(choose one)
EDLC 632
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P : R W W T
PATTERNS OF
RACTICE EADING OR RITING ORKSHOP EMPLATE
Steps
Step 1:
Books(R)
Or Writing
Process (W)
Step 2:
Standards
PRINEISHA
ALEXANDER
Teacher Candidate
Narrative Writing
Language Art(s)
3
Grade
TEACHER GUIDE – Unit Plan Instructions
and Information
Narrative Writing Workshop
WRITING
Reading or Writing
rd
3.9: The student will write for a variety of
purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
c) Write a clear topic sentence focusing on
the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of
information and elaboration according to the
type of writing.
f) Include details that elaborate the main
idea.
g) Revise writing for clarity of content using
specific vocabulary and information
3.10: The student will edit writing for
correct grammar, capitalization,
punctuation, and spelling.
a) Use complete sentences.
b) Use transition words to vary sentence
structure.
c) Use the word I in compound subjects.
d) Use past and present verb tense.
e) Use singular possessives.
f) Use commas in a simple series.
g) Use simple abbreviations.
h) Use apostrophes in contractions with
pronouns and in possessives.
I) Use the articles a, an, and the correctly.
j) Use correct spelling for frequently used
sight words, including irregular plurals.
Step 3:
Procedures
Conferences: If a student believes they
require additional assistance, he or she can
sign up for a
The Writing Process: Students will be taught the
steps of the writing process, which include pre-
writing, drafting, revising, editing, and publishing.
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Step 4:
One Book
Read Aloud
(picture book
or big book)
(R)
or Mini-
Lessons(W)
conference with the teacher using the sign-up form.
Sign-ups for conferences: If students believe they
require further assistance from the instructor, they
will use a sign-up sheet to schedule a one-on-one
conference with the teacher at the teacher's desk.
Revision Pairs: During the revision portion of the
assignment, students will be paired with partners.
The rubric will be used by each couple to help
revise each other's writing.
Each task in the writing workshop will be
completed in the student's writing diary. Unless
they are in a student-teacher conference or
working with their revision partner, students will
remain
quiet at their desks during the 50-minute work
sessions.
1.To begin, a mini-lesson will be given that will
cover the processes of the writing process.
2.Following that, there will be a mini-lesson on
how to organize a narrative essay: beginning,
middle, and end.
3.The kids will then complete a writing prompt.
Students will be given the option of selecting one
of the following prompts:
a. The highlight of my day is....
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NOTES
Step 7:
Assessment
(R)
or Sharing
(W)
Step 8:
Assessment
(W)
Step 5:
Schedule
Overview
Step 6:
Conferences
Overview
Conferences will enable the teacher to evaluate
each student.Revision partners will assist in
reviewing the writing and ensuring that it fits the
rubric requirements. Revision partners will assist
one another in making essential modifications and
revisions.
b. I dislike it when...
c. It makes me sad when...
d. My favorite pastime is
20 minutes: mini-lesson
40 minutes: Writing
30 minutes: Share writing
The teacher will roam throughout the room and
chat with pupils during writing time. For students
who believe they require one-on-one consultations
with the teacher, a form to sign up will be
provided.Conferencing will be used for
observation, evaluation, and track the development
of students.
Students will be able to share their writing with the
class by reading it aloud.
Pupils may also permit other pupils to read their
work.
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[ANY ADDITIONAL INFORMATION YOU IMPORTANT FOR THIS
UNIT PLAN.]
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References
Tompkins, G. E. (2015). Language Arts: Patterns of Practice (9th Ed.)
Virginia Department of Education. (2010). English Standards of Learning. VDOE: English
Standards of Learning Resources.
https://doe.virginia.gov/testing/sol/frameworks/english_framewks/2010/
framework_english_k5.pd
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