EDLC 632
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P : R W W TPATTERNS OF
RACTICE EADING OR RITING ORKSHOP EMPLATE
Steps
Step 1:
Books(R)
Or Writing
Process (W)
Step 2:
Standards
Teacher Candidate
LIAN TAI
Language Art(s)
Writing and
Visually
representing
Grade
2nd grade
TEACHER GUIDE – UNIT PLAN
INSTRUCTIONS AND INFORMATION
The plan focuses on the second step of writing,
drafting to support students’ writing.
VA SOL 2.5 The student will use phonetic
strategies when reading and spelling. a) Use
knowledge of consonants, consonant blends, and
consonant digraphs to decode and spell words. b)
Use knowledge of short, long, and r-controlled
vowel patterns to decode and spell words.
2.10 The student will demonstrate comprehension
of information in reference materials. a) Use table
of contents. b) Use pictures, captions, and charts. c)
Use dictionaries, glossaries, and indices. d) Use
online resources. 2.12 The student will write
stories, letters, and simple explanations. a)
Generate ideas before writing. c) Expand writing to
Reading or Writing
(choose one)
Writing
Step 3:
Procedures
include descriptive detail.
To ensure a productive independent writing
experience, it is important for students to be
familiar with the routines and procedures of the
writing workshop. This workshop consists of five
stages: prewriting, drafting, revising, editing, and
publishing.
During the prewriting stage, students determine the
topic, writing purpose, audience, and genre. They
gather relevant information and academic
vocabulary by taking notes, creating sketches, and
doing research together. In the gathering area,
students are allowed to discuss and do research
together.
In the drafting stage, students focus on content and
utilize their knowledge of high-frequency words,
phonic awareness, syntax, and so on to create
drafts. The writing center provides picture-alphabet
charts, a high-frequency word list, writing supplies,
dictionaries, student-published books, and laptops.
The teacher conducts one-on-one coaching by
calling students’ names to a conference area and
meeting with a small group for additional guidance.
All the conferences, whether personal or in groups,
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Step 4:
One Book
Read Aloud
(picture book
are recorded on a conference chart.
In the revising stage, students reread their drafts
and polish their writing regarding fluency, details,
features of texts, and word choice. Three ways of
revising are self-reflection, peer revision, and
revision conferences with a teacher. In revising
groups, students follow revising lists and leave
comments for each other.
In the editing stage, writers proofread their writing
and check one thing at a time to make it easy to
read. For example, punctuation, spelling, title, and
capital letters In the end, the student has a
conference with the teacher for a final edit. No
matter if students are proofreading for themselves
or for one another, editing checklists will be
provided to make the editing manageable.
Finally, in the publishing stage, students produce a
final copy of their work in an appropriate form and
share it with the class. All the works in different
stages are stored in the student’s personal writing
folder.
1. The mini-lesson is focused on showing writers to
record their reading in a sketch with labels.
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or big book)
(R)
or Mini-
Lessons(W)
This paper is divided into four parts, and I have
included a space for sketching in each section to
aid in remembering the details. To begin, I will
model the first two sections. From my reading, I
learned that a butterfly's life cycle has four stages,
so I will label each section with its corresponding
step number and name. Another book taught me
that butterflies lay their eggs on leaves, so I plan to
draw a picture of a leaf with eggs on it, indicating
the size of the leaf and grouping the eggs together.
In the second stage, I learned about the caterpillar,
which has a soft body covered in tiny hairs and
feeds on the leaf. Can anyone guess what I will be
sketching for the second section?
2. The mini lesson is about the r-controlled vowels.
Class, today, we will be going over the
pronunciation of words that contain the letter
combinations ar, er, ir, or, and ur. It's important to
note that when a, e, i, and u are followed directly
by the letter r, the sound of the r changes. These
letters cannot be pronounced individually and
instead create a completely new sound. Can
anyone tell me how to pronounce words like "her,"
"the bird," and "curl?" Take a closer look at these
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Step 6:
Conferences
Overview
Here is Step 5:
Schedule
Overview
words and tap out the sounds of er, ir, and ur. As we
can see, they all sound like "er." Let's try another
example, how do we say the word "car?" That's
right, it's pronounced as /ar/. Lastly, "curl" is
pronounced as /kurl/. Now, let's read all these
words on the poster together! Later on, we will
play a game to help everyone become more
familiar with these sounds.
105 minutes in total
Morning:
15 minutes: Whole class read-aloud
10 minutes: Minilesson
30 minutes: Reading and recording
10 minutes: Sharing
Afternoon:
30 minutes: Writing
10 minutes: Sharing
In the thirty-minute writing section, the teacher
spends approximately 5 to 6 minutes with each
student by calling their name to the conference
table, provoking their thinking by asking open-
ended questions, addressing any questions the
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Step 7:
Assessment
(R)
or Sharing (W)
student may have, reviewing their rough drafts, or
providing assistance to ensure that the final version
is ready for publication. If the teacher finds that a
common mistake keeps happening among a certain
group of students, the teacher will schedule a
minilesson for the group. Additionally, the teacher
will ensure that every student has similar times of
conference by keeping records on a conference
management chart. During meetings, students will
read their drafts along with corrections or
suggestions made by their partners. Once the
conferences have concluded, the students can
resume editing their stories and preparing for the
next step.
Students will be allowed to give an oral
presentation in front of their classmates while
seated in the author's chair after finishing a final
assessment of their written work. Most of the
presentation will consist of reading their work
while supported by visual aids. For the presentation
to be presented fluently, it is crucial to practice the
reading beforehand. Sharing is an essential part that
enable students to review the learning objectives
and reflect on their shortcomings.
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Step 8:
Assessment
(W)
The teacher assesses students’ progress daily with a
status-of-the-class chart. The chart gives the teacher
a clear understanding of each student's current
stage. The teacher can easily pull out the students
who are working on the same phrase and give a
minilesson or a conference. Additionally, teachers
can learn each student’s working speed and call out
struggling individuals for personalized coaching
and support. Also, the teacher collects formative
assessment data through a five-minute one-to-one
conference with students at the revising stage. The
assessment for final copy evaluates students’
writing regarding fluency, details, features of texts,
and word choice.
1 point2 points
IdeasThe student The student
does not know knows a little
much about theabout the topic
topic and and needs
provides few more details.
or no details.
OrganizationThe order of Some ideas are
the writing out of order.
does not make
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Voice
Sentence
Fluency
Word choice
Conventions
sense.
The writing is
not attractive
to readers and
readers are
bored.
There is no
academic word
in the article.
There are lots
of punctuation
mistakes.
All the
sentences are
at the same
length and start
in a similar
way.
Only part of
the writing is
interesting.
There are some
academic
words in the
article.
Some
sentences start
in different
way and there
are two types
of sentence
structure.
The student
capitalized and
indented most
of the
sentences but
still have some
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ASSESSMENT:
STATUS-OF-THE-
CLASS CHART
NOTES
[Any additional information you important for this unit plan.]
THE MINI LESSON
POSTER:
R-CONTROLLED
VOWELS.
punctuation
mistakes.
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References
Christmas. (2022.) Caterpillar to Butterfly National Geographic Readers Read Aloud. YouTube. [Video.]
https://www.youtube.com/watch?v=qQWTIcp8n70
Palmer, K. (n.d.). How to teach r controlled vowles? Lucky little learners. https://luckylittlelearners.com/how-
to-teach-r-controlled-vowels/
Smekens education solutions. (2019, March.). Build kid-friendly writing rubrics.
https://www.smekenseducation.com/building-kidfriendly-writing-ru/
Steed, T. & Hoyt, L. (2011) A guide to teaching nonfiction writing. Firsthand.
https://www.readingrockets.org/sites/default/files/TeachingNonfictionWriting.pdf
Tompkins, G. E. (2015). Language Arts: Patterns of Practice (9th ed.). Pearson Education (US).
https://libertyonline.vitalsource.com/books/9780133910230
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