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Today you will teach writers that they can come
up with ideas for stories by thinking about the
tiny adventures of their everyday lives. You’ll
model thinking of a story idea by reflecting on
the places you go, the things you do, and the
people you love. You might say, “I could write a
story about the time when…” and then start to
tell the story across your fingers or across your
writing booklet. You’ll channel students to do the
same and then to get started write, write,
writing!

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Units of Study Virtual Teaching Resources

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Today you will teach students that writers work
hard to add more details to their writing. You’ll
demonstrate this by studying your drawings,
rereading what you wrote, and thinking, “What
else could I add? What else happened in my
story?” Then, you’ll retell what happened out
loud before adding those details to your story.

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Today you will teach writers that it’s important
to make a plan before writing. You’ll
demonstrate how to do this by first thinking of a
new story idea, picturing it in your mind and
then telling it out loud and touching across
pages. After you model this for writers, you’ll
channel them to give it a try.

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Today you will teach students how to spell tricky
words, especially those with blends and
digraphs. First, you’ll channel writes to practice
stretching and segmenting a few words down
their arms with you to get warmed up. Then,
you’ll model spelling a few tricky words in your
own writing, using your blends and digraphs
chart for help. You’ll encourage students to try
spelling the words on their white boards
alongside you as you write them in your story
booklet.

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Units of Study Virtual Teaching Resources

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Today you will teach students to edit their
writing as they go, checking their words part by
part to make sure they are spelled as accurately
as possible. First, you’ll get writers warmed up by saying a few words out loud and listening for
their different parts and later clapping their
syllables. Then, you’ll channel students to write
some words alongside you, listening for the short
vowel sounds. Finally, you’ll practice applying
this strategy to the words in your demonstration piece.

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Units of Study Virtual Teaching Resources

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Today you will teach writers to think extra
carefully about how to spell words using vowels.
You’ll remind them to stretch and segment
words, paying extra attention to the long or
short vowel sounds. You’ll practice this together
with a handful of words, encouraging them to
write the letters to match the sounds. Finally,
you’ll demonstrate trying this in your own
writing, using your vowel chart to help you.

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Today students will work to bring their stories to life by adding tiny actions. Writers will reread their stories and ask themselves things like, “Could I add more tiny actions to my story? Could I say more about what I did? Could I say more about what other people did??” Then, they will work to stretch out their writing by adding more tiny details, either to a story they’ve already written or a new story.

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Session 8 Setting the Mood of the Story 

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Session 8 Setting the Mood of the Story 

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Today students will work to add a mood to their stories. They’ll do this by including details about what things looked like, sounded like, and felt in different parts of their stories. Writers might work on a piece they have already started, adding more details, or they might start a new story and work to add details to set the mood right from the beginning.

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Session 9 Writing Dialogue and Thoughts 

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Session 9 Writing Dialogue and Thoughts 

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Today students will work on making their characters come to life by including what they say and think. They’ll do this by pointing to a page and talking like their characters before adding that dialogue into their writing. They might put it right in the text of their writing or use speech bubbles in their pictures. (

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Session 10 Putting a Vowel in Every Syllable 

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Session 10 Putting a Vowel in Every Syllable 

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Today students will work to check their spelling, ensuring that each word and each syllable has a vowel. They will reread their writing, looking for words to fix up. Then, with the help of their vowel charts, writers will rewrite any words that need to be stretched out with vowels.

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Session 11 Using Punctuation to Set the Mood 

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Session 11 Using Punctuation to Set the Mood 

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Today students will go back into their writing to add end punctuation, making sure the punctuation mark they use matches the mood. They’ll study a part of their writing thinking about how the characters feel in each part, and then add in exclamation marks, quotation marks, or periods depending on the mood they want to highlight. Before jumping in, writers will decide if they want to go back into a piece they've already written or start a new story.

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Session 12 Checking for Capital Letters 

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Session 12 Checking for Capital Letters 

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Today students will edit their writing for capital and lowercase letters. They’ll reread their work making sure they have capitals at the start of a sentence, at the beginning of names, and when writing the letter “I”. Then, they’ll edit to make sure the rest of their letters are lowercase, all the while knowing this makes their writing easier to read.

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Today students will take some time to self-reflect on the work they have done so far. They’ll use charts from across the unit to find strategies they have tried and mark those places in their writing with sticky notes. They’ll think about why they’re so proud of that part and then share that part with a partner.

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Session 14 Writers Tell Stories That Really Matter 

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Session 14 Writers Tell Stories That Really Matter 

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Today students will learn that writers live their lives looking for story ideas all around them, and use important moments as inspiration. After studying the Author’s Note in The Proudest Blue by Ibtihaj Muhammad, students will think about stories from their own lives and identities they could write about. Students will choose one idea and then move through the writing process, rehearsing how it could go and then drafting fast and furious.

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Today students will work to stretch out the most important part of their story. Students will first study the work of Ibtihaj Muhammad in The Proudest Blue. Then, writers will return to their own writing, identifying the most important part, and then stretching that moment out, telling it bit by bit. After students have revised to add more details, they can continue writing or begin a new piece. (

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Today students will learn that writers create powerful endings by ending with a wish for the future, including feelings, or repeated action or detail that happened in the beginning of the story. After studying Ibtihaj Muhammad’s work, students will revise their own endings, working to create a powerful conclusion rather than just saying “The End” or fading away.

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Session 17 Writers Use Tools and Partners to Help Them 

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Session 17 Writers Use Tools and Partners to Help Them 

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Today students will learn that writers use tools to get themselves unstuck. They might use classroom charts, phonics charts, and even their partners! During the minilesson, students will coach their teacher in a portion of her, realizing there are lots of tools they can use to get ideas of what to do next.

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Today students will be reminded of the importance of using phonics knowledge to spell words correctly. You will remind students of common word endings (-ing, -ed, -s, -es, -er) and coach students to write words with common endings on a white board. Then, you will invite students to edit their own pieces of writing to make it easy for readers to read.

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Today students will set goals for themselves, reflecting on what they have done really well already and what they want to work on. They will watch a teacher reflect on her writing and set a goal, starting first by rereading a piece, then thinking about what they are already doing well, then thinking about what they might work on. They can use charts from the unit to help.

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Session 20 Writing Partners Work to Spell Words Together 

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Session 20 Writing Partners Work to Spell Words Together 

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Today students will work with their writing partner to make their spelling the best it can be. To check spelling, writers can use all their phonics knowledge to try a few different spelling patterns of the word and ask, “Which one looks right?” Students could do this work on a white board or on paper. Writers will edit and prepare their writing for publication to get ready for tomorrow’s celebration and the end of the unit.

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This is a day for celebration! You might choose to show students today’s session or personalize your own celebration. Either way, you will want the work of today to help writers to reflect on their learning and also to think about ways to carry this learning forward in a way that feels celebratory.

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Units of Study Virtual Teaching Resources