Writing Project 1

Part 1:
This writing project is tailored around an elementary school classroom within the
Shenendehowa school district. The school is Skano Elementary and is a first grade
classroom. There are 21 students in the class (10 boys, 11 girls) and they are between six
and seven years old. Six students receive A.I.S. reading support 30 minutes a day, four
days a week. The students are listening to sounds in words and are mostly able to write
the sounds they hear. It certainly varies between temporary (invented) spelling and
conventional spelling. These students are completely satisfied inventing their spellings
as they work out their understandings of written language. They are discovering the parts

Writing Project 2
of written language, such as word families, like the at in cat they can then use to figure
out the words hat, mat, and sat. Writing activities include journal writing, writing
creative stories, and documenting their work in other subject areas. The writing process
is being introduced and is at its first stages (pre-writing, drafting and revising). This is
where each student is learning and practicing to write legibly using both uppercase and
lowercase manuscript letters. The students are using capitalization and punctuation to
begin and end sentences. They are writing for different purposes, including illustrations,
text and other graphics. The students attitude of reading is very positive. Although some
receive A.I.S. in reading, they are not deterred from wanting to read. Their reading
material varies from simple rhymes, to classroom news, to patterned stories and beginner
non-fiction books. They are taking their first solid steps toward fluent reading. They
have not yet picked up on the effectiveness of using graphic organizers to organize and
categorize information. It makes it easier and more accessible for them to ask and answer
questions in response to text. However, when they do not complete to graphic organizers
to use to its potential. The wide range of grade level childrens texts from a variety of
genres (such as stories, folktales, fairy tales, poetry and informational text) helps to keep
individual interest. Because the students are reading stories and informational text, they
are beginning to write their own stories and informational text that establishes a topic and
uses words to support the topic.
*The demographics were an actual classroom (2009-2010 school year) and all above mentioned is factual.
It is important to apply the knowledge of pre-writing strategies, specifically
graphic organizers, to emerging and developing writers. Based on the needs of the
students mentioned above, the question of teaching students how to apply the use of pre-

Writing Project 3
writing strategies to their early stages of writing will assist in increasing each students
writing development. Students at this grade level can benefit from the use of graphic
organizers in all genres. A graphic organizer is a visual representation of knowledge that
structures information by arranging important aspects of a concept or topic into a pattern
using labels. It is a visual way for students to organize information and thoughts for
understanding, remembering, and writing. Due to the fact that these students are not
aware of how to use graphic organizers to assist in their writing, it is important to teach
this to them through repeated modeling and guided practice. Graphic organizers can help
each student to reflect individual thinking and brainstorming ideas. They will help
students organize information and stay focused on the content material and writing.
New York State Standards
ELA Standard 1: Students will read, write, listen, and speak for Information and
Understanding
-Acquire information and understanding through collecting data, facts, and ideas;
discovering relationships, concepts, and generalizations; apply information from one
context to another.
ELA Standard 2: Students will read, write, listen, and speak for Literary Response and
Expression
-Comprehending, interpreting, and critiquing texts; presenting reactions to the content
and language of a text.
ELA Standard 4: Students will read, write, listen, and speak for Social Interaction
-Oral communications in formal and informal settings.
Goals and Objectives
The goals and objectives listed are in relation to a first grade unit of study on non-fiction
with the use graphic organizers.
Goal
Students will use text features to organize and sequence their own ideas into graphic
organizers to create their own individual expository piece of writing.
Objectives

Writing Project 4
Students will prepare to write by gathering and organizing information and ideas (prewriting) through reading, discussing literature and informational text, drawing, looking at
books, being read to, and reflecting on personal experiences.
Students will use chronological order to sequence the ideas in an expository text.
Students will use graphic organizers to put their individual thoughts onto paper in
sequential order through a visual representation of their knowledge.
Students will compose a written draft; they will draft ideas on paper using sequencing
(beginning, middle, end) while utilizing words and sentences.
Students will use fluent and legible manuscript handwriting to communicate writing in
different forms and genres.
-Lists, labels, signs, how-to books, observations, experts
Part 2:
In the article, Telling Stories and Talking Facts, it is about how to increase
students exposure to expository writing style in the primary grades. The environment is
student-centered where they can share and respond to nonfiction. The article discussed a
before reading approach, which I found to be very helpful. I like the idea of beginning
each session by activating prior knowledge of the topic (nonfiction text), where the
children engage in conversation about the concept while the teacher helps to establish a
purpose for writing non-fiction text. The idea of a book club is very student centered and
is curricular and inviting for all learners. It allows for me to help students create and
develop meaning of non-fiction literature and writing. It is so important at the early ages
to introduce non-fiction because for the most part, students in first grade are just
comfortable with fiction stories. This article discussed students oral and written
response to texts including talking facts (literal telling/retelling). It is often thought that
young children prefer fiction and storybooks, where in reality, nonfiction can successfully
be used with young children as well (Heller, 2006).

Writing Project 5
The article using the Shared Book Experience, stressed the importance in
remembering that nonfiction is a valuable tool in teaching students about books and
reading (Scott, 1994). Once students have a grasp on what nonfiction books look and
sound like, they will successfully be able to create and write their own nonfiction writing
pieces. Nonfiction texts pose this fascination of facts idea that is visually appealing to
children in todays educational setting. Just as fiction, nonfiction books can be read
purely for enjoyment as well. Scott (1994) used nonfiction texts during a unit that did not
always have ideas and topics pertaining to that unit. She used them simply because she
knew her students would be able to connect and relate to the specific text. That is very
useful to teachers, because it can be easily forgotten how important text-to-self
connections truly are. Scott (1994) also discussed her use of SQ3R in the shared reading
experience to nonfiction text. It is a wonderful tool to use orally during shared book
experience. It is apparent that first graders are generally new to the topic of nonfiction
and writing and the SQ3R strategy during the shared book experience is an excellent
method of modeling and can also be used for guided practice. Additionally, I like the
idea of students using their own ideas and brainstorming to create a big book to be shared
with the class, just as the teacher uses the shared book experience.
The use of graphic organizers provide structure in improving organizational skills
in writing (Merkley, 2000). Graphic organizers are also a way to help make a curriculum
more supportive of students and teachers. Its a beneficial tool because they come in
many varieties and promote such effectiveness in improving learning outcomes for
various students (Merkley, 2000). Graphic organizers can be introduced before the
learning task. For example, explain the use of the graphic organizer so that the students

Writing Project 6
understand they can be used to help begin the brainstorming of their nonfiction writing
piece.
Fiction stories have primarily dominated in early elementary classrooms; however
the inclusion of nonfiction is becoming increasingly popular (Palmer, 2005). There is so
much availability of age-appropriate nonfiction texts that children can read nonfiction
books at their independent and instructional reading levels (Palmer, 2005). Teacher
directed instruction is one important model to assist in instruction of incorporating
nonfiction text. Student investigation can be used as a gradual release of responsibility to
foster independent learning. I can incorporate read-alouds as an important means to
familiarize students with nonfiction. Students will begin to learn the sounds of print
(Palmer, 2005). I will allow for my students to tackle expository text on their own so that
they will become strategic and fluent readers in this specific genre, therefore enabling
themselves to become fluent, nonfiction writers.
In Marie Clays book, What Did I Write, states the creative urge of the child to
write down his or her own ideas is considered by teachers to be the important aspect to be
fostered in written language. Activities Clay (1975) mentioned, which were appropriate
for young children, include drawing pictures with the teacher writing the dictated
captions, tracing over the script of the teacher, copying captions, and copying words from
around the room. I find this to be useful is teaching my unit for my struggling readers.
They also have a difficult time writing and this would be beneficial to get their creativity
flowing.
In the reference section, the book title Weather words and what they mean by Gail
Gibbons was listed, however, I would use several of Gail Gibbons books about a variety

Writing Project 7
of topics. Gail Gibbons is such a wonderful author with her non-fiction books. She uses
child-friendly language along with bright, colorful pictures. In addition, she uses her
pictures to add labels, which match the text. The reason I chose her book, Weather
Words, was because I have taught a few first grade science lessons using that book and
the details are excellent. It really helped the children in understanding weather and
making connections in their daily lives. The reason I would choose to use several of Gail
Gibbons books is because the variety of non-fiction texts on different topics will help to
build and strengthen my students content knowledge while reviewing non-fiction
literature, which is targeted in my unit. The children will enjoy looking through and
reading her books while learning how a non-fiction writer uses words, pictures, and
labels to create an informative text.

References

Clay, M. (1975). What did I write? Auckland, New Zealand: Heinemann.

Gibbons, G. (1989). Weather words and what they mean. New York: Holiday House Inc.
Heller, M.F. (2006). Telling stories and talking facts: First graders engagement in a
nonfiction book club. The Reading Teacher, 60(4), 358-369.
Keller, K.T. (2004). From milk to ice cream. Mankato, MN: Capstone.
Merkley, D.M., & Jefferies, D. (2000). Guidelines for implementing a graphic organizer.
The Reading Teacher, 54(4), 350-57.
Palmer, R.G. & Stewart, R.A. (2005). Models for using nonfiction in the primary grades.

Writing Project 8
Reading Teacher, 58(5), 426-434.
Scott, J.E. (1994). Teaching nonfiction with the shared book experience.
The Reading Teacher, 47(8), 676-78.

Part 3:
Day (6 days)

Stage of the
Writing Process

Monday

Pre-writing

Day #1

Activities and Strategies

What the students

should learn about
the writing process
(and content)
Students will be
Students share
immersed in the genre
ideas and
of
suggestions that
informational/expository they noticed about
text. This will prepare
nonfiction that are
them to write this genre different from
in later lessons.
fiction stories
Students will examine
while the teacher
and describe the text
writes down the
features of non-fiction
different features
books.
on chart paper.
(provides info.,
true info., pictures
with captions,

Writing Project 9

Tuesday

Drafting

Teacher will read the

book, From Milk to Ice
Cream, and discuss the
importance of
sequencing events.
After reading the story,
the students will use
laminated picture cards
for the story and will be
asked to find what
happened in the correct
sequence and place it in
order on the poster
board (using velcro).

Drafting

Students will begin to

generate and organize
ideas for their own nonfiction piece of writing
using the teachers and
class expert list as a
guide.

Revising

Students will use one of

the ideas generated to
begin organizing and
sequencing information
pertaining to their idea.
This is when each
student begins to form a
written draft.

Editing

Students will reread

their drafts and correct
sentences for

Day #2

Wednesday
Day #3

Thursday
Day #4

Friday
Day #5

index, glossary)
Use a graphic
organizer to
discuss whether the
things listed should
be done in
sequence with
students giving
supporting
statements for their
explanations. They
will put the steps in
order as a whole
group. Students
will partner share
what it means to
put things in
sequence or in
order and then
partner share why
it is important to
put things in a
certain order.
Students are in
their seats writing
down their ideas.
5-6 students will
share some of their
ideas on what they
would like to write
about.
Students will be
able to answer the
following: What do
you already know
about your topic?
They will need to
have a topic
selected and be
able to write
information they
know about the
topic.
Students will be
using text features
such as: table of

Writing Project 10

Monday
Day #6

Publishing

punctuation and check

to see if they have
included text features.
Students will also
illustrate their pages of
their non-fiction book.
Students will add the
finishing touches to
their non-fiction text,
including illustrations
and other features.

contents, index,
glossary,
illustrations, and
captions along with
correct sentence
conventions.
Students will
gather in a whole
group to share their
topic and then the
teacher will small
group them into 45 students where
they will each have
a turn to read their
non-fiction writing
piece.

Day #1
Lesson 1
Goal for Lesson:
As a whole group, students will prepare to write, under teacher directed guidance, by
organizing and sequencing information and ideas using (pre-writing).
Objectives:
Students will be immersed in the genre of expository/non-fiction text to prepare them to
write this genre in later lessons.
Students will examine and describe the text features of non-fiction books, including: title,
table of contents, pictures, captions, diagrams, index and glossary).
Materials:
Weather Words by Gail Gibbons
Variety of non-fiction books from classroom library
Chart paper & marker
Procedure:

Writing Project 11
1. Teacher gathers students on the rug as a whole group.
2. Teacher says, This year we have read several different kinds of books. I have
noticed that some of your favorite books to read from our class library are found
in the non-fiction book tub. You may have noticed some of the differences
between fiction and non-fiction books as you have read both this year. Today, I
am going to read a non-fiction book to you by one of our favorite authors. I want
you to notice how the author wrote her book. We will use what we learn to write
our own non-fiction books.
3. Read the text, stopping to discuss different text features.
a. Pictures with captions
b. Diagrams
4. After reading aloud, choose one or two different expository texts to show other
text features.
a. Table of Contents
b. Index
c. Glossary
5. After showing the one or two other texts, group students with a partner.
6. Teacher says, Now I am going to let you and your partner choose 2 non-fiction
books. Once you have your books, you will go to your seats and read the books
together. As you are reading, I want you to pay careful attention to how the
author organizes his or her books.
7. Students leave the rug and return to their desks with a partner and 2 books.
8. Once they are finished reading together, have students gather back to the rug area.

Evaluation:
On the whiteboard easel is a large piece of chart paper. I will say, Today I have read a
non-fiction book to you and you have read some with a partner, too. What are some
things you noticed about non-fiction that are different from fiction stories? Example
student responses include: they told us facts, it is true information, they have pictures to
describe the words, there is an index, glossary, table of contents, ect. As students share
ideas and suggestions, I will write down these different features on the chart paper under
the title Non-fiction.
Day #2
Lesson 2
Goal for Lesson:
The students will use an expository text to sequence the events of turning milk into ice
cream. (Drafting)
Objectives:
Students will learn what it means to sequence events from the given information.

Writing Project 12
Students will use pictures of the information from a text to place in correct order.
Students will be able to give an explanation for the importance of sequencing
information.
Materials:
From Milk to Ice Cream, by K.T. Keller
Laminated pictures
Velcro board
Procedure:
1. The teacher will gather the students as a whole group onto the rug.
2. The teacher will introduce the book, From Milk to Ice Cream and show and read
through the table of contents.
3. Read the book, stopping at sections to discuss the steps.
4. When the reading is finished, show each of the laminated cards. Place them in
random order on the velcro board.
5. Tell the students they will be helping to put the steps of making ice cream in
order.
6. Say, Look at each pictures and think about what the book told us. We know we
do not get ice cream on the first step. What was the first step?
7. Call on a student to orally respond. That student can then come up to the board
and find the laminated picture that corresponds to what he or she answered and
have them place the picture on the first velcro strip.
8. Continue through the pictures while discussing the book and place all laminated
pictures in sequential order.
9. Say, First, we read the book and learned about the events that take place in order
for ice cream to be made. Then, we placed the pictures in correct order. Why is it
important to have an order when we are reading and learning about new
information?
10. Break students into partners to discuss.
Evaluation:
Students will put the steps in order as a whole group. This is being done through teacher
guidance, therefore if a mistake is made, it will quickly be corrected and the students will
be able to continue sequencing successfully. The students will partner share what it
means to put things in sequence or in order and then partner share why it is important to
put things in a certain order. Example of student responses include: what happens at the
beginning, middle, and end; what happens first, next, and last; its important to
understand the story; its important to list the information so you can read it and not be
confused; the pictures help us to see what is happening.
Day #3
Lesson 3
Goal for Lesson:

Writing Project 13
The students will be introduced to the concept of an expert list and will compile both a
class expert list and an individual expert list. They will focus on things that they feel they
are an expert at doing or knowing. (Drafting)
Objectives:
Students will begin to generate and organize ideas for their own non-fiction piece of
writing.
Students will use the teachers expert list to guide them in developing a class expert list.
Students will use the class expert list to develop and write an individual expert list.
Materials:
Teachers expert list
Chart paper & marker
Individual paper for each student
Procedure:
1. Teacher will gather students to the rug as a whole group. I will share my expert
list that I designed for this lesson.
2. Say, This is an expert list that I wrote. An expert is someone who knows a lot
about something or a lot about how to do something. This is a list about all the
things that I know a lot about and things that I know how to do. As I read my list
to you, I want you to see if there is something that you can do to. It will help you
to develop your own expert list.
3. Read through my expert list.
4. Say, I wrote my own non-fiction book, but first I had to decide what to write
about. This list helped me to write about something that I am an expert on. I
wanted to teach other people information about something I love.
5. Model a think aloud/write aloud. Using the chart paper, start to develop a Class
Expert List. Say, I want you all to think of one thing you are an expert on. It
can be anything you know a lot about or anything you know how to do. Think
about topics you may want to teach someone else. Please remember that in order
for you to tell other people information about a topic, they need to know about it
themselves.
6. Begin to write on the chart paper one topic from each student. As the students
name their topic, write their name on the list of experts. Say, Lets read through
our class expert list. Read through list. Maybe some of these ideas you know a
lot about also. That is okay if you want to put them on your list. However, you
must make sure you know about that topic; otherwise, you are not an expert on
that topic and it will be very difficult to write about it.
7. At this time, the students will leave the rug and return to their seats where they
will develop their own expert list.
Evaluation:

Writing Project 14
Students are in their seats and are writing down their ideas and topics to develop their
expert list. This list is important because they will be using it to write their non-fiction
piece in later lessons. Students will eventually meet back over the rug area where 5 or 6
students will share some of their ideas from their expert list. These are the ideas that they
would each like to write about at some point. I will also explain that sometimes we need
help to increase the amount of information we know. For example, if a student writes
they are an expert at cooking but they forgot some of the recipes, it is okay to ask mom or
dad at home for help remembering some ideas.
Day #4
Lesson 4
Goal for Lesson:
Students will use one of the ideas generated to begin organizing and sequencing
information pertaining to their idea. This is when each student begins to form a written
draft. (Revising)
Objectives:
Students will choose one idea or topic from their expert list to begin organizing into
ideas.
Students will use a graphic organizer to organize their thoughts about their chosen topic.
Students will share their graphic organizer with a peer.
Materials:
Students individual expert list
Choice of 2 graphic organizers
Procedure:
1. Teacher will gather the students on the rug sitting next to their writing partner.
They will have their individual expert list. Say, Today, you are going to choose
one topic from your expert list that you will write about. First, you are going to
choose your topic and share it with your writing partner. Next, I am going to give
you a graphic organizer that will help you to organize all of your ideas about your
topic you will choose. Finally, you will sit back on the rug with your writing
partner and share some of your ideas you wrote on your graphic organizer.
2. Students are given a minute or two to decide which topic they will write about.
3. Students will turn to their writing partner and share the topic they chose to write
about.
4. Students will leave the rug and return to their seats with their expert list.
5. The teacher will explain both graphic organizers and will pass them out. Each
student can choose which graphic organizer they would like to use to develop
their ideas. Students fill out the graphic organizer.
6. Once all students completed, or near completed, their graphic organizer, the
teacher will gather them back to the rug with their graphic organizer sitting next

Writing Project 15
to their writing partner. Here they will share and talk about what ideas they
wrote.
Evaluation:
This entire lesson is an informal assessment and evaluation of the use of graphic
organizers. Each student will need to have a topic selected and be able to write
information he or she knows about the topic. Students will be able to answer the
following: What do you already know about your topic? The completed graphic
organizer is an evaluation of their understanding of developing and sequencing ideas.
Finally, the peer sharing with writing partners at the end helps to culminate this lesson.
Each student should be able to orally communicate the ideas they wrote to the writing
partner using his or her graphic organizer.
Day #5
Lesson 5 (This lesson takes part in one day, but is broken up into two parts throughout the
day)
Goal for Lesson:
Using the class expert list and individual expert lists, each student will write a draft of his
or her non-fiction book. (Editing)
Objectives:
Students will use their graphic organizer to complete a written draft on their non-fiction
topic.
Students will reread their drafts and correct sentences for punctuation and check to see if
they have included text features (Table of contents and captions, for example).
Materials:
Individual Expert list
Individual graphic organizer
Writing paper
Student self-evaluation rubric
Procedure:
1. Teacher will gather students on rug as a whole group, sitting next to their writing
partner.
2. Model a thinking/writing aloud of how to start a book.
3. Begin with a table of contents. I will select a sentence or two about each
information fact Im going to write on a page. I will also model it is okay to make
mistakes. Say, This is just my first draft; if I make a mistake, its okay, I will
check my work when I finish writing. I want to get my ideas written down first.
4. Have students quickly tell their partner what their topic is. This will help them to
remember what their topic is and what they will be writing about.
5. Students will leave the rug and return to their seats.
6. Call up groups to get writing paper and students can begin writing.

Writing Project 16
7. I will hand out the self-evaluation as students are finishing their drafts.
8. Students will reread their drafts and correct sentences for punctuation and check
to see if they have included text features.
9. If they finish, students will begin to illustrate their pages of their non-fiction book.
Evaluation:
The students will have a complete draft written for their non-fiction book. Students will
be using text features such as: table of contents, index, glossary, illustrations, and
captions along with correct sentence conventions. They will use the self-evaluation that
will assist in evaluating their own writing to check for errors and make it better. While I
circulate, I will keep in mind one or two students who have a completed draft that is a
good example and that student will share with the class. Other students can comment
about what they liked or learned from the students book.
Day #6
Lesson 6
Goal for Lesson:
Students will add the finishing touches to their non-fiction text, including illustrations
and other features. The final component is celebrating and sharing the class non-fiction
drafts.
Objectives:
Students will reread their drafts and correct sentences for punctuation and check to see if
they have included text features such as table of contents or captions.
Students will illustrate the pages of their non-fiction book.
Students will read and share their non-fiction book to their assigned group.
Materials:
Self-evaluation checklist
Students non-fiction books
Procedure:
1. At their seats, students will take out their non-fiction drafts and add finishing
touches, using the self-evaluation as a guide.
2. Teacher will gather students on the rug in a circle with their non-fiction books.
3. Each student will share his or her topic aloud to the class.
4. Tell the class they will now be broken into small groups and each student will
read his or her story to the other group members, showing the illustrations and
words.
5. Break the students into groups of 4-5 and send them to an area in the room where
they will each have a turn to read their story.
Evaluation:

Writing Project 17
Students will gather in a whole group to share their topic. Next, the teacher will break
students into smaller groups, into 4-5 students. This is where they will each have a turn
to read their non-fiction writing piece.
**This non-fiction unit of study focuses on sequencing and has not yet reached a final
draft/publishing component. It will be extended for a few more weeks to fulfill its
potential for each individual student.