and her teacher for permission. She also has to do the work. Even though there was no easy answer, she did not give up until she figured out how to get the answer she needed.

Name: Andrew
Character Trait: Acceptance
Andrew walked hand in hand with his younger cousin patiently listening to his stories and playing games on the Wii until the younger ones went home.

Name_____________________________________________

Character Trait: ____________________________________

A sentence to explain how your child displays this trait:

_________________________________________________

_________________________________________________

Photo Fridays 1

Loving Disney is starting young with our family of 4. We have a 50 year time share at Disney! David and Deb honeymooned at Disney. Deb’s family visited in the 1970′s practically the year that Magic Kingdom opened. Deb’s brother even married his sweetheart there! People just don’t understand it. “There are other places to vacation!” We know, but they don’t have Mickey Mouse. Who can resist Mickey flip glasses or paint on your face? Who can resist breakfast with the princesses at Cinderella’s Castle? Fireworks every night! Disney Magic.

Favorite Picture Books

The Best Story by Eileen Spineli is an awesome picture book that discusses a writer struggling with writing the perfect, best, most wonderful story. The best line in the book is, “I think the best story is one that comes from the heart. Your own heart.” Don’t we tell our writers to write what no one else can write? Think about what really happened that day. (actions) Think about what words were said. (dialogue) Think about what you were thinking. (thoughts) Eileen has written a picture book that manages to do what teachers teach in writing workshop all the time. I am adding this to my favorite writing books pile.

Book of the Month 1: Ticky Tacky Doll By Cynthia Rylant

Many schools have a Book of the Month. I am going to write up several books for this concept, along with lessons for reading and writing. Hopefully this will fit into your lessons too. Please post if it does in the comment section. Maybe your school already does this concept of having a shared book experience for the whole school?

The Ticky-Tacky Doll by Cynthia Rylant is one of my favorite books.

Summary: The ticky-tacky doll has been one little girl’s best friend ever since Grandmama sewed it for her. They do everything together–eat, sleep, play, even dream. Then school starts, and for the first time the little girl has to leave her beloved companion behind at home. Without the ticky-tacky doll by her side, she grows more sad-eyed and lonely each day. Luckily, Grandmama knows just what to do. http://www.harcourtbooks.com/bookcatalogs/bookpages/9780152010782.asp

Predicting and Fluency Lesson

Before Reading
Steps
1. Show cover. Each child writes one prediction on index card or sticky note. This is an optional step. I like to keep the book a secret until the end so I skip step 1.

Complete these steps before moving to step 2
A. Sort

Give the students these phrases on one color paper in rectangles that the children quickly cut out:

-When children go to school, toys are left behind.
-Miserable, the little girl had no use for food or for numbers.
-There is a ticky-tacky doll hiding among the scraps.
-School
-Home
-Grandmama
-Little girl
-Quiet and invisible
-Watch out the window like all mothers do
-Was learning her letters

B. Now give the students these headings on a different color paper:
-setting
-characters
-problem
-outcome or solutions
-unknown words (word they cannot pronounce, not words they do not know where to place)

C. Have the students discuss with their partner the decisions they are making about why they are placing the word or phrase in certain categories.

2. Distribute Book Bits (the text or story) to the students. (Notes to teacher: I like to buy two copies of the book for this step and cut two books apart so that the children can read the actual text. If you do not want to cut apart the book, then you will need to type the text or write the words on index cards. Adjust the amount of text your children will read to the reading level. The highest reader, reads the most text (a paragraph or two); the lowest reader, reads a sentence. Everyone is included. Everyone has a chance to build fluency on their section of text.

3. Read your section of text (book bit) and make a new prediction on a new index card or sticky note. This might be prediction one if step one was skipped. If step 1 was not skipped, do NOT allow the children to change prediction 1, instead remind the students that the purpose of prediction 2 is adjusting your thinking KNOW that you have more information. Teacher gives a minute to 90 seconds of writing a prediction time. Teacher uses judgement, and keeps the lesson moving along at a quick moving pace.

4. Read own book bit for approximately 3-5 minutes to become fluent on own piece. This might be done before step 3 (use teacher judgement).

5. Read to Each Other Or “Gather Book Bits Information From Others”:

Kid one reads book bit one to Kid two.

Kid two reads book bit two to Kid one.

Kid two reads book bit two finds Kid three repeats experience.

Kid one finds Kid four repeats experience.

Whole class is reading in partners. If needed triads. There is NO discussion of page numbers or making predictions. This is simply reading the book bits. I am reading my part, my partner is reading bits of text to me.

6. After five minutes or when the teacher senses that the class is ready to gather together, students go back to seat.

7. Write down next prediction. Emphasize they have more information from hearing more book bits. They are adjusting and changing their predictions because they have MORE information. I used to think ____ now I predict _____. Have students write a new prediction based on more evidence. Label this prediction #3.

8. Repeat or

During Reading
9. Set purpose for listening while the teacher reads: As the book progresses, you will need to keep adjusting some thinking and amending your predictions. You will need to confirm or dismiss old predictions and make new ones as we keep reading. We’ll need to elaborate on ideas not directly stated by the author. Through educated guesses about what is yet to come, you’ll begin to draw conclusions about larger ideas in the story and keep turning pages because you’ll want to know what happens next.

10. Read The Ticky Tacky Doll – The reading of The book can be done is many ways. The students can read the book fluently in order or the teacher can read it depending on the

After Reading
A. Discuss how thinking about predictions makes us want to keep turning the pages. Discuss how our predictions keep adjusting.

B. Revisit the sort. Do not fix the sort. Discuss how it helped to prepare us for the predictions we made.

Writing – Students can relate to this book. Students are frequently afraid or worried about new things or school. A lovie can help. Knuffle Bunny is another book that can help students relate to. Do you remember giving up your pacifer or plug for the special toy from the pacifer fairy? Was it worth it? Many teachers have the rule of no toys at school. Cynthia Rylant has written this effective line: “When children go to school, toys are left behind.” Does this lead you to want to write your own school no toy story?

For more ideas for Ticky Ticky Doll book of the month go to: http://www.cobb.k12.ga.us/~kemp/bom/bom0405/bomindex0405.htm