Arriaza’s Writing Conferencing Lesson Plan

Topic: Writing Conference Class: 1st Grade Reading Date: March 16, 2018

Preparation
Standards: CCSS.ELA-Literacy.1.3: Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what happened, use of
temporal to signal event order, and provide some sense of closure.
Content Objectives: By the end of the Language Objectives: By the end of the
activity, students will be able to work on activity, students will be able to orally read
one of their weaknesses in writing after our their writing during individual writing
individual writing conference. conference.

Student Friendly Content Objective: I will Student Friendly Language Objective: I can
be able to work on one writing strategy. orally read my writing.

Learning Strategies: Learner Materials (supplemental and adapted)

Outcomes: Students will be able to apply Anecdotal notes
conferencing skills and strategies to better
their writing.
Key Vocabulary: Vocabulary Words: First, next, last, conclusion, introduction

Time: 3 Motivation INPUT

minutes
Motivation: Students will work on the stages of the writing process
based on our conferences

Building Background Knowledge: Teacher asks students to recall

sequencing, details, temporal words, adjectives, and closure.

Links to Learning:
Purpose for Motivation:
The purpose of writing conferences, is to assist students on a one to one
conference in which they can have a clearer image and understanding
of the writing process..
5 minutes Presentation MODELING/I Do

*“I do": Teacher: Using the promethean board, I review my own

narrative by focusing on temporal words, introduction and conclusion.

I previously read the fictional story The Kite from Days with Frog and
Toad.

After reviewing the story I wrote down in a graphic organizer my

narrative of the story in sequential order.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do

“We do": The students and teacher used a graphic organizer to recap
the story in sequential order,

Teacher will rewrite using the graphic organizer.

Students will assist throughout the process.

20 minutes (5 Application INDEPENDENT PRACTICE/ASSESSMENT/You do
minutes each)
“You do": Students will be independently writing their narratives.
Some will be typing (higher reading groups)

Teacher will conference with four students in each day, Approximately

5 minutes each. These lessons will have attachments of my case study
Nancy*.

Teacher will conference with each of the four students. Depending on

what Teacher sees, student will be asked to focus on one writing
strategy at a time. This lesson is to find out what to focus on with each
student. This will provide the teacher with enough evidence for
individualized lessons along with groupings for small group.

As a reflection, students will be able to work on the one writing

strategy after conferencing. Example: Temporal words. Student will
have a discourse with teacher on where and why temporal words are
used. Student is to then make the corrections.
3 minutes Review

Key Vocabulary: Vocabulary Words: First, next, last, conclusion,

introduction

Teacher will close the writing block by reviewing key vocabulary and
rereading what has been written thus far as a group.
Key Concepts:
Students are expected to read, write, and review their narratives.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz