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
Teacher Candidate
AIMEE LITKIE
Language Art(s)
Virginia SOL
Standards for
Writing:
4.7, 4.8, and 4.9
4th
Grade
TEACHER GUIDE – UNIT PLAN
INSTRUCTIONS AND INFORMATION
Writing
VSOL: 4.7 The student will write cohesively for a
variety of purposes. a) Identify intended audience.
b) Focus on one aspect of a topic. c) Use a variety
of pre-writing strategies. d) Organize writing to
convey a central idea. e) Recognize different modes
of writing have different patterns of organization. f)
Write a clear topic sentence focusing on the main
idea. g) Write two or more related paragraphs on
the same topic. h) Use transition words for sentence
variety. i) Utilize elements of style, including word
choice and sentence variation. j) Revise writing for
clarity of content using specific vocabulary and
information. k) Include supporting details that
elaborate the main idea.
VSOL: 4.8 The student will edit writing for correct
grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing. a) Use
subject-verb agreement. b) Include prepositional
phrases. c) Eliminate double negatives. d) Use
Reading or Writing
(choose one)
Writing
Students will practice the process of
writing in an organized and controlled
manner.
Step 3:
Procedures
noun-pronoun agreement. e) Use commas in series,
dates, and addresses. f) Incorporate adjectives and
adverbs. g) Use correct spelling for frequently used
words, including common homophones. h) Use
singular possessives.
Research
4.9 The student will demonstrate comprehension of
information resources to research a topic. a)
Construct questions about a topic. b) Collect
information from multiple resources including
online, print, and media. c) Use technology as a
tool to organize, evaluate, and communicate
information. d) Give credit to sources used in
research. e) Understand the difference between
plagiarism and using own words.
Students will pick a research topic for teacher
approval.
Students will research using dictionaries,
thesaurus, and the internet. With the
information they discover, they will create a
writing web.
Students will then use their writing web to
develop a graphic organizer.
Students will follow the writing process steps
to fill out their graphic organizer. The writing
process is as follows:
1). Prewrite: Time to think- What do I want to say?
How do I want to say it? Who is my audience?
2). Draft: Time to write it down- Create a rough
draft with the information from your writing web.
3). Revise: Time to improve my writing- Are my
details clear? Should I add or omit any parts? Have I
used enough supporting detail?
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Step 5:
Step 4:
One Book
Read Aloud
(picture book
or big book)
(R)
or Mini-
Lessons(W)
4). Edit: Time for corrections- Double check any
spelling or grammar errors. Have a classmate
proofread paper and make any corrections.
5). Publish: Time to share writing- Type your
paper. Ensure it is 3 pages in length and double
spaced with 1-inch margins and using Times New
Roman 12 pt font.
Students will be allocated class time to complete
their research paper. The following schedule covers 2
Mini Lessons.
1.What are the different types of graphic
organizers? Teacher will introduce various types
of graphic organizers; spider webs, circle maps,
idea wheel, concept maps, and Venn diagrams.
2.How to choose a graphic organizer for my own
paper? Knowing content of material contributes
to the type of organizer to use. Which one will
best convey your research? Knowing the different
types and how they function will be beneficial
when choosing a graphic organizer.
3.Where to obtain credible information? Teacher
will inform students there are a variety of
research tools like a dictionary, thesaurus, or
internet search. Teacher will also go over
appropriate sites to gather information like
google scholar.
4.How to correctly reference sources in writing?
Teacher will explain the importance of correctly
cited references. Teacher will explain the
consequences of plagiarism. Students will learn
how to paraphrase information in their own
words. Students will be shown examples of a
works cited page.
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Schedule
Overview
weeks of mastering these objectives during our 90-
minute ELA blocks.
Week 1:
Day 1: Teacher will introduce the writing workshop
and explain expectations. Students will use their
Chromebook for an internet search on various topics
to conduct a research paper. Students will obtain
teacher approval before starting the workshop.
Day 2: Mini lesson 1 begins. Students will learn all
about the various types of graphic organizers.
Day 3: Now that students are familiar with the
differing types of graphic organizers, they will
practice using each type with their chosen topic.
Day 4: After students have used each type of graphic
organizer, lesson 2 begins. The teacher will explain
how to choose the best graphic organizer for their
chosen topic.
Day 5: Students will decide which graphic organizer
to use and begin to prewrite their paper with
information they already know.
Week 2:
Day 1: Mini lesson 3 begins. Teacher will give
students appropriate means to obtain research on
their chosen topic. Students are to practice getting
research from credible sources. Students will begin to
research using credible information from reliable
sources. Students will then begin to draft their paper.
Day 2: After students have complete a rough draft,
mini lesson 4 begins. The teacher will demonstrate
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how to properly reference sources in their writing.
Day 3: Once students learn how to properly
reference the sources they used, they will begin to
revise their paper, ensuring there is enough
supporting details and the information runs smooth.
Day 4: Students will participate in a peer review.
Each student will proofread a classmate’s paper.
Correct any spelling or grammar errors with red pen.
Give the paper back and students will correct their
errors when they go to type it up.
Day 5: Students will finish typing their paper making
sure they are following correct format. They will then
print and decide how to publish it.
Step 6: Students will be conferenced during this writing
workshop. The conference will be over choosing the
Conferences
best graphic organizer, where to get credible
Overview
information or just to get a general idea of where
students are at with their writing. Teacher will
conference with students individually or in groups
compromised of same skilled level students. In a group
setting teacher will focus on general information
ensuring it doesn’t violate anyone’s privacy. During the
individual conference, teacher will provide feedback
and review student’s writing. Will offer input and
strategies on ways to improve.
Step 7: Students share their paper with another classmate
when they participate in peer review. Students are
Assessment
then able to pencil in a 5-minute time slot for when
(R)
they want to present their research paper to the class.
or Sharing (W)
Step 8: Students will be assessed on their writing process,
format of paper, credible sources, and reference
Assessment
citing as well as the class presentation. Students will
(W)
be graded according to following rubric.
Points are listed in parentheses ():
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(15 Points) Completed Graphic Organizer that matches
information in paper.
(15 Points) Rough draft is complete and attached to
final document.
(10 Points) Completed Peer Review
(20 Points) Paper is free of spelling and grammar
errors. Information is accurate and evident in paper.
(15 Points) Information is in your own words and
quotations cited properly.
(10 Points) Title Page and Work Cited Page evident.
(15 points) Produce a final document that follows
correct format and paper length
(50) Class presentation
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References
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