Spelling/Writing Week of 12/3

Monday: Writing Process Pencil page
Tuesday: 1. Have students work in groups of 3 or 4. Each student has a snapshot or a drawing of some event that he or she wants to tell about. Allow about 10 minutes for students to share their pictures with the group members. Encourage them to include all parts from the story map. 2. Students independently complete a story map for their own picture. 3. Students share story maps with their group. 4. Save story maps in writing folders.
Wednesday: 1. Have students look at their snapshots and think about the stories they want to tell. Have them use story maps to write beginnings for their stories. Tell them to skip a space after each line they write. This will make editing and revising easier. 2. Have them re-read beginnings. Did they let the reader know about character, setting and topic of the story? 3. Following th eprocedures you modeled, each student should write a second and then a third story beginning. They should try to make each story beginning as interesting and unique as possible. 4. Working in groups of 3 or 4, students take turns reading their story beginnings. After each writer shares, the group should discuss which beginning is most interesting and what makes them want to hear more about the snapshot. 5. Allow time for each student to choose his or her best beginning. Point out that this is a revising step. The students have just made a choice which will help make their story easier to understand. 6. Have each student work with a partner to edit. First, have pairs check to be sure that sentences start with capital letters and end with periods. Then have them find and circle misspelled words. While students may not know the correct spellings, they will often recognize misspelled words. 7. Have each student trace and cut out a window page. The have them use their best handwriting to recopy the first page of their window books on the bottom half of the page. *Save rough drafts and final copies in writing folders.
Thursday: Continued from previous day
Friday:Remind students that the story beginning they wrote yesterday was the first part of their rough draft. Now they'll use their story map to continue writing about events in their stories. Working in groups of 2 or 3 students should take turns reading their rough drafts. After each turn, the group should discuss interesting words and sentences that the author used to tell about one or more story map parts. After these peer conferences, allow time for each student to make necessary revisions. Invite students to share parts of their rough drafts with the class.
1. picnic
2. attack
3. bucket
4. check
5. frantic
6. heroic
7. lucky
8. nickel
9. picket
10. poetic
11. ticket
12. rocket
13. socket
14. plastic
15. attic
16. cart
17. condition
18. calm
19. tracks
20. sidewalks