Tentative Writing Schedule

August: Getting started

Go over procedures, routines, rules of Writers
Workshop.
Give supplies for writers workshop (notebook,
pencils/pens, folder)
Establish a community of writers who respect
and listen.
Administer writing assessment to find out
where each student is at. Conference with
them.
Launch writers workshop.
Special Events: end of summer, back to school

September:
Introduce what narrative writing is.
Use mentor text to show students what
narrative writing is/looks like. Have students
take ideas from the text and create their own.
-Student is able to write/recount narrative with
logical sequence
- Student is able include details/description in their
story
- Use temporal words to signal event order
- Provide an ending that provides a sense of closure

Trait to focus on: ideas

- Incorporate finding the write topic, selecting

interesting details, making content clear with mini
lessons.
- Introduce the Ideas Song to student
- Expose students to the Ideas rubric chart and have
students go back to the first piece of writing they did
in August and improve on their ideas.

Introduce the prewriting stage by modeling to

students how to brainstorm ideas using graphic
organizers.
Special Events: fall, 911, veterans day, back to
school.

October:
Continue to work on narrative writing and use
mentor text as a model.
-Student is able to write/recount narrative with
logical sequence
- Student is able include details/description in their
story
- Use temporal words to signal event order
- Provide an ending that provides a sense of closure.

Trait to focus on: organization.

-Incorporate Bold Beginnings, Mighty Middles, and
Excellent Endings in mini lessons.
-Introduce the organizations song to students.
-Expose students to the organization rubric and have
the students work on this trait with a previous written
narrative they have written.

Continue working on pre writing activities that

can help their organization.
Special event: Halloween/spooky theme.
November/December:
Introduce informative writing to students and
use mentor texts for students to see.
- Student is able to determine a topic for writing.

- Supply facts about the topic.

- Compose an ending to the story.

Trait of focus: Sentence Fluency.

- Incorporate beginning sentences in different ways,

creating sentences of different lengths, and
reading sentences out loud to check how they
sound within my workshop mini lessons.
- Introduce Sentence Fluency song
- Expose students on sentence fluency rubric and
have the students work on previous written
assignments to fix their sentence fluency.

Introduce drafting to students and have them

practice this during workshop/sharing.
Special events: winter, Thanksgiving,
Christmas
January:
Introduce opinionated writing to students and
use mentor text for students to see.
- Student is able to write an opinion.
- Student is able to support opinion with details.
- Write a closing sentence to complete the writing.

Trait of focus: voice.

- Incorporate finding voice, matching voice to

purpose, and discovering new voices in my mini
lessons.
- Introduce the Voice Song
- Expose students to the Voice rubric and have them
look over older pieces of their writing and improve
in their voice.

 Continue working on the drafting phase with

the students by providing them strategies and
practice.
Special Events: winter, MLK day
February:
Continue working on opinionated writing to
students and use mentor text for students to
gain ideas.
- Student is able to write an opinion.
- Student is able to support opinion with details.
- Write a closing sentence to complete the writing.

Trait to focus on: word choice.

- Incorporate Falling in love with words, choosing

precise words, and selecting words with
color/variety/sparkle within my mini lessons.
- Introduce the Word Choice song.
- Expose the students to the Word Choice rubric and
have them revisit older pieces of their writing to
improve their word choice.

Introduce the students to the revision phase.

Have them practice this during sharing time so
they can peer edit.
Special events: Valentines Day
March:
Introduce informational writing that includes
research and use mentor texts as examples.
- Gather and organize information from research.
- Write a main idea with supporting details.

- Participate in shared research.

- Generate a final writing project collaboratively.

Trait of focus: review all the traits

mentioned so far.
- Base writers workshop topics on what students
need help in.
- Go over ideas, organization, word choice, voice,
and sentence fluency during conferences and mini
lessons.

Have students work on revising with focusing

on all the traits they learned so far. This can be
done during writing and share time.
Special Events: spring break
April:

Introduce opinionated writing that includes

research and use mentor texts as examples.
-Gather and organize information from research.
-Write a main idea with supporting details.
-Participate in shared research.
-Generate a final writing project collaboratively.
Trait of focus: Conventions
- Incorporate learning how to spell words that
matter, practicing accurate capitalization, and
using punctuation to enhance meaning in my mini
lessons.
- Expose students to the conventions rubric and
have them go back to an old piece of writing and
improve in their conventions.

Introduce students to the editing phase of

writing.

-Provide them resources to use during this phase and

allow them to peer edit.

Special events: spring

May/June: Creating Independent Writers.
Allow students to freely work on any type of
writing they need to improve on: (narrative,
opinion, informative)
Trait to focus on: publishing.
-Provide mentor text
- Introduce the presentation song.
- Providing plenty of supplies to improve their
presentation.
- Encourage students to make neat letters.

Allow students to work on all processes of

writing.
These months are focused on free writing and
allowing students to become independent
writing.
The goal is for students to create a
personalized portfolio of their progress.