LEARN Lesson Plan: Writers Workshop

Mini-Lesson: Using Writing Tools: The Alphabet Chart

Natalie Scholberg

Link
Taught on 9/25

POS:
1.12.c.1* apply the alphabetic principle while writing unfamiliar
words
1.13.a.1* Use previous experience to generate ideas
1.5.d.1 Read his/her own writing
1.11.b.1-Use simple reference material (alphabet chart)

Students have been writing for five weeks now in writers workshop. Students have
been learning about writing like real authors, choosing topics and writing what they
know, first thinking of a topic and then drawing it, going back and adding more
detail, writing words, and taking care of their supply box tools. Now, students will
learn even more about doing the best they can and keep adding to their writing.
Connection
Remind children of their work with the enlarged alphabet chart, and tell
them youll teach them to use this chart as they write.
Writers, remember how we have studied this chart and used it to help us find and
write letters? Today I want to show you how we can use this chart during writing
workshop.
Show students alphabet chart and the word wall (also the writing office alphabet
chart and letters on nametag.) Help students connect with the different tools that
they can use to help them spell out words.

Engage and Educate

I am going to model to students how I would spell the best I can and use the
alphabet chart to help me spell when I am writing.
Teaching
Think aloud as you write, demonstrating how the alphabet chart is a
useful tool.
-Watch me write, and notice how I use this chart. We will talk in a few minutes
about what you notice. Pause and say, I will keep writing about giving my dog a
bath in the summer. I want to write about how Lexie, my dog really does not like
baths and that she always tries to run away from me when I try to wash her.
-Okay, I want to write, When I gave my dog a bath, she tried to run away. I will
dictate each word quietly to myself. I wrote the first few words easily and paused
over tried. I read what I wrote. When I gave my dog a bath, she triedtried. Let me
read through the pictures on this chart until I find one that starts like /t/. Hey, tried
starts like t_____. I will motion to the t on the alphabet chart, and wrote a t. I will
continue to work quickly until I came to away. Away/a/. I always forget that /w/
sound. Remind students that their job is to watch what I do to help myself. Then I
will ask them what they noticed that I did.
-Hmmm, away/w/. I will turn to the alphabet chart. Okay, it is not like t, u, v,
w. Awwwway. Hey, the /w/ is just like w________. I will point to the picture on the
chart.

-Okay, let me look at the w______ part of this chart to find what that letter looks
like. Hmmm. I looked at the w for a moment and then wrote a w on my page.

Active Learning
Active Engagement
Ask the students what they noticed.
-So, how did I use the chart to help me?
-You wanted to write tried, you found t and copied it.
-You are right, when I was writing the word tried I couldnt remember how to write
the /t/ and then I saw that t____ and tried both start with that sound. And the same
thing happened when I wasnt sure how to spell the /w/ in away.
After showing and modeling to students how I would write and spell the best I can
using different types of tools, like the alphabet chart, I would give them their writing
folders and have them try. Remind students that this is silent work time.
Assessment: I will walk around the room and look at students writing, taking notes if
students are using what I taught to help them write and spell.

Reflect
Remind the children that they can do this again in their independent
writing.
Remind students that they can use the alphabet chart as they write.
-You can do the same thing as I have done. Everyone today needs to get a writing
office to use the alphabet chart to help them spell!
Students will be able to use this technique throughout the whole year and
throughout their writing process.

Now and Then

Now students know how spell the best they can and then keep going with writing
when using different types of tools (alphabet chart, word wall, alphabet line on
nametag, etc.). Students can use this in every type of subject, not just writers
workshop. Whenever students are stuck on a word that they do not know, they can
try their best and keep going! This technique can be used in all subjects.