Name Maura Jones Grade Kindergarten Genre Personal Narrative

Writing Sequence
Complete the following table with your plan for your writing sequence.

NOTE: Any changes you make to your outline based on your reflections should be done in a different color font than the original so your
instructor can see the changes. Please do not delete your original work. We want to see evidence of how the writing sequence evolves over
time so don’t worry about how different things are! The point of this assignment is that you are reflecting on your teaching and your students’ work
and making changes to your instruction along the way, so we expect to see multiple changes throughout.

Day 1 Day 2 Day 3 Day 4 Day 5

Date: Date: Date: Date: Date:
11/12/18 11/13/18 11/14/18 11/15/18 11/16/18
Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
Students will understand what is Students will work effectively Students will think, picture, and Students will sketch and do the Students will develop a system
contained in A Small Moment within a community of writers by say their stories to themselves best they can. for organizing their writing
Story telling stories about things they and a partner. Students will sketch their Students will sketch and do the
know and can do. stories. best they can.
Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:
Read The Best Story aloud to Will be focusing on Using the list generated of Students will take their stories “When I’m Done, I’ve Just
the class. Ask the students what brainstorming different topics different topic ideas for from the day before, and begin Begun” Although students have
they realized about the that we (as kindergarteners) inspiration, students will think, to sketch them using a graphic already started/finished their
character’s story at the end. know and like to do. This will picture, and say a story about organizer with three big boxes drawings, there are always
Who was it about? Was it true? help us if we get stuck thinking something that happened to for the beginning, middle, and more details they can add to
This will lead into a discussion of story ideas. them to a partner. end. their story to help the reader
about what a Small Moment understand.
Story is.
Mentor Text: Mentor Text: Mentor Text: Mentor Text: Mentor Text:
The Best Story by Eileen Teacher made mentor text. I Love my Hair Good Dog Carl Teacher made mentor text.
Spinelli “Something I like to do is go on Discuss how the author thought Discuss how even though the Although students may think
walks with my friend Megan and about something that had/has book has no words, the reader they’re done, there are always
her dog.” (Illustrated the story as happened to her, drew pictures can still explain what the story is things to add to picture. Add to
an example for students) for her story, and then told her about. Detailed pictures are own story by adding more
story. important to help your reader details and color to the “sketch”.
understand your story.
Instruction: Instruction: Instruction: Instruction: Instruction:
I do: Read The Best Story
We do: Discuss different kinds I do: Demonstrate something I I do: Demonstrate “think, picture I do: Repeat my story from I do: Add more details to show
of stories shown in the book. know and can do. and say” with a pre-determined yesterday that was told to the there is always more we can
Come up with a list of what is in We do: “Give me a thumbs up if student helper. whole class. I draw my story add to our work. Focus on
a small moment story. you noticed how I told a story We do: Create anchor chart on using same graphic organizer adding emotions to
You do: Determine the about something I know and can how we “think, picture, and say” the students will receive. characters/people in story. This
elements of a Personal do” our stories. We do: Go over our list about is something we have focused
Narrative story in classroom You do: Think of something that You do: think, picture, and say possible story topics as a on a lot during read alouds &
Anchor Chart. you like to do and share it with stories to a partner refresher. Refer back to “I Love mentor texts.
your partner (Think, Pair, Share) Share: celebrate partnerships My Hair” as another example of We do: Create anchor chart
Share: Go around the circle and that shared their stories well a small moment. Tell your “When I’m Done, I’ve Just
write down all student partner what topic you would Begun”
responses on anchor chart like to draw. You do: Add more details to
You do: Sketch their stories. pictures, or begin a new piece.
Share: Review writing steps Share: Confer with students to
“Think, Picture, Say, and discuss what they’re stories are
Sketch” about to ensure students are at
least able to orally tell their
stories.
Planning for Conferring &/or Planning for Conferring &/or Planning for Conferring &/or Planning for Conferring &/or Planning for Conferring &/or
Small-Group Instruction: Small-Group Instruction: Small-Group Instruction: Small-Group Instruction: Small-Group Instruction:
Confer with small groups and
have students orally tell you
their story. Make sure the story
is about them, is true, and
focuses on a small moment.
*Use rubric for students to
assess themselves with*
Assessment (How will you Assessment (How will you Assessment (How will you Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’ quickly evaluate students’ quickly evaluate students’ quickly evaluate students’
progress?): progress?): progress?): progress?): progress?):
Thumbs up/ thumbs down to Students sharing with one Walk around and listen to Collect student writing samples Meet with students one on one
check for understanding and another shows that they are student stories to formally to make sure students have to make sure their story fits our
using student input practicing the objective of assess what students are began to put ideas down to Personal Narrative criteria by
becoming effective story tellers. thinking and discussing paper. using a rubric that students can
Whole class participation. use to assess themselves.
Reflection: Reflection: Reflection: Reflection: Reflection:
I felt like my students I think that it worked well to use Considering we have not done I was happy with my change in It worked well to meet with
understood the objective of the my own writing as a mentor text much think, pair, share activities mentor text because I think students one on one to make
lesson, however it was not as because all students were in the classroom setting I think students really understood that sure that they were
engaging as I would have liked. engaged (this was recorded for this went very well. Students illustrations on their own can be understanding and following the
This was the nature of the formal observation) and wanting stayed on task sharing their very powerful ways to tell expectations we set when
introduction of our unit, however to know more about my own stories with a partner. stories. That encouraged them writing personal narratives.
in the future I could try other personal story. I think it got to draw detailed and organized
strategies to make students them excited to write and share sketches.
excited about the unit like their own ideas.
bringing in objects or using
movement in my launch.

Day 6 Day 7 Day 8 Day 9 Day 10

Date: Date: Date: Date: Date:
11/19/18 11/20/18 11/26/18 11/27/18 11/27/1811/28/18 11/28/18
Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
Students will sketch their Students will put their stories Students will stretch and write Students will spell the sounds Students will revise and share a
stories. into words. the sounds they hear first. they hear and keep writing. piece of writing.
Students will put their stories Students will stretch and write Students will spell the sounds *** cut short because of snow
into words. the sounds they hear first. they hear and keep writing. day ***
Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:
The next step in the writing The next step in the writing In the writing process, we might In the writing process, we might Choose an aspect of your story
process is writing. process is writing. come to words we do not know come to words we do not know you would like to go back and
how to spell. We write the how to spell. We write the improve. (adding color, more
sounds we hear and move on. sounds we hear and move on. detail, rewrite a word, etc.)
Mentor Text: Mentor Text: Mentor Text: Mentor Text: Mentor Text:
Going back to previous Teacher Going back to previous Teacher Going back to previous Teacher Going back to previous Teacher Add details to own Teacher
Mentor Text- begin writing Mentor Text- begin writing Mentor Text- begin writing Mentor Text- begin writing Mentor Text- color, more detail
words to go along with the words to go along with the words to go along with the words to go along with the end and expressions, etc.
beginning of their story beginning of their story middle of their story of their story

“I went on a walk with my friend “I went on a walk with my friend “It started to rain and we did not “We ran home.”
Megan and her dog.” Megan and her dog.” have an umbrella”
Instruction: Instruction: * continuation of Instruction: Instruction: Instruction:
yesterday lesson*
I do: Show my drawing to the I do: Show my drawing to the I do: Add words for the middle I do: Add words for the end of I do: Add details to my pictures
class from previous lesson. class from previous lesson. of my story. Demonstrate what my story. Demonstrate what corresponding with the
Begin to model how to write by Begin to model how to write by happens when I come to a word happens when I come to a word beginning, middle, or end of my
saying the word, saying it saying the word, saying it I do not know how to spell. I do not know how to spell. story.
slowly, and write down what I slowly, and write down what I We do: Sound out the beginning We do: Sound out the beginning We do: Discuss why it is
hear. Model how to write using hear. Model how to write using and ending sound of a word. and ending sound of a word. important to revise our work.
capital letters, spaces between capital letters, spaces between You do: Try it on their own. You do: Try it on their own. Authors and Illustrators never
words, and period at the end. words, and period at the end. Share: Select few students to Share: Select few students to get their work perfect on their
(review) (review) come share their process for come share their process for first try because as we know
We do: Assist me in the writing We do: Assist me in the writing sounding out words sounding out words “when we’re done, we’ve just
process by helping determine process by helping determine begun”
what sounds we hear/ what what sounds we hear/ what You do: Revise their story
letter makes that sound. letter makes that sound. pictures or words. Chance to
You do: Try on their own. You do: Try on their own. ask teacher questions.
Share: Confer with students Share: Come back together and Share: Highlight students who
again because not enough time create and anchor chart to worked well during the writing
in one day. remind us how we stretch and time.
write words now that they have
some practice. Also select few
students to come share their
process for sounding out words.