Written by Kimberly Jordano and Kim Adsit

Transcription

Written by
Kimberly Jordano and Kim Adsit
Editors: Kim Cernek and Christine Hood
Illustrator: Linda Weller
Designer/Production: Moonhee Pak/Cari Helstrom
Cover Designer: Barbara Peterson
Art Director: Tom Cochrane
Project Director: Sue Lewis
© 2006 Creative Teaching Press Inc., Huntington Beach, CA 92649
Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible.
Reproduction of these materials for an entire school or for a school system is strictly prohibited.
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Basics of Journal Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Tools for Journal Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
My Writing Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Traveling Word Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Sound Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Nifty Name Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
My Favorite Words Folder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Alphabox Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Making Space for the “Space”man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Types of Journals
Literature Journal . . . . .
Alphabet Journal . . . . .
Word Families Journal .
Poetry Journal . . . . . . .
Math Journal . . . . . . . .
Zero-the-Hero Journal .
Science Journal . . . . . .
Boo-Boo Binder . . . . . .
Center-Time Journal. . .
Monday Journal . . . . . .
Holiday Journal . . . . . .
Monthly Journals . . . . .
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20
24
30
34
39
43
48
51
57
61
64
68
I Don’t Know What to Write! . . .
Things I Can Write About .
Character Cutouts . . . . . . .
Art Additions . . . . . . . . . .
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97
97
97
97
Conferencing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Minilessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Publishing . . . . . . . . . . . .
Typed Entry. . . . . .
About the Author .
Accordion Books. .
Paper Plate Books .
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104
104
104
105
105
Award Tickets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Introduction
Journal writing is an easy way to collect ideas, thoughts, and responses written by
children. The hard part is keeping children motivated to do their best work and
teaching them how to write effectively. Jazzing Up Journals gives you dozens of
ideas for captivating children’s interest in writing and suggestions for developing
their writing skills.
The purpose of journal writing with emergent and beginning readers is to teach
them the concepts of print and basic writing skills. Children are encouraged to
manipulate sounds and letters in order to print the words that express their schema,
or what they know.
Journal writing is effective for children at all levels of literacy development because
they are encouraged to write about their own experiences. As children write the
stories of their lives on paper, they become interested in sharing their work with
others. This sharing time inspires children to read and write more and more.
Jazzing Up Journals helps you incorporate the
benefits of journal writing into every aspect of
your curriculum. You will find simple directions
for making a dozen unique cross-curricular
journals. There are also practical ideas for
managing journal writing time and tips
for conferencing, publishing, and keeping
children motivated to do their best work.
Jazzing Up Journals is a comprehensive
approach to journal writing. The varied
ideas in this resource will help you develop
and maintain a classroom routine that
emphasizes how much fun it is to write.
Introduction 3
The Basics of Journal Writing
Why Is Journal Writing Beneficial?
Journal writing promotes authentic writing. In journals, children are encouraged
to write about their experiences or their response to something they have seen,
heard, felt, or imagined. Children feel comfortable writing about personal topics
and gain confidence when they do.
Journal writing also presents a terrific opportunity to model writing skills. The
minilessons in Jazzing Up Journals help children become better writers as they
learn to apply phonics skills; brainstorm and organize ideas; use punctuation;
develop focused, detailed writing; follow spelling rules; incorporate letter and
word spacing; form letters; and write in complete sentences.
Who Is Capable of Journal Writing?
The youngest learners will enjoy and benefit from journal writing. Emergent writers
move through three stages of writing. First, a child puts meaning on paper in the
form of a drawing. Over time, a child creates meaning by combining pictures and
text. Finally, a child writes meaningful text independent of pictures.
4 The Basics of Journal Writing
What Are the Components of Journal Writing?
Journal writing is most successful when the following four components are
included: modeled minilessons, actual writing, conferencing, and sharing.
Jazzing Up Journals shows you how to seamlessly incorporate all four elements
into your regular writing program.
When Do Children Write in Journals?
Try introducing journal writing into one or all of the following parts of your
learning day:
2 As soon as children have settled into their seats first thing in the morning
2 When children are recording the work they have done at a center
2 When children are recording their thoughts about math, science, and
social studies lessons
How Are Journals Made and Managed?
Journals are very simple to construct. Fold several pieces of unlined or lined paper
together under a construction paper cover, and staple the book at the crease. You
could also insert paper into a three-ring binder or a three-prong pocket folder to
make journals that can be expanded over time. Encourage children to decorate the
covers of their journals, or have them use the reproducible covers in this resource.
Give each child a rectangular magazine container. Photograph each child, and
attach his or her photo and name to the front of the container. Encourage children
to store their journals in this personalized box.
The Basics of Journal Writing 5
How to Use This Book
Before you begin using journals in your classroom,
make the “tools” children will need to develop as a
writer. A handy Word Wall list, a sheet featuring the
sounds of the alphabet, and a list of favorite words
are just a few of the tools (see pages 7–19) that will
help children expand their vocabulary. Make a My
Writing Toolbox (see page 7) for each child to store
these tools that will help him or her write better
journals. Encourage children to keep their “toolbox”
close whenever they write.
Then choose a type of journal to introduce, such
as the Literature Journal or Math Journal. Copy
the reproducible pages, and follow the simple
directions to make an eye-catching journal for each
child in your class. Use the featured thematic minilesson and coordinating reproducible pages or
graphic organizer to teach children how to write an
authentic entry in their journal. Conference with
each child about his or her writing, and attach
an Award Ticket (pages 108–112) to children’s
work to motivate them to continue to do their
best journal writing.
6 How to Use This Book
Tools for Journal Writing
The following “tools” will help children organize and transport everything they
need to successfully write in their journals. Children will have sight words, classmates’ names, and other useful information at their fingertips.
My Writing Toolbox
• My Writing Toolbox
reproducible (page 11)
• glue
• two-pocket folders
Make a copy of the My Writing Toolbox
reproducible for each child, and glue
each copy onto a separate folder. Write
each child’s name on the front of his or
her folder. Tell children to store the
other tools for writing that they will
receive in this folder.
Traveling Word Wall
• Traveling Word Wall
• Alphabet Grid reproducibles
(pages 13 –14)
• glue
• file folders
Make a copy of the Traveling Word Wall and Alphabet
Grid reproducibles for each child. Glue the Traveling
Word Wall title page to the front of each child’s file
folder. Glue both pages of the Alphabet Grid to the
inside of the folder. Write the child’s name on the
front of his or her folder. Give children their folder,
and encourage them to insert their Traveling Word
Wall into their My Writing
Toolbox folder (see
above). Tell children
they will write on
this Word Wall list
new sight words that
they learn.
Tools for Journal Writing 7
Sound Sheet
Make a copy of the Sound Sheet reproducible on
card stock for each child. Tell children to insert this
reproducible in their My Writing Toolbox folder
• card stock
(see page 7). Tell children to use their Sound Sheet
whenever they need help with a new letter. For
example, if a child asks what a b looks like, you can tell him or her to find the
letter that is beneath the butterfly.
• Sound Sheet reproducible
(page 15)
Nifty Name Wall
Take each child’s picture with a camera, and print
the photographs. Cut out each child’s face. Make
several copies of the Nifty Name Wall reproducible.
camera
Invite children to help you arrange the photos in
scissors
alphabetical order by first name. Glue one face to
glue
each square. Write the first name of each child
below his or her picture. Make copies of the
marker
finished Nifty
Name Wall reproducibles for each child. Have children put the
copies in their My Writing Toolbox folder (see
page 7). Encourage them to look at the names
on these papers when they need to spell a
classmate’s name.
• Nifty Name Wall reproducible
(page 16)
•
•
•
•
8 Tools for Journal Writing
My Favorite Words Folder
• My Favorite Words
• copy paper
• file folders
In advance, prepare a My Favorite Words folder for
each child. For each folder, you will need to make two
“step books.” To make a “step book”:
1
Layer seven sheets of paper on top of one
another so that a 1⁄2" (1.25 cm) margin appears
at the bottom of each sheet.
2
Hold the papers securely in place and fold over
the top sheet so that a 1⁄2" margin appears at
the bottom. Repeat this with the remaining
sheets of paper.
3
Make another “step book” using seven more
sheets of paper.
4
Staple one step book on the left side of a file
folder and staple another “step book” on the
right side.
5
Write the upper- and lowercase letters from A
to M along the left margin of the “step book”
on the left-hand side. Write the letters from N
to Z along the left margin of the “step book” on
the right-hand side.
6
Glue the My Favorite Words reproducible to the
front of the file folder to create a cover.
• stapler
• glue
Give each child a preassembled My Favorite Words
folder. Invite children to write their name on the cover. Then instruct them to write
their favorite words on the step with the matching first letter. As an option, have
children draw small pictures to help them remember their favorite words. Tell children to place this folder in
their My Writing Toolbox
folder (see page 7).
Alphabox Grid
• chart paper
• marker
• sticky notes
Using chart paper, prepare an alphabox grid. Create
a square for each letter of the alphabet. Write the
upper- and lowercase letter in the top left corner of
each square.
Invite children to select their favorite words from the stories you have read
together. Write each word on a sticky note, and have children place each word on
the chart paper in the “alphabox” with the
Aa
Bb
matching first letter. Once you have completed a
big
d
n
a
unit of study, remove all of the sticky notes from
the chart paper, and ask children to decide on
best
after
their five favorite words. Tell children to add
these five words to their My Favorite Words
folder (see page 9).
Cc
Dd
Making Space for the “Space”man
• “Space”man reproducible
(page 18 )
• “Space”man Helpers
• card stock
• scissors
• self-adhesive laminating sheets
• adhesive putty
• marker
• chart paper
• glue
• craft sticks
Copy the “Space”man reproducible on card stock, cut
out the “space”men, and laminate them. Place putty on
the back of each cutout. Use “space”men to show children how to leave spaces between words.
Give several children a “space”man cutout. Write the
first word of a sentence on chart paper. Invite a child to
place a “space”man after it. Write another word, and
have a different child place a “space”man after it.
Continue until you have written several sentences.
Then remove the “space”men, and
point out the spaces that “appear.”
Use “space”men when conducting
modeled writing, daily news,
interactive writing, and so on.
Copy the “Space”man Helpers reproducible on card
stock. Cut apart and glue each “space”man to a craft
stick. Give children a “space”man helper to place in
their My Writing Toolbox folder (see page 7) for use in
daily writing.
Name _______________________________________
Jazzing Up Journals © 2006 Creative Teaching Press
Name _______________________________________
Traveling
Word Wall
Alphabet Grid
Alphabet Grid
Sound Sheet
Nifty Name Wall
Name _______________________________________
“Space”man
“Space”man Helpers
“Space”man Helpers
Glue “space”men to craft sticks. Encourage children to
position a “space”man after each word they write to
leave adequate space in between words.
Literature
J
O
U
R
N
A
L
In advance, prepare a Literature
Journal for each child. Glue the
My Literature Journal reproducible
on the front of a three-prong folder.
Hole-punch several sheets of the
Literature Response reproducible, and
insert them into the folder. Give each
child a preassembled Literature
Journal, and have children color the
cover and write their name on it.
• My Literature Journal
• Literature Response
• three-prong folders
• glue
• hole punch
• crayons or markers
Invite children to write in their
Literature Journal their response to a
read-aloud, a shared-reading activity, or a guided-reading selection.
Encourage children to write about story elements (e.g., characters,
setting) or about their own experience with the topic of the story.
Use the Think It Over minilesson on page 22
to encourage children to
respond to a story.
20 Literature Journal
by _______________________________________
Literature Journal 21
Think It Over
1
Read a story, such as Eric Carle’s The Very Clumsy Click Beetle, to the class.
Lead children in a discussion about what happened in the story. Ask children
to identify what happened in the beginning, the middle, and the end of the
story. Encourage them to identify problems and solutions from the story. Ask
children if they enjoyed the story and to explain why or why not.
2
Have children open their Literature Journals to a
new page. Help them write the date and title on
the lines provided.
3
4
Encourage children to write about their favorite
part of the story using as many details as possible.
• The Very Clumsy Click Beetle
by Eric Carle (or another
favorite story)
• Literature Journals (see page 20)
Have children circle a happy or sad face to indicate
whether they would or would not like to hear the story again.
22 Literature Journal
Literature Response
Date: _________________________
Title: _________________________
My favorite part:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
I’d like to hear the
story again.
yes
no
Literature Journal 23
Alphabet
J
O
U
R
N
A
L
In advance, prepare an Alphabet Journal
for each child. Cut apart the letters from
the Alphabet reproducibles and glue each
letter to the upper right corner of a separate sheet of paper. Reproduce the sheets
so you have a set of all 26 letter sheets
for each journal you are preparing. Glue
the Alphabet Journal reproducible to the
front of a three-prong folder. Hole-punch
and insert the 26 letter pages.
• Alphabet Journal reproducible
(page 25)
• Alphabet reproducibles
(pages 26–28)
• scissors
• glue
• copy paper
Give each child a preassembled Alphabet
• hole punch
Journal. Invite children to color the cover
and print their name on it. Introduce
• stickers or small items (optional)
a letter, and invite children to draw
pictures, list words, or write sentences
on the journal page that corresponds
with the letter. As an option, have children attach stickers or glue other small
items that have a matching first letter on their pages. Use the Word Sorts
minilesson on page 29 to help children identify target letters.
24 Alphabet Journal
’s
____________________
ABCDEFG...
Come along and
learn letters with me!
Alphabet Journal 25
Alphabet
26 Alphabet Journal
Alphabet
Alphabet Journal 27
Alphabet
28 Alphabet Journal
Word Sorts
1
Write a letter (e.g., c) at the top of a piece of chart paper. Tell children that they
are going to think of words that begin with that letter.
2
Invite children to brainstorm a list of words that begin with the target letter.
Encourage children to name as many words as they can, and write the words
on the chart paper. Draw a simple illustration beside each word.
3
Show children Pictionary entries, picture cards,
and toys (e.g., car, cat, camera, and crayon) that
begin with the target letter to help children name
additional words.
4
5
Cut apart the words on the chart paper. Cut a
large shape of the target letter from butcher
paper, and invite children to glue the words on it.
Invite children to write some of the words on the
corresponding letter page in their Alphabet Journal.
• Alphabet Journals (see page 24)
• chart paper
• marker
• Pictionary game
• picture cards
• toys with the same beginning
letter
• scissors
• butcher paper
• glue
Alphabet Journal 29
Word Families
J
O
U
R
N
A
L
In advance, prepare a My Word Families
Journal for each child. Reproduce the My
Word Families reproducible, and cut the
sheets in half. Cut sheets of construction
paper in half. Glue reproducibles to halfsheets of construction paper to make
journal covers. Reproduce the Word
Family reproducible, cut the sheets in
half, and staple several sheets behind
each cover. Give each child a preassembled journal. Invite children to color the
• My Word Families reproducible
(page 31)
• Word Family reproducible
(page 32)
• scissors
• construction paper
• glue
• bookbinding materials
(e.g., stapler or hole punch
and curling ribbon)
Use magnetic, foam, or wooden letters
to make a word from a particular word
• letter manipulatives
(e.g., magnetic, foam, wooden)
family (e.g., cake, top, or jump). Give a
set of letters to each child, and invite
children to form the same word. Tell
them to write the word on the first page of their Word Families Journal.
Show children how to change the onset (i.e., letters before the vowel) to
make a new word. Ask children to continue making and writing new words.
Encourage them to write words from other word families on separate pages.
Use the Stacking Up
New Words minilesson on page 33
to help children
build more word
families. Children
can use their
journals to help
them spell words
as they write.
30 Word Families Journal
Name ___________________________________
Name ___________________________________
Word Families Journal 31
x • x • x • x • x • x Word
• x • x • x •Family
x•x•x•x•x•x•x•x•x
•
•
x
x
•
•
x
x
•
•
x
x
•
•
x
x
• _______________ _______________ _______________ •
x
x
• _______________ _______________ _______________ •
x
x
•
•
x _______________ _______________ _______________ x
•
•
x•x•x•x•x•x•x•x•x•x•x•x•x•x•x•x•x•x
32 Word Families Journal
x • x • x • x • x • x Word
• x • x • x •Family
x•x•x•x•x•x•x•x•x
•
•
x
x
•
•
x
x
•
•
x
x
•
•
x
x
• _______________ _______________ _______________ •
x
x
• _______________ _______________ _______________ •
x
x
•
•
x _______________ _______________ _______________ x
•
•
Stacking Up New Words
1
Write rimes (e.g., -ake, -op, or -ump) on separate Unifix cubes. Write various
onsets (e.g., c, t, or j ) on additional cubes.
2
Arrange the cubes to show c and -ake. Invite children to help you sound out
/c/ and / āk / to make cake. Write cake in a Word Families Journal, and have
children write the same word in their journal.
3
Change the c to t, and ask children to sound out
the /t / and / āk / to make take. Write take in a Word
Families Journal, and have children write the
same word in their journal.
4
Continue changing onsets to make new words.
Write each new word in a Word Families Journal,
and have children write the same words in their
journal. Remind children to write the date at the
top of their journal entry.
• Word Families Journals
(see page 30)
• permanent marker
• Unifix cubes
Word Families Journal 33
Poetry
J
O
U
R
N
A
L
Glue a copy of the My Poetry Journal
reproducible to the front of a three-prong
folder for each child. Give children preassembled folders, and have them color
and write their names on the covers.
• My Poetry Journal reproducible
(page 35)
• hole punch and
three-prong folders
When you teach the class a new poem,
• glue
type the words in a large, clear font, and
• highlighter
make a copy for each child to insert in
his or her Poetry Journal. Reread the
poem together, and invite children to
circle a particular letter and/or underline
familiar sight words. Invite children to use a highlighter to identify punctuation marks. Encourage them to draw a picture beside the poem. Use the
Can You Find It? minilesson on page 36 to help children identify letters,
words, and punctuation marks.
Little Bird and Little Be
e
A little bird and a little
bee
Sat together in a tree.
The bee buzzed.
The bird sang a song.
And that is why
the bird and the bee go
t alo
34 Poetry Journal
ng.
My
Poetry
Journal
by _______________________________________
Poetry Journal 35
Can You Find It?
1
Introduce a poem to children, such as “Tiny Spider” (page 37) or “Muffin” (page 38).
Recite the poem several times together until the children know it well.
2
Give each child a copy of the poem to add to his
or her Poetry Journal. Invite children to find and
circle a target letter, such as an initial consonant.
For example, after reviewing the poem “Tiny
Spider,” have children find and circle the letter s
each time they find it at the beginning of a word.
After reviewing the poem “Muffin,” have children
find and circle the letter m.
3
• Tiny Spider reproducible
(page 37)
• Muffin reproducible (page 38)
• Poetry Journals (see page 34)
• hole punch
After children have found and circled the target
letters, extend the hunt by asking children to find
high frequency words, words in words, and word chunks.
’
36 Poetry Journal
Tiny Spider
Tiny spider spins a web,
with many silken threads.
Tiny spider caught a bug.
Now he’ll go to bed.
Poetry Journal 37
Muffin
Mix, mix, mix.
Stir, stir, stir.
Bake, bake, bake.
A yummy muffin
I will make!
38 Poetry Journal
Math
J
O
U
R
N
A
L
In advance, prepare a Math Journal for
each child by stacking several sheets of
construction paper. Hole-punch the left
side of the papers and use curling ribbon
to bind the book together. Glue the My
Math Journal reproducible to the cover.
Give each child a preassembled Math
Journal. Invite children to color the
• My Math Journal reproducible
(page 40)
• large construction paper
• hole punch
• curling ribbon
• glue
Use Math Journals to help children
practice writing numbers, arranging
numbers in order, drawing and labeling shapes, making patterns,
comparing more or less, telling time, adding, or solving story problems.
Or give children a simple math-related art project, such as the Fall Leaves
Are Falling! minilesson on page 41, and encourage them to write about it in
their Math Journal. Try one of the following activities:
• Have children make fruit
or vegetable print patterns
in two different colors.
Ask children to label their
pattern (e.g., AB, AABB).
• Invite children to glue
cotton balls on a page
to make two snowmen.
Have children write about
which snowman has
more “snow” and which
has less.
Math Journal 39
40 Math Journal
Name _______________________________________
1, 2, 3.
Look and see
just how fun
math can be!
My Math
Journal
Fall Leaves Are Falling!
1
Invite children to tear a “tree” from brown construction paper. Have children
glue their tree to a page in their Math Journal.
2
Invite children to tear a combination of ten “leaves” from colored construction
paper. Tell children to glue some of the leaves on the “tree” and the remaining
leaves on the “ground.”
3
Make several copies of the Fall Leaves Are
Falling! reproducible. Cut apart the strips, and
give one to each child. Tell children to glue their
paper strip to the bottom of their journal page.
4
5
Tell children to write their name on the first blank
line. Encourage children to count the number of
leaves on their tree and write the number on the
second blank line. Ask children to count the number of leaves below their tree and write the number
on the third blank line.
• Math Journals (see page 39)
• Fall Leaves Are Falling!
• construction paper (brown,
yellow, orange, red, green)
• scissors
• glue
Encourage children to read aloud their complete sentences to each other.
Remind children to write the date at the top of their journal page.
Math Journal 41
42 Math Journal
__________ are on the tree, and __________ are on the ground!
________________________________ sees fall leaves all around.
Fall Leaves Are Falling!
Zero-the-Hero
J
O
U
R
N
A
L
In advance, prepare a Zero-the-Hero
Math Journal for each child. Glue the
Zero-the-Hero Journal reproducible on
a sheet of construction paper to create
a cover. Staple 18 copies of Zero’s
Surprise reproducible behind each
cover. Give each child a preassembled
Zero-the-Hero Math Journal. Have children color and write their name on the
front cover.
• Zero-the-Hero Journal
• Zero’s Surprise reproducible
(page 45)
• glue
• stapler or hole punch and
three-prong folders
Arrange for “Zero-the-Hero” to leave
O-shaped treats or toys in a paper lunch
• O-shaped treats or toys
sack every ten days of school. Insert a
• paper lunch sack
different number of items each time, and
label the lunch sack with the number that
represents how many days children have been in school (e.g., 10, 20, 30).
Invite children to count, sort, and/or make a pattern with the items in the
sack. Ask them to write about and draw a picture of what they counted and
sorted in their Zero-the-Hero
Math Journals.
Use the Zero-theHero’s Guessing
Game minilesson
on page 46 to help
children guess and
count “mystery”
items in a lunch sack.
Zero-the-Hero Journal 43
10, 20, 30. I can count by tens.
40, 50, 60. Let’s count again.
70, 80, 90. We’re almost done.
100! Wasn’t that fun?
44 Zero-the-Hero Journal
_________________________________’s
Zero’s Surprise
Today is the _______________________ day of school.
Zero-the-Hero brought _____________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________.
Zero-the-Hero’s Guessing Game
1
On the tenth day of school, glue the number 10 from the Zero-the-Hero Bag
Cutouts on a paper lunch sack. Fill the sack with 25 to 35 O-shaped treats or
toys. Seal the sack and place it somewhere children will discover it.
2
Act surprised when children find the sack. Point to the number on the sack,
and prompt children to say it is the number of days they’ve been in school.
3
Draw a vertical line down the center of a piece
of chart paper. Write Yes above one column and
No above the other. Shake the sack, and ask children to think about what might be inside.
4
Tell children that you will play a guessing game to
determine what is inside the sack. You will ask a
question (e.g., What is the color? ), and they will
respond with another question (e.g., Is it red? ).
• Zero-the-Hero Bag Cutouts
• Zero-the-Hero Journals
(see page 43)
• paper lunch sack
• O-shaped treats or toys
• chart paper
5
Write children’s question or draw a related picture
in the “Yes” column if the answer is yes and in the
“No” column if the answer is no. Continue asking
questions until children guess what is in the sack.
6
Show children the contents of the sack. Then invite them to help you count
the items.
7
Have children write about the items in their Zero-the-Hero Journals.
Tell them to write 10th on the first blank line and the name
or description of the item on the lines that follow.
Encourage children to draw a picture of the item at
the bottom of the page.
8
Tell children that Zero-the-Hero will return in ten
more days with a new surprise to write about!
Use the remaining Zero-the-Hero Bag Cutouts
to prepare a surprise sack every ten days.
46 Zero-the-Hero Journal
Zero-the-Hero Bag Cutouts
Science
J O U R N A L
In advance, prepare a Science Journal
for each child. Take a picture of each
child and cut out the face. Glue each
face to the body of the scientist from the
My Science Journal reproducible. Glue
the My Science Journal reproducible on
a sheet of construction paper to create a
cover. Staple several sheets of paper
behind each cover. Give each child a preassembled My Science Journal, and
have children color and write their name
on the front cover.
• My Science Journal
• camera
• scissors
• glue
• stapler
• lined or unlined paper
Have children use their Science Journal
to record what they have learned from a science experiment. For example,
after a discussion about the changing states of matter, ask children to draw
a picture of a snowman and what happens to a snowman when the sun
begins to shine. Encourage children to write about their picture. Use the All
About Animals minilesson on page 50 to help children write about animals
in their Science Journal.
48 Science Journal
My Science
Journal
by _______________________________________
Science Journal 49
All About Animals
1
Show children how to fold a piece of construction paper in half and then in
half again three more times to make 16 identical boxes.
2
Show children an animal book, and tell them that you have been reading about
animals. Say: I think I would like to write about animals in my journal. I have folded up this piece of paper, and I will write the name of one animal in each box.
3
Invite children to name an animal they think might
be in the book. Write the name of one animal in
each box, and ask children to draw a simple picture.
4
Cut apart the boxes, and ask children to help you
sort them into categories (e.g., pets, zoo animals).
Staple together the pages in each category to
make a flip book.
• Science Journals (see page 48)
• 9" x 12" (23 x 30.5 cm)
construction paper
• nonfiction book about animals
• scissors
5
Tell children you are now ready to write in your
Science Journal. Model for children how to write
the date at the top of the page, and remind them
to begin writing on the left side of the page.
6
Look at the first animal in the book (e.g., elephant), and say: Today, I will
write about elephants in my Science Journal. I will write “Elephants have
long trunks.” Demonstrate for children how to write the sentence on a journal
page. Continue to model how to write about the same animal, or choose a
different animal from the flip book and write about it.
50 Science Journal
• stapler
Boo-Boo Binder
J
O
U
R
N
A
L
Make a copy of the Boo-Boo Binder
reproducible, and attach it to the front
cover of a three-ring binder. Make
several copies of the Boo-Boo reproducible. Hole-punch the copies, and
insert them in the binder. Make a copy
of the Boo-Boo Binder Word List reproducible, and tape it to the inside front
cover of the binder. Place crayons and
bandages in a zippered pocket, and
insert the pocket into the binder.
• Boo-Boo Binder reproducible
(page 52)
• Boo-Boo reproducible (page 53)
• Boo-Boo Binder Word List
• three-ring binder
• hole punch
• tape
• crayons
Invite children who are injured on the
• adhesive bandages
playground or in class to complete a
• zippered pocket
page in the Boo-Boo Binder (see the
I Feel Better Now! minilesson on page
55). Explain that if a child is injured, he
or she may draw a picture of the injured body part on a new page in the
binder and attach a bandage to the picture. Encourage the child to use the
word list on the inside front cover of the binder to help him or her complete
a sentence about the injury to go with the drawing.
Boo-Boo Binder 51
52 Boo-Boo Binder
______________________ ’s Boo-Boo
I have a boo-boo on my __________
________________________________
________________________________.
Boo-Boo Binder 53
54 Boo-Boo Binder
eye
nose
mouth
ear
chin
head
cheek
hand
thumb
finger
toe
elbow
arm
leg
foot
ankle
knee
stomach
Boo-Boo Binder Word List
I Feel Better Now!
1
The first time a child approaches you with a minor injury, invite the class to
help you make the injured child feel better.
2
After giving the injured child appropriate first aid,
show children the Boo-Boo Binder. Open the
binder to the first page, and draw a picture of the
child and his or her injury.
• Boo-Boo Binder (see page 51)
• parent letter reproducible
(page 56)
3
Demonstrate for children how to remove a
bandage from the zippered pocket and place it on
the drawing over the injured body part.
4
Flip to the inside front cover of the binder, and ask children to help you identify
the picture of the body part that was injured. Point to the word that accompanies
the picture, and write it to complete the sentence below the drawing.
5
Read your sentence aloud to the
children. Tell children that if they
have a minor injury during the
school year, they can write about it
in this special binder.
6
Use the parent letter reproducible to
make a record of what happened in
school to send home to parents.
Invite children to fill in the blanks
and label the injured body part
using words from the Boo-Boo
Binder Word List.
Boo-Boo Binder 55
Dear __________________,
Today I fell and hurt my
_______________________________.
My teacher gave me a bandage.
I feel better now.
Love,
_________________
56 Boo-Boo Binder
Center-Time
J
O
U
R
N
A
L
Make one copy of each journal cover
reproducible. Cut the pages in half to
make a cover for four center journals.
Cut several sheets of construction
paper and lined or unlined paper in
half. Glue each journal cover to a halfsheet of construction paper, and staple
several sheets of paper behind it. Place
each preassembled journal at the
appropriate center (playhouse, art, or
blocks). Use the Center-Time Journal
as a generic journal you can place at
any type of center.
• journal cover reproducibles
(pages 58–59)
• scissors
• lined or unlined paper
• glue
• bookbinding materials
(e.g., stapler or hole punch
and curling ribbon)
When children visit a center, invite them
to draw a picture or write a sentence in the Center-Time Journal to describe
what they did during their visit. Use the It’s All in the Picture minilesson on
page 60 to prompt children with ideas for the Center-Time Journal.
Center-Time Journal 57
•
•
x
x
•
•
x
x
•
•
x
x
•
•
x
x
•
•
x
x
•
•
x
x
•
•
x
x
•
•
Playhouse
Center
58 Center-Time Journal
CenterTime
Journal
Blocks
Center
Art
Center
Center-Time Journal 59
It’s All in the Picture
1
During the first few weeks of school, take pictures of children working in centers.
Glue the photographs to construction paper squares.
2
On the back of each photo card, write a list of words that are related to the picture.
3
Show children one of the pictures, and say, for
example: I took this picture of Megan and Tyler
working in the playhouse center. On the back of
the picture, I made a list of words that I think about
when I think of the playhouse center. Show children
the list of words on the back of the photo card, and
read them aloud.
• Center-Time Journal
(see page 57)
• camera
• glue
• construction paper squares
4
5
Rewrite the list (e.g., play food, table, baby, refrigerator) on a piece of chart paper. Say, for example:
Now I want to use this list of words to write in the
Center-Time Journal about what Megan and Tyler
did while working in the playhouse center.
• chart paper
• marker
Place photo cards at the appropriate center, and encourage children to use
them as a reference to write in the Center-Time Journal.
60 Center-Time Journal
Monday
J O U R N A L
In advance, prepare a My Monday
Journal for each child. Glue the My
Monday Journal reproducible on the
front of a three-prong folder. Threehole-punch several sheets of a journal
page reproducible and insert them
into the folder. Give each child a preassembled My Monday Journal. Have
children color and write their name on
the front cover.
• My Monday Journal
• journal page reproducible
(page 95 or 96)
• glue
• hole punch
Each Monday, tell children about
an event from your weekend. Model
for children how to write a journal entry about this event. Invite
children to write an event from their weekend in their Monday Journal.
Use these Monday Journals as a portfolio to track children’s progress.
Use the My Own Stories minilesson on page 63 to help children write
about their weekend adventures.
Monday Journal 61
by _______________________________________
62 Monday Journal
My Own Stories
1
Tell children about something you did or something you learned over the
weekend. Draw a picture of the event on a large sheet of construction paper,
or show children a photograph. For example, you might tell children that you
planted your vegetable garden over the weekend. Tell children all the details
of this “adventure,” and embellish the story to pique their interest.
2
Invite children to tell another child about something they did last weekend. Remind children to
add as many details as possible.
3
• Monday Journals (see page 61)
Draw a picture from your story (e.g., the garden)
in a Monday Journal. Model for children how to
write the date above the picture, and remind them
to begin writing on the left side of the page.
• large sheet of
construction paper
• photograph (optional)
4
Tell children you are going to “think through” all
the details of your weekend adventure again before writing your story. Model
for children how to retell the story as you write sentences below your drawing.
5
Invite children to write about their own weekend adventure in their Monday Journal.
Ms. Jones
March 6, 2006
I planted my garden
last weekend.
Monday Journal 63
Holiday
J O U R N A L
In advance, prepare a Holiday Journal
for each child. Glue the My Holiday
Journal reproducible on a sheet of
construction paper to create a cover.
Staple several sheets of a journal page
reproducible behind each cover. Give
each child a preassembled My Holiday
Journal. Have children color and write
their name on the front cover.
Invite children to write about how
people honor particular holidays. Be
sure to include special events that are
unique to your class or school, such as
School Spirit Day, Book Character Day,
or Crazy Sock Day. Use the Holiday
“Hoop”la! minilesson on page 66 to
help children write about Crazy Sock
Day activities.
64 Holiday Journal
• My Holiday Journal
(page 95 or 96)
• glue
• stapler or hole punch and
three-prong folders
by ____________________________________
Holiday Journal 65
Holiday “Hoop”la!
1
On Crazy Sock Day, make a Venn diagram by placing two hula hoops on the
ground. Invite each child to remove one of their crazy socks. Tell children
that they will compare their socks to see how they are alike and different.
2
Ask children to name words that describe the socks,
such as pink, striped, and polka-dotted. Write the
words on separate construction paper cards.
3
Combine the cards into a pile. Draw a card from
the pile, read it aloud, and place it above one
hoop. Draw another card from the pile, read it
aloud, and place it above the other hoop.
• Holiday Journals (see page 64)
• Crazy Socks reproducible
(page 67)
• hula hoops
• construction paper cards
4
Invite children to place their socks in the correct
hoops using the word cards as guides. Place
socks that match both describing words in the
overlapping section of the Venn diagram.
• chart paper
• scissors
• glue
5
Draw a Venn diagram on chart paper. Copy the
Crazy Socks reproducible, cut apart the sock squares, and give each child
one square. Invite children to color the socks to match their own crazy socks.
Glue the socks on the chart paper Venn diagram to match the hula hoop
Venn diagram. Write a sentence to describe the Venn diagram.
6
Invite children to draw a Venn diagram in their
Holiday Journal. Give each child a
Crazy Socks reproducible.
Have children color and cut
out several socks to glue to
their journal page to create
a Venn diagram, and write a
sentence to describe it.
66 Holiday Journal
Crazy Socks
Holiday Journal 67
Monthly
J O U R N A L S
In advance, prepare a monthly journal
for each child. For the current month of
the year, choose the corresponding
monthly journal reproducible and glue
it on a sheet of construction paper to
create a cover. Staple several sheets of a
journal page reproducible behind each
cover. Give each child a preassembled
monthly journal. Have children color and
write their name on the front cover.
• monthly journals reproducibles
(pages 69–80)
(page 95 or 96)
• large sheets of construction
paper
• glue
• stapler
Give each child a new monthly journal
on the first school day of each month.
Encourage children to record their
experiences throughout the month. Be sure children draw a picture of the
event first and then write about it on the lines below. Remind children to
record the date at the top of each new entry. See the Graphic Organizers Are
Always in Season minilessons on pages 81–82 to find more ideas for how
children can use their monthly journals.
C r y st
Micah
68 Monthly Journals
le
Ju st i n
by _______________________________________
Monthly Journals 69
by _______________________________________
70 Monthly Journals
My
February
Journal
by _______________________________________
Monthly Journals 71
72 Monthly Journals
by _______________________________________
by _______________________________________
Monthly Journals 73
74 Monthly Journals
by _______________________________________
by _______________________________________
Monthly Journals 75
76 Monthly Journals
by _______________________________________
by _______________________________________
Monthly Journals 77
78 Monthly Journals
by _______________________________________
by _______________________________________
Monthly Journals 79
80 Monthly Journals
by _______________________________________
Graphic Organizers Are Always in Season
P A R T
O N E
1
Choose one of the graphic organizers from pages 83–94 that correlates
with a monthly theme you are teaching (e.g., the apple-and-worms graphic
organizer would be suitable for September, when children will create their
My September Journal).
2
When introducing the lesson, tell children that they
are going to practice sticking to a single topic by
brainstorming three ideas that fit with one main
idea. Give each child a copy of the chosen graphic
organizer. Enlarge a copy to use as a classroom
model so children can follow your model as you
work through the activity together. Write the main
topic, (i.e., Apples) in the space provided.
• graphic organizers
(pages 83–94)
• monthly journals (see page 68)
3
Identify three subtopics (e.g., Here is an apple; I picked an apple; I ate the
apple), and draw a picture for each in the boxes to the left. Write a sentence
that matches each picture in the spaces to the right. Invite children to do the
same on their graphic organizers.
4
Some children may not yet be able to
write an entire sentence to match their
pictures. (Remember, children should
always draw before they write.)
Encourage these children to write whatever letters they hear. For example, if a
child drew a picture of a tree, he or she
may write the sight words I see a and the
beginning sound of the word tree (t).
Monthly Journals 81
Graphic Organizers Are Always in Season
P A R T
T W O
1
Conference with children after they have completed a graphic organizer from
the minilesson on page 81. Encourage children to add color, size, and shape
words to their graphic organizers.
2
Display a monthly journal. Invite children to use
the ideas they brainstormed from their graphic
organizers, and the additional words they added
during conference time, to create a journal entry.
The journal entry should be a “jazzed up” rewrite
of the ideas they originally brainstormed.
3
• graphic organizers
(pages 83–94)
• monthly journals (see page 68)
Staple the original graphic organizers to the journal entry pages so parents
can see the progression from brainstorming to writing a complete story.
C h r ist in e
May 12, 2006
H e r e is a
b ig a p p le .
I p ic ke d t
hree red
a p p le s . I a
te t h e
ju ic y a p p le
s.
82 Monthly Journals
____________________________’s
Topic _____________________________
Monthly Journals 83
____________________________’s
Topic _____________________________
84 Monthly Journals
____________________________’s
Topic _____________________________
Monthly Journals 85
___________________________’s
Topic _________________________
86 Monthly Journals
___________________________’s
Topic _________________________
Monthly Journals 87
___________________________’s
Topic _________________________
88 Monthly Journals
___________________________’s
Topic _________________________
Monthly Journals 89
__________________________’s
Topic _____________________________
90 Monthly Journals
____________________________’s
Topic _____________________________
Monthly Journals 91
__________________________’s
Topic _____________________________
92 Monthly Journals
___________________________’s
Topic _________________________
Monthly Journals 93
__________________________’s
Topic _____________________________
94 Monthly Journals
Name __________________________________________________ Date ________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Journal Page 95
Name __________________________________________________ Date ________________________
96 Journal Page
I Don’t Know What to Write!
Here are a few ways to answer children’s most popular question, What should I
write? These activities give children a break from everyday journal writing and
inspire them to write fictional stories.
Things I Can Write About
• My List of Writing Topics
Give each child a My List of Writing Topics reproducible to insert in his or her My Writing Toolbox
(see page 7). Encourage children to record on this
paper the names of people, places, and things that
interest them. Remind children to consult this list
whenever they need a topic for a journal entry.
Character Cutouts
• Character Cutouts reproducibles
(pages 99–100)
• individual class photographs
• scissors
• glue
Choose one of the character cutouts from the reproducible, and make a copy of it for each child. Copy and
cut apart a class photograph of each child, and glue
each face onto a cutout. Give each child a cutout with
his or her face on it. Glue the cutout to a blank page in
the child’s journal. Encourage children to draw a setting
and write a story for the character cutout. On another
day, choose another character and repeat the activity.
Art Additions
• sandpaper
• stickers
• small colored pebbles
• blue cellophane
Choose one of the art materials from the list, or
supply one not listed, and glue or tape it to a blank
page in a child’s journal. Ask children to imagine
that the material is part of a story. Encourage children to write the story in their journal.
• hay
• tissue paper
• bubble wrap
• cotton
• glue or tape
I Don’t Know What to Write! 97
98 I Don’t Know What to Write!
People
Places
My List of Writing Topics
Things
Character Cutouts
I Don’t Know What to Write! 99
Character Cutouts
100 I Don’t Know What to Write!
Conferencing Tips
Consider a conference with a child as an opportunity for a private “minilesson.”
Work with one child at a time while the other children are writing. Here are some
things you might discuss in a conference:
2 It is important to hold children accountable for demonstrating the conventions of writing (e.g., spacing, punctuation, and spelling), but you must
also reinforce that the true purpose of writing is to convey meaning.
A good approach is to focus on only one consistent mistake at a time.
A child who is overcorrected tends to write “canned” sentences that are
“safe” and easy to write.
2 Consider the developmental level of the child when you are conferencing.
You might limit your suggestions to having the child add more detail to a
drawing or using spaces between words. As children progress, ask them
to avoid using “I like” to begin a sentence, and encourage them to use
descriptive words in their writing.
2 Always point out at least one positive aspect of a child’s writing before you
make a suggestion for improvement. For example, say: You remembered
to start each sentence with a capital letter. Very good! Now let me show
you something else good writers do.
2 Remind children to use the tools available to them, such as a Traveling
Word Wall (see page 7) or a Sound Sheet (see page 8). Also encourage
children to reread their stories to make sure they have included adequate
information and detail.
2 Compare a child’s work to that of an author with whom the child is familiar.
For example, say: I like the way your animals talk like Eric Carle’s did in
The Grouchy Ladybug. Then use the opportunity to introduce speech
bubbles and quotation marks to the child.
Conferencing 101
Conferencing: Revising Content
Conduct one of these “minilessons” with an individual child. Model for the child
one thing he or she could do to make his or her writing easier to read, such as
the following:
2 Remind the child that we always write from left to right. Show the child a
green circle and a red circle cut from construction paper. Ask the child what
green and red on a stoplight mean. Open to a page in the child’s journal.
Have the child place the green circle on the left side of the page and the
red circle on the right side of the page. Tell children to use these circles to
remember where to begin writing on a page.
2 Explain to the child that when you draw a picture, you like to label the
things in the picture. Help the child label the things in a picture in his or
her journal.
2 Demonstrate for the child what to do when writing a word that he or she
does not know how to spell. Tell the child you are going to write Rainbows
have different colors. Say: I write “Rainbows have,” but I do not know how
to spell “different.” So, I will just write the first letter and ask for help later
or look for the word in my Word Wall or Favorite Words folders.
2 Choose a journal entry that does not have very much punctuation. Read
the story without pausing. Prompt the child to say that we will need to add
some punctuation to let the reader know how to read the story. Help the
child read aloud the words and add punctuation where appropriate.
102 Conferencing
Things
That Make
My Writing
Easier
Conferencing:
Expanding
Content
The following ideas will help children expand the content of their writing:
2 Ask a child to read aloud a part of his or her journal entry. Ask: Does this
make sense? What could we add to explain things?
2 After a child reads aloud an entire journal entry, ask if there is anything
else he or she can add to his or her story. Encourage the child to add
adjectives and other descriptors.
2 Challenge children to vary the way they begin sentences. Suggest
alternatives to beginning with I like or I see.
2 Ask a child about the characters in his or her story. Ask: What will your
characters do next?
2 Help a child recognize whether or not the events of his or her story follow
a logical sequence.
Conferencing 103
Publishing
On occasion, invite children to “publish” a journal entry for display in the classroom or to send home. Select one of the ideas below to give children’s writing a
fun, finished look.
Typed Entry
• Publishing Company
• stapler
• stickers
• scissors
• glue
Ask parent volunteers to type an entry from each
child’s journal. Invite children to illustrate their work.
Staple a construction paper cover to each child’s
paper. Give children stickers to decorate their cover.
You (the teacher) are the publisher of the children’s
work. So, write your name on the Publishing
Company reproducible (e.g., Ms. Jordano’s
Publishing Company 2006) before making copies.
Cut the labels apart and give one to each child to
glue to the back of their “book.”
About the Author
• About the Author reproducible
(page 107)
• scissors
• individual class photographs
• glue
Make several copies of the About the Author reproducible, and cut apart the individual labels. Give one
label to each child. Give each child a small class
photograph of himself or herself to glue to the box
on their label. Ask children to write about themselves
on the blank lines on their
label and glue the label to
the inside front cover of
their “book.”
Gavin
6
blue
the
playground
104 Publishing
Publishing
Accordion Books
• Publishing Company
• scissors
• large sheets of construction
paper
Invite children to search through their journals for
a story with a definite beginning, middle, and ending.
Cut several large sheets of construction paper in half
lengthwise, and accordion-fold each piece into three
sections to make a “book” for each child.
• white copy paper
Cut three squares of white copy paper for each child.
Tell children to illustrate the beginning, middle, and
ending of their story on separate squares. Have them
• glue
write their story beneath the illustrations. Have children
glue their squares to their accordion book, fold it up,
and write a title and their name on the front cover. Give each child a label from the
Publishing Company reproducible to fill out and glue to the back of his or her book.
Paper Plate Books
• scissors
• paper plates
• metal fasteners
• glue
Make paper plate “books” to publish children’s “how
to” or “all about me” writing. Show children how to
cut a one-fourth wedge from a paper plate. Place this
plate on top of a second plate. Insert a metal fastener
in the middle of the plates to hold them together.
Ask parent volunteers to help you type an entry
(divided into four sections) from each child’s journal. Help children cut out and
glue the first part of their story to the empty space
revealed on the bottom plate. Rotate the
top plate to reveal another empty space,
and have children glue the next part of
their story there. Repeat until all four
story parts are glued to the bottom
plate. Invite children to write a story
title and their name on the top plate.
Publishing 105
____________________’s
____________________’s
Publishing Company
Publishing Company
2 0 _____
2 0 _____
____________________’s
____________________’s
Publishing Company
Publishing Company
2 0 _____
2 0 _____
____________________’s
____________________’s
Publishing Company
Publishing Company
2 0 _____
2 0 _____
____________________’s
____________________’s
Publishing Company
Publishing Company
2 0 _____
2 0 _____
106 Publishing
Publishing Company
About the Author
Author: __________________________
Author: __________________________
Age: _____________________________
Age: _____________________________
Favorite Color: ____________________
Favorite Color: ____________________
Favorite Place to Go: _______________
_________________________________
_________________________________
Author: __________________________
Author: __________________________
Age: _____________________________
Age: _____________________________
Favorite Color: ____________________
Favorite Color: ____________________
_________________________________
_________________________________
Publishing 107
Award Tickets
Award tickets are a wonderful way to praise children who incorporate the skills taught in minilessons into their daily work. For example, after modeling spacing, praise children who have
used good spacing in their writing by stapling a Super Spaceman award to their journal page.
Reproduce the awards below on brightly colored paper, cut them apart, and staple them to
children’s journal pages.
Super Spaceman says,
“Wonderful job using spacing
in your writing today!”
Peter Panda says,
Lucy Lizard says,
“I like the way you used capital
letters in your writing today!”
108 Award Tickets
“Perfect job using periods in
your writing today!”
Award Tickets
Award tickets are a wonderful way to praise children who incorporate the skills taught in minilessons into their daily work. For example, after modeling printing, praise children who’ve used
good printing in their writing by stapling a “purrrfect printing” award to their journal page.
You used
“PURRRFECT printing”
today!
WOW! I like how you
used your sight words
in your writing today!
Sammy Snake says,
“I like how you SSSSounded
out your words today!”
Award Tickets 109
Award Tickets
Award tickets are a wonderful way to praise children who incorporate the skills taught in
minilessons into their daily work. For example, after modeling how to stick to a topic, praise
children who have stuck to a single topic in their writing by stapling a Tommy Turtle award
to their journal page.
SUPER
spelling today!
Tommy Turtle says,
“I like how you stuck to
the topic today!”
110 Award Tickets
Your story had a beginning,
a middle, and an end!
What a tasty story!
Award Tickets
Award tickets are a wonderful way to praise children who incorporate the skills taught in
minilessons into their daily work. For example, after modeling the use of word wall words,
praise children who used them in their writing by stapling a Humpty Dumpty award to their
journal page.
I like how you used a lot
of word wall words in
your story today!
Your story
made me smile!
Perry Penguin says,
“I like how neatly you printed
your words today!”
Award Tickets 111
Award Tickets
Award tickets are a wonderful way to praise children who incorporate the skills taught in minilessons into their daily work. For example, after modeling the use of color words, praise children
who used color words in their writing by stapling a “You painted a colorful story today!” award
to their journal page.
You painted a
colorful story today!
The King of “ing” Award!
You wrote an exciting story today!
I like how you used
exclamation points!
112 Award Tickets
I like how you used the ending “ing”
in your writing today!

Written by Kimberly Jordano and Kim Adsit

Transcription

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