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:
11/12/18
Daily Objective:
Students will understand what is
contained in A Small Moment
Story
Mini-Lesson Focus:
Read The Best Story aloud to
the class. Ask the students what
they realized about the
character’s story at the end.
Who was it about? Was it true?
This will lead into a discussion
about what a Small Moment
Story is.
Mentor Text:
The Best Story by Eileen
Spinelli
Instruction:
I do: Read The Best Story
Date:
11/13/18
Daily Objective:
Students will work effectively
within a community of writers by
telling stories about things they
know and can do.
Mini-Lesson Focus:
Will be focusing on
brainstorming different topics
that we (as kindergarteners)
know and like to do. This will
help us if we get stuck thinking
of story ideas.
Mentor Text:
Teacher made mentor text.
“Something I like to do is go on
walks with my friend Megan and
her dog.” (Illustrated the story as
an example for students)
Instruction:
Date:
11/14/18
Daily Objective:
Students will think, picture, and
say their stories to themselves
and a partner.
Mini-Lesson Focus:
Using the list generated of
different topic ideas for
inspiration, students will think,
picture, and say a story about
something that happened to
them to a partner.
Mentor Text:
I Love my Hair
Discuss how the author thought
about something that had/has
happened to her, drew pictures
for her story, and then told her
story.
Instruction:
Date:
11/15/18
Daily Objective:
Students will sketch and do the
best they can.
Students will sketch their
stories.
Mini-Lesson Focus:
Students will take their stories
from the day before, and begin
to sketch them using a graphic
organizer with three big boxes
for the beginning, middle, and
end.
Mentor Text:
Good Dog Carl
Discuss how even though the
book has no words, the reader
can still explain what the story is
about. Detailed pictures are
important to help your reader
understand your story.
Instruction:
Date:
11/16/18
Daily Objective:
Students will develop a system
for organizing their writing
Students will sketch and do the
best they can.
Mini-Lesson Focus:
“When I’m Done, I’ve Just
Begun” Although students have
already started/finished their
drawings, there are always
more details they can add to
their story to help the reader
understand.
Mentor Text:
Teacher made mentor text.
Although students may think
they’re done, there are always
things to add to picture. Add to
own story by adding more
details and color to the “sketch”.
Instruction:
We do: Discuss different kinds
of stories shown in the book.
Come up with a list of what is in
a small moment story.
You do: Determine the
elements of a Personal
Narrative story in classroom
Anchor Chart.
Planning for Conferring &/or
Small-Group Instruction:
Assessment (How will you
quickly evaluate students’
progress?):
Thumbs up/ thumbs down to
check for understanding and
using student input
I do: Demonstrate something I
know and can do.
We do: “Give me a thumbs up if
you noticed how I told a story
about something I know and can
do”
You do: Think of something that
you like to do and share it with
your partner (Think, Pair, Share)
Share: Go around the circle and
write down all student
responses on anchor chart
Planning for Conferring &/or
Small-Group Instruction:
Assessment (How will you
quickly evaluate students’
progress?):
Students sharing with one
another shows that they are
practicing the objective of
becoming effective story tellers.
Whole class participation.
I do: Demonstrate “think, picture
and say” with a pre-determined
student helper.
We do: Create anchor chart on
how we “think, picture, and say”
our stories.
You do: think, picture, and say
stories to a partner
Share: celebrate partnerships
that shared their stories well
Planning for Conferring &/or
Small-Group Instruction:
Assessment (How will you
quickly evaluate students’
progress?):
Walk around and listen to
student stories to formally
assess what students are
thinking and discussing
I do: Repeat my story from
yesterday that was told to the
whole class. I draw my story
using same graphic organizer
the students will receive.
We do: Go over our list about
possible story topics as a
refresher. Refer back to “I Love
My Hair” as another example of
a small moment. Tell your
partner what topic you would
like to draw.
You do: Sketch their stories.
Share: Review writing steps
“Think, Picture, Say, and
Sketch”
Planning for Conferring &/or
Small-Group Instruction:
Assessment (How will you
quickly evaluate students’
progress?):
Collect student writing samples
to make sure students have
began to put ideas down to
paper.
I do: Add more details to show
there is always more we can
add to our work. Focus on
adding emotions to
characters/people in story. This
is something we have focused
on a lot during read alouds &
mentor texts.
We do: Create anchor chart
“When I’m Done, I’ve Just
Begun”
You do: Add more details to
pictures, or begin a new piece.
Share: Confer with students to
discuss what they’re stories are
about to ensure students are at
least able to orally tell their
stories.
Planning for Conferring &/or
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
quickly evaluate students’
progress?):
Meet with students one on one
to make sure their story fits our
Personal Narrative criteria by
using a rubric that students can
use to assess themselves.
Reflection:
I felt like my students
understood the objective of the
lesson, however it was not as
engaging as I would have liked.
This was the nature of the
introduction of our unit, however
in the future I could try other
strategies to make students
excited about the unit like
bringing in objects or using
movement in my launch.
Day 6
Date:
11/19/18
Daily Objective:
Students will sketch their
stories.
Students will put their stories
into words.
Mini-Lesson Focus:
The next step in the writing
process is writing.
Mentor Text:
Going back to previous Teacher
Mentor Text- begin writing
words to go along with the
beginning of their story
“I went on a walk with my friend
Megan and her dog.”
Instruction:
Reflection:
I think that it worked well to use
my own writing as a mentor text
because all students were
engaged (this was recorded for
formal observation) and wanting
to know more about my own
personal story. I think it got
them excited to write and share
their own ideas.
Day 7
Date:
11/20/18
Daily Objective:
Students will put their stories
into words.
Students will stretch and write
the sounds they hear first.
Mini-Lesson Focus:
The next step in the writing
process is writing.
Mentor Text:
Going back to previous Teacher
Mentor Text- begin writing
words to go along with the
beginning of their story
“I went on a walk with my friend
Megan and her dog.”
Instruction: * continuation of
yesterday lesson*
Reflection:
Considering we have not done
much think, pair, share activities
in the classroom setting I think
this went very well. Students
stayed on task sharing their
stories with a partner.
Day 8
Date:
11/26/18 11/27/18
Daily Objective:
Students will stretch and write
the sounds they hear first.
Students will spell the sounds
they hear and keep writing.
Mini-Lesson Focus:
In the writing process, we might
come to words we do not know
how to spell. We write the
sounds we hear and move on.
Mentor Text:
Going back to previous Teacher
Mentor Text- begin writing
words to go along with the
middle of their story
“It started to rain and we did not
have an umbrella”
Instruction:
Reflection:
I was happy with my change in
mentor text because I think
students really understood that
illustrations on their own can be
very powerful ways to tell
stories. That encouraged them
to draw detailed and organized
sketches.
Day 9
Date:
11/27/1811/28/18
Daily Objective:
Students will spell the sounds
they hear and keep writing.
Mini-Lesson Focus:
In the writing process, we might
come to words we do not know
how to spell. We write the
sounds we hear and move on.
Mentor Text:
Going back to previous Teacher
Mentor Text- begin writing
words to go along with the end
of their story
“We ran home.”
Instruction:
Reflection:
It worked well to meet with
students one on one to make
sure that they were
understanding and following the
expectations we set when
writing personal narratives.
Day 10
Date:
11/28/18
Daily Objective:
Students will revise and share a
piece of writing.
*** cut short because of snow
day ***
Mini-Lesson Focus:
Choose an aspect of your story
you would like to go back and
improve. (adding color, more
detail, rewrite a word, etc.)
Mentor Text:
Add details to own Teacher
Mentor Text- color, more detail
and expressions, etc.
Instruction:
I do: Show my drawing to the
class from previous lesson.
Begin to model how to write by
saying the word, saying it
slowly, and write down what I
hear. Model how to write using
capital letters, spaces between
words, and period at the end.
(review)
We do: Assist me in the writing
process by helping determine
what sounds we hear/ what
letter makes that sound.
You do: Try on their own.
Share: Confer with students
again because not enough time
in one day.
I do: Show my drawing to the
class from previous lesson.
Begin to model how to write by
saying the word, saying it
slowly, and write down what I
hear. Model how to write using
capital letters, spaces between
words, and period at the end.
(review)
We do: Assist me in the writing
process by helping determine
what sounds we hear/ what
letter makes that sound.
You do: Try on their own.
Share: Come back together and
create and anchor chart to
remind us how we stretch and
write words now that they have
some practice. Also select few
students to come share their
process for sounding out words.
I do: Add words for the middle
of my story. Demonstrate what
happens when I come to a word
I do not know how to spell.
We do: Sound out the beginning
and ending sound of a word.
You do: Try it on their own.
Share: Select few students to
come share their process for
sounding out words
I do: Add words for the end of
my story. Demonstrate what
happens when I come to a word
I do not know how to spell.
We do: Sound out the beginning
and ending sound of a word.
You do: Try it on their own.
Share: Select few students to
come share their process for
sounding out words
I do: Add details to my pictures
corresponding with the
beginning, middle, or end of my
story.
We do: Discuss why it is
important to revise our work.
Authors and Illustrators never
get their work perfect on their
first try because as we know
“when we’re done, we’ve just
begun”
You do: Revise their story
pictures or words. Chance to
ask teacher questions.
Share: Highlight students who
worked well during the writing
time.