WRITING LESSONS

TITLE LESSONS
10 Things I know About Read the story. What is interesting
Whales about its layout? Students pick an
animal they want to research and find
Non-Fiction Writing interesting facts about it and follow this
author’s organization style.

A Day of Autumn Read the story. Brainstorm what they

think of in autumn. Students write their
own story.

Ideas
Fluency
ABC Books Read parts of the books to model
examples of what K, 1st, and 2nd graders
Different levels for K-
may write when creating an ABC book.
2nd. Then show them the last 4 books for
3rd: M is for Michigan, examples of what they could create
Q is for Duck,
using interesting sentences. Students
Tomorrow’s Alphabet
move to writing 5 letters a day.
Word Choice
Voice
Abuela Read and brainstorm the places they
flew to. Discuss the places they would
Ideas like to fly to if they could fly. Students
Word Choice move to writing their own piece
Voice focusing on exploding each moment.

Africa Calling Read the story. Discuss what they felt

the author did well. Students move to
writing about an area they know
Word Choice remembering to use great word choice.
Voice
Agate Read the story. Discuss the author’s
Big Idea. Why is it important that we
view others as well as ourselves as
Ideas
special? Create a see/saw writing piece
Fluency
about what makes someone else special
and how you are different yet still
special.

All the Places to Love Descriptive writing. Brainstorm

important personal places. Use sensory
details so vivid it will put the reader
right at the spot.
Ideas
Fluency

All You Need for a Read the story. Students write how to
Snowman build a snowman remembering to add
all the important detail.

Sequence/Enumeration
Always in Trouble Brainstorm items dogs could do that
might get them in trouble. Read the
story. Discuss what the dog did
throughout the story. Discuss how they
could take an idea and follow this
organization style. Students move to
writing about their own pet or a
Ideas possible pet following the days of the
Details week sequencing.
Sequencing
Amazing Grace Read the story. What is special about
Grace? Brainstorm what they have
Ideas wanted to do and why. Students move
Voice to writing about a time they were told
not to try or a time they felt maybe they
shouldn’t try.
An Egg is an Egg Follow the author’s organizational
style.
Organization
And if the Moon Could Read the story. Brainstorm what the
Talk moon would see in their neighborhood.
Students move writing about their
Ideas neighborhood using the author’s
Details organizational style.

Apple Pie Tree, The Discuss how this author uses

sequencing to write her story. What
Sequence/Enumeration other topics could they pick that would
lend itself to sequence writing.
Students move to writing on their own
topic.
Arty Facts Read the story. Ask the students what
makes this story unique compared to
Craft library others. What other sequence writing
could someone do? Review sequence
Sequence/Enumeration words. Students move to creating their
own sequence piece.

Bad Case of Stripes, A Discuss as a class how important it is to

be true to yourself and to be an
Ideas individual. We are all special, move to
Fluency writing about their own likes and
dislikes.

Bats at the Beach What are some things you can do at the
beach? Read the story. Discuss what
Ideas the bats did at the beach. What are
Details other places that would be interesting to
write about? Students move to writing
on their own topic.
Bear By Himself Brainstorm and chart what the students
like to do alone.
Read the story. Discuss what would
have made the story better (fluency).
Students move to creating their own
piece focusing on fluency.
Word Choice
Fluency
Bear on a Bike Read the story and discuss the places he
went. Students move to writing where
Ideas they would go on a bike, raft, boat, hot
Fluency air balloon and spaceship

Best of Friends, The Read the story. Brainstorm what these

friends liked. What do you think
Ideas makes a good friend? Move to writing
Fluency about it.

Boot Weather Read the story. What are the key words
in the story? Chart them. What would
Directionality make the story more interesting?
Students move to writing their own
“directionality” story.

But No Elephants Read only to the part where the

elephant has an idea to help. Students
New ending write their own ending to the story.
Butterflies in My Read the story. Students write their
Stomach and Other own and illustrate.
School Hazards

Metaphors Use with:

A Chocolate Moose for Dinner
The King Who Rained
A Little Pigeon Toad
My Momma Likes to Say

Cactus Poems Read 5 poems. Some model the 1st

person. Brainstorm what things in
Ideas
nature they could write about. They
Voice
need to have schema on their topics.
Word Choice
Students move to writing using this
same style (does not have to rhyme).
Canoe Days Read the story under the document
camera. Have some of the great word
Word Choice choices covered and see what the
students can come up with….then share
what the author used. Students move to
writing about a memorable time with
their family or friends.

Cat’s Colors Read the story. Discuss how the

sentences could be more interesting.
Word Choice Students follow the same pattern of the
Voice story to create their own story.

Cesar Takes a Break Read the story. Where did Cesar go

throughout the story? Brainstorm
places Izzy could visit if she could.
Students move to writing a story about
Izzy and the places she would visit.
Creative writing
sentence fluency
Charles of the Wild Read both stories. Complete a Venn
diagram. Students move to writing one
Use with way they are alike and one way they
are different.
The Dog Who Cried
Wolf

Compare/Contrast
Cheerful Quiet, The Read to just before the final solution.
Discuss what ideas he tried. Student
move to writing how they think it will
be solved. Brainstorm opening
sentences so they are not retelling the
whole story.

Fluency
Word Choice
Voice
Child’s Calendar, A Read the story. Discuss what is special
about the months. Students choose a
Ideas month to write about.
Word Choice
Voice

Come Along Daisy Read the story. Discuss what Daisy’s

poor choices were.
Write about a time you didn’t
listen…give
Knowledge/Experience details.

Come on, Rain! Read the story under the document

camera. Cover great word choices and
Word Choice see what the students come up with.
Students move to writing about a
summer’s day using increased word
choice.
Could Always Be Worse Read the story. What was the author’s
message to us? How could they write
Organization about their day following this style?
Students move to their own writing.

Courage Read the story and have students share

their favorite example of courage and
list them.
(compare this book to the Select a word different word…like
older version of freedom. Students brainstorm possible
Courage) sentences… Freedom is when the bell
rings on the last day of school. What
other words could work?
They chose their own title and create a
story using the author’s style.
Knowledge/Experience
Crazy Like a Fox: A Read the story under the document
Simile Story camera. Discover all the similes.
Students move to writing as many
Similes similes that they can.

Creatures at my Feet Read the story. Think about the woods,

a field, a pond, a beach, or any place
Ideas/word choice they know a lot about. Students move
to writing about the 5 senses of their
place.
Dear Mr. Blueberry Letter writing…
Brainstorm things they think most
people don’t believe in. They move to
writing a letter about 1 thing trying to
convince me that I should too.
Letter Writing
Dear Santa Claus Students write to Santa telling him
ways they have been good this year.
Ideas Ask Santa wonders that they have.
Fluency
Desert Voices Read a poem that is written in 1st voice.
Write one whole class. Students move
Voice
to writing their own animal piece.
Repeat this process for 3 days.

Desert Voices Read some of the poems that are from

the animal’s perspective. Students pick
Animal perspective and animal that they have schema on
and write in this way.

Don’t Forget to Write Read the story. Brainstorm what made

the girl’s letters interesting. What will
Letter Writing make their letters interesting?
Brainstorm how to start, paragraphs
(new topics), wrap up.

Don’t Let the Pigeon Read the story. Review all the reasons
Stay Up Late the pigeon gave to stay up late.
Brainstorm some of theirs. Students
Ideas move to writing their own sequence
Fluency story about staying up
late…remembering to keep their
sentences long enough.

Don’t Take Your Snake Read the story. Students think of their
for a Stroll own animal and what could happen if
they took it on a walk.
Creative writing
Ideas
Organization
Dot, The Brainstorm things they felt they
couldn’t do at first. Students move to
Ideas writing about one of them.
Everyone Needs a Rock Read the story. What other items could
you write about? Follow the
Ideas organization of the story but with your
Fluency own idea.

Extraordinary Gift, The Read the story. What other things that
we see in our world could be made
Ideas even better? Students move to writing
about their own thoughts following the
author’s style.

Eye Guess Read the story. What was unique about

this story? What other ways could you
Ideas start a guessing book? Students move
to writing their own.

Feel the Summer Discuss what they liked about the story.
Chart what they could write about if
Knowledge/Experience they were creating a book called Feel
the Winter. Students move to writing
their own story concentrating on word
choice and detail.

Fine, Fine School, A Read the story to the class. Talk about
how Thornapple is a fine, fine school.
Ideas Move to writing about it.
Word Choice
Voice

Flower, The Read both stories. Create a class Venn

Use with diagram. Students move to writing
Tin Forest, The about one way the stories were alike
(craft library) and one way they were different.

compare/contrast
Froggy’s Halloween Students write about what they are
going to be for Halloween. Give
Fluency details as to why they picked it. Move
to how they will be safe when they are
trick or treating.
Frosty the Snowman Read the story and discuss the
adventures. If you made a snow dog,
Organization what adventures could you go on?
Students move to writing their own
Ideas story following the same pattern as
Frosty the Snowman.
Gardener, The Read the story. What made her letters
interesting? Brainstorm and chart what
Letter Writing they could write to next year’s teacher.
Review the letter format. What do you
do when you start a new topic in your
letter? What should be in a closing
paragraph? Students move to writing
their letters.
Giraffes Can’t Dance Read and discuss the story. Brainstorm
things they had to learn that was
Knowledge/Experience challenging. Students write about a
time they learned something
new…what was easy about it and what
was hard about it?
Giving Thanks Read the story. Students write about
what they are thankful for.
Ideas
Fluency
Giving Tree, The Read and brainstorm what the tree gave
to the man. Students write about who
Ideas they could give a gift to, what it would
Fluency be, and why. They need to remember
that the tree gave of itself…so…their
gifts have to be something that does not
need money to buy it.

Grumpy Cat Read the story. Write about a time you

were not happy about something and
Problem solving how it ended up good yet different.

Hailstones and Halibut Discuss how the author took the idea of
Bones…poetry color and created a book. Students
choose colors and create sentences that
Ideas “grab you”.
Word Choice
Voice
Hairy, Scary, Ordinary Discuss adjectives. How can they
make your sentences stronger? Read
Adjectives the story. Students move to a free write
using an adjective in every sentence.

Handmade Secret Hiding Read the story. Brainstorm all the

Places places that would make a good hiding
place and what you would use it for.
Knowledge/Experience Students move to writing about their
place or a place they would like to
have.
Happy Birthday Grampie Read the story. What nice thing did the
girl do for her grampie? Students move
Ideas to writing about a time they have done
Fluency something nice for someone.
Have You Filled My Read just the beginning of the story.
Bucket Today? Discuss the ideas the author used.
Brainstorm new ideas. Students move
to writing about ways they could fill
some ones bucket.

Ideas

Hello Ocean Discuss how the author uses the 5

senses in his writing piece. Students
Word Choice select their own idea to write about
Voice using the 5 senses. Each sense should
Organization have a least 3 sentences using good
detail.

Hello, Goodbye Window, Read the story. Brainstorm places that

The hold special memories for the students.
Move to writing about that one special
Knowledge/Experience place to them.

Hello, Harvest Moon Read the story. Discuss

alliterations…chart some from the
Alliterations story. Students move to writing their
own.
Hey Little Ant Read the story. What is the
organizational style? Students pick
See/saw another animal and follow this author’s
style.
Hole Is To Dig, A Read the first part of the story and
discuss the pattern. Brainstorm new
Ideas ideas. Students move to their own
Fluency writing following this pattern.
Hoops Read the story. What did they notice
about the style (the author did not lead
Word Choice and Style with the words “playing
basketball”…they had to figure it out.
What are some topics they could write
about that they could use this style?
Students move to creating their own
story.

How Do I Love You? Read the story. How did the author
organize it? Students move to writing
Organization their parents a Valentine card following
this same pattern.
How Do You Know It Is Read and discuss the style. Students
Spring? write their own text modeling this style.

Organization
How Does the Wind Read the story. Discuss the pattern.
Walk Students move to writing their own
story about rain or snow following the
Word Choice & Pattern pattern.

How I Spent My Read the story. Brainstorm places they

Summer Vacation went. Students move to writing about
something they did over the summer
Knowledge/Experience remembering to add detail.

I Know Here Read the stories. Discuss the author’s

and purpose. Students move to writing
What You Know about their home and what they love
about it.
Knowledge/experience
I Like Myself Read the story. What are things you
like about yourself? Students move to
Ideas writing about all the things they like
Fluency about themselves and why.
I Love the Rain Read the story. Write about the things
you like that your friends my not. Give
Ideas multiple reasons why you like it.
Fluency
Persuasive Writing
I Need A Friend Read the story. Discuss the author’s
style. What are some new ideas they
Ideas could write about? Students move to
Organization writing using the author’s style.

I Wanna Go to Read the story and discuss what the little

Grandma’s House girl did at her grandmas. Brainstorm
things they like to do at a relative’s house.
Knowledge/Experience Students move to writing about it.

I Wanna Iguana Letter writing…

Brainstorm a pet they would love to

have but mom/dad say NO! Students
move to writing a letter convincing
their parents why they should be able to
get their pet.

Letter Writing
I Wish Tonight Write about your wishes using
paragraphs. Give at least 3 reasons
Ideas why the wish is important to you.

I’m a Michigan Kid Read the author part first. Read some
of the children’s pieces from the book.
Students write about a place in Grand
Fluency
Rapids they love and write about it
Word Choice
beginning with …I’m a Grand Rapids
Voice
kid.
I’m In Charge of Read the story. Discuss the
Celebrations celebrations the author wrote about.
Brainstorm unique celebrations they
Ideas could write about. Students move to
writing about celebrations they would
create if they could. They need to say
why and what it would look like.
If I found a Wistful Read the story. Students follow the
Unicorn author’s pattern to create their own
story.
Ideas/organization
If You Find a Rock Read the story. What made the story so
great? What other items could you
writing about? Chart their ideas.
Students move to writing about one of
the ideas.
Example: A Stick…
Craft library fishing, drawing, knocking down an
apple, etc…

Ideas

Imogene’s Antlers Read the story. What did the girl use
her antlers for? What could she do
Organization with the peacock feathers? Students
Ideas write their own story choosing an
animal part that they would wake up
with.
Important Book, The Read and discuss the author’s style.
Students choose different items to write
Organization about using the author’s style.
Ideas
It’s Fall Brainstorm how we know it is fall.
Read the story. Students use their 5
5 Senses senses to write about fall.
Ideas
Word Choice
 Brainstorm how we know it is fall.
Read the story. Students use their 5
senses to write about fall.

Voice
It’s Winter Read the story. Chart all the things the
child did in the snow. Chart what is
5 Senses unique to winter. What could be listed
Ideas under our 5 senses? Brainstorm some
Word Choice of their ideas. Students move to
Voice writing about the 5 senses of winter
using word choice and detail.
Journey of Oliver K. Read the story. Brainstorm all the
Woodman places he went. Where else could he go
that you have scheme on? Students
Letter Writing move to writing places they would take
him.
Let’s Go Swimming with Read the story. How did Mr. Sillypants
Mr. Sillypants overcome his fear of swimming? What
fears do they have? How could they
Ideas get rid of them? Create a see/saw
writing piece about fear/overcoming it.

Library Mouse Read the story. Teach students how to

make foldable books. During For the
Creating books Love of Writing they can write books.

Lilly’s Purple Plastic Read the story. Discuss Lilly’s

Purse problem. Students share problems they
have had. They move to writing about
Knowledge/experience a time that their day didn’t go as
expected.

Listening Walk, The Read and brainstorm all the sounds that
the child heard while taking a walk.
Fluency Brainstorm other places you could be
Word Choice and what sounds would you here.
Voice Example: my backyard, the beach, the
airport, etc… Students pick a place and
write about the sounds.
Long Night Moon

Ideas
Word Choice
Look Who’s Counting Read the story with shorter sentences
than how it is written. Then read the
Ideas story and discuss how it could be
Word Choice improved even more. Students move to
Voice their own counting story focusing on
word choice.

Magic Bicycle, The Write about your experience of learning

how to ride your bike.
Knowledge/Experience
Magic Finger Brainstorm what bothers them what
others do. What if they had a magic
Ideas finger? Write what they would do.
Fluency
Making the World Read the story. Brainstorm things they
love in nature and chart. Volunteers
Ideas describe them in a sentence. Students
Word Choice move to writing about the things they
Voice love in nature and why.

Marshmallow Clouds Read the story. Could this story really

happen? Students move to writing
Creative writing about how they would get to a cloud
and what they could do.

Max’s Words Read the story. Why are words so

powerful? If they could think of one
Word Choice word that would hold meaning for
them, what would it be and why?
Me and My Flying Read the story. Discuss all the places
Machine he went. Ask how the story ended.
Students move to writing about their
Ideas adventures in a boat that they made.
Fluency
Miss Alaineus Read the story. Ask students what her
mistake was. Did it turn out okay?
Why?
Have they ever made mistakes? Ask if
anyone wants to share. Students move
to writing about a mistake they made
and the outcome.

Knowledge/Experience
Moon Was the Best, The Read and discuss the story. Students
write about special places using good
Word Choice word choice.
Voice
Muldoon Read the story. What is the pattern at
the end of the book? Students move to
Ideas/organization writing about what their pet would do
(days of the week) each day of the week.

My Prairie Summer Read the story. What makes Emma’s

diary so good? What would make your
Letter Writing letter to next year’s teacher good?
Students move to writing their letter
remembering to use detail.

Mysteries of Harris Create a story about one of the pictures

Burdick, The in the book.
Ideas
Word Choice
Voice
Nature Spy Read the story. Go outside and find
two things the can carry in to write
Ideas about. Student move to writing in
detail about their two objects found in
nature.

Night in the Country This author models the night

progression with the subtly of
Sequence/enumeration language. Ask the students how we
know the night is progressing towards
bedtime. Students move to writing
about what happens after they get
home.
Night is Coming Read the story. What is happening with
the animals? Students move to writing
Ideas about what would happen once night
comes.

Night Noises Read and discuss what the story was

about. Brainstorm what types of parties
they have been to. Students move to
writing about a party they enjoyed.
Knowledge/Experience

Nothing To Do! Read the story. Discuss all the ideas

this child had to stay busy. Brainstorm
Ideas things they like to do. Students move
to writing about their day following the
style of the author.
Odd Velvet Writing to a prompt…
Would you like to be friends with
someone like Velvet? Explain your
answer using detail from the text.
Fluency
Word Choice
Voice
Old Black Fly Discuss the pattern of the ABC story.
What made the word choice
Word Choice interesting? What other titles could be
Voice created (Old Buzzing Bee, Wriggly Old
Directionality Ant, Slippery Old Snake, etc.)?
Students write their own story but
instead of focusing on an ABC story,
they should focus on the 7 days of the
week.

Oliver Button is a Sissy Read the story. Brainstorm ideas of

things you couldn’t do at first.
Detail Students move to writing about a time
that they learned to do something that
was hard.

Other Way to Listen, The Read and discuss the story. Brainstorm
things they could hear but don’t have to
see. Students move to writing about
Ideas this topic.
Fluency
Our Tree Named Steve Read the story. Discuss all the reasons
why the tree was so important to the
Ideas family. Brainstorm things that are
Fluency important to hour family and the
reasons behind it. Move to writing
about it.
Owl Moon What was it in the author’s style that
kept your attention? Share my writing
Organization piece about my day on the river. What
real thing could they write about that
would make me not want to stop
reading their story? Students move to
writing…remembering to focus on
“anticipation”. In other
words…building up for the final
outcome.
Pain and the Great One, Discuss the theme of this story.
The Brainstorm how they think they are the
Great One and how they think they are
Ideas the Pain. Move to writing about each
Fluency one with many examples.

Pet That I Want, The What would make this book better?
Write one together as a class. Students
Fluency move to writing about a pet they want
Word Choice using the author’s style.
Voice
Pictures from our Students should have at school 5
Vacation photos.

Knowledge/Experience After reading the story, discuss what is

missing in the pictures that the little girl
took. Show my photos and share what
is missing from them. Students have 5
photos from home. They will be
writing about one picture a day giving
the details (telling the story) that the
picture could never tell us.

Piggie Pie Students continue the story by taking

the wolf or witches character. They
Story Continuation decide how the story will end.
Place to Dream, Review Position and Evidence.

Ramona is a show-off. Explain why you

agree or disagree with the statement. Use
examples from the story to support your
answer. Go on an Evidence Hunt with a
partner. Move to writing independently.
Ramona Quimby, Age 8
Page 133
Position/Evidence
(3rd grade)
Place to Dream, A Would you describe this story as happy
or a sad one? Use examples from the
story to support your answer. Go on an
A Gift for Tia Rosa
Evidence Hunt with a partner. Move to
Page 170
writing independently.
Position/Evidence
(3rd grade)
Place to Dream, A Would you have liked to go on the
camping trip with Luke and his father?
Explain why or why not using evidence
The Lost Lake
from the story. Go on an Evidence
Page 299
Hunt and move to independent writing.
Position/Evidence
(3rd grade)
Pumpkin Eye Read the story. Write a 5 sense poem.
Create a pumpkin out of cut paper to go
with their poem.
5 Senses
Word Choice
Voice
Pup Just For Me, A Read the story. Discuss the author’s
style. Students move to writing about a
pet that they want using the see/saw
style.
Example: I want a dog that can run
fast. I do not want a cat that can
scratch me.
Organization
(see/saw)
Quick as a Cricket Read the story. Students move to
creating their own comparisons to
animals. They should add length and
Ideas
word choice to their sentences.
Word Choice
Voice
Quiet Place, The Write about your quiet place. If you
don’t have one, write about the perfect
place.
Fluency
Word Choice
Voice
Rainbow of Friends, A Draw names of two students at a time
and take their picture. The pairs write
nice things about each other.
Ideas
Word Choice
Voice
Recess Queen, The Read and discuss the story. Brainstorm
what problems the students have seen
Knowledge/Experience or have had at recess time. Students
move to writing about a time they had
trouble on the
playground…or…witness something.

Red Sings From Treetops Read the story. Discuss the author’s
style. Brainstorm other sentences they
could use if our theme is summer (or
Ideas any season). Students move to writing
Word Choice about summer (or any season) using
Voice
color words and word choice.
Relatives Came, The Read and discuss all the activities the
family did together. Model listing
Detail things I did with my sister up north.
Pick one and “explode” that moment in
time. Model sentence fluency as I
write. Students move to creating a list
and choosing one to write about.
Rollercoaster Narrowing the topic…
After reading ask the students what this
author did well. Brainstorm things they
could write about. Move to writing
about 1 topic but remembering to
“explode” that one idea.
Narrowing the Topic

Rosie and Michael After reading the story students discuss

all the reasons why Rosie and Michael
Ideas were friends. They move to writing
Fluency using the same see/saw style that the
author used.

Scaredy Squirrel Read the story. What is the squirrel

afraid of? Tell them what I am afraid
Organization
of and how I handle it. Brainstorm
Ideas
their fears. Students move to writing
about what they are scared of and what
happens if they encounter it.
School Discuss what a wordless picture book
is. Why would there not be words?
Sentence fluency and Put the first picture under the document
ideas camera. Students write and sentence to
go with it. Share…repeat this process.

Sea of Wonder Would you hire Olivia to solve a

problem? Explain why or why not
The Pizza Monster using evidence from the text. Go on an
Page 185 Evidence Hunt and move to
independent writing.
Position/Evidence
Sea of Wonder Would you want to be a member of Mel
Fisher’s Crew? Explain why or why
Sunken Treasure not using evidence from the story.
Page 264 Look for evidence and move to
Position/Evidence independent writing.
 Would you want to be a member of Mel
Fisher’s Crew? Explain why or why
not using evidence from the story.
Look for evidence and move to
independent writing.
(3rd grade)
Seashore Book, The Read and discuss all the things this
author wrote about. Brainstorm places
Ideas
they could write about that they have
Word Choice
good scheme on. Students move to
Voice
writing about their own place focusing
on word choice.

Seasons Read and discuss the author’s style.

Move to writing 2 things about each
season.
Example: Spring is warm and new. I
love to fly kites on a windy day.
Ideas
Fluency
Secret of Saying Thanks, Discuss what they little girl was
The thankful for in the story. Review who
the author modeled fluency.
Brainstorm what they are thankful for.
Ideas
Students move to writing about their
Fluency
own ideas.

Secret Shortcut, The Read the story. Discuss and list on chart
paper all the things that happened to Wendell
and Floyd on their way to school. Give
students a large piece of construction paper
and tell them they will be drawing a map
creating a brand new shortcut to their school
or friend’s house. Brainstorm and chart what
creative things they might encounter on their
way to school (volcanoes, bottomless pits,
quicksand, etc.). Students move to drawing.

Organization Day 2: Students will begin writing about their

map.
Directionality Opening sentence…Make sure to discuss the
sequence words. Have students go to a new
paragraph each time there is a new
sequencing word that leads to a different
event.
Ideas
Serendipity Brainstorm the meaning of the title.
Read the 3 dictionary definitions. Read
Organization the first half of the story. Brainstorm
Ideas other serendipities. Students move to
writing their own serendipities. Finish
reading the story and share theirs.

Shelia Rae, the Brave Read the story. What were the things
she was not afraid off? Brainstorm
Ideas/fluency some of their fears. Students move to
writing about things they are afraid of
and why.
Sisters Read the story. Have students choose a
sibling or fiend to compare and contrast
themselves to. Follow the author’s
Organization organizational style. Write about he the
(see/saw) differences first and then similarities.
Make sure to use good word choice and
transition words.

Sleepy Book Read the story. What made the

sentences interesting? What topics
Word Choice could you create your own story?
Detail
Students move to writing their own
Ideas
piece.
Organization
Snow Crazy Read the story. Brainstorm the events.
Students move to writing about their
Ideas day in the snow.
Fluency
Snowflake Fell, A Read some winter poems. Chart winter
words. Students move to writing a 5
(Poetry book) sense poem.
 Read some winter poems. Chart winter
words. Students move to writing a 5
sense poem.
5 Senses
Word Choice
Voice
Snowmen all Year Read the story. What are the four
seasons? Brainstorm what the
Sequencing…seasons snowman would do in the other seasons
and why he would like the approaching
winter. Students move to writing 2
things about the 3 seasons and then
why the excitement for winter.

Some Things are Scary Read the story. Discuss the author’s
style. How did he start each sentence?
Knowledge/Experience Brainstorm other possible themes.
Students move to picking their own
theme and writing in that same style.

Somewhere in the World Brainstorm what they think their mom,

Right Now dad, grandparent, friend, sibling is
doing right now. Move to
Ideas writing…focus on sentence starters.
Fluency

Spots Discuss adjectives. Read the story. Put

pictures under the document camera
Adjectives and students write adjectives for them.

Spring Read the story. Brainstorm signs of

spring. Students write a 5 sense poem.
5 Senses
Ideas
Spring Thaw Read the story. How did the author
show good fluency? What was her
Craft library style? Brainstorm and chart the signs
of fall. Students move to writing about
Ideas
fall using the author’s style.
Fluency
Organization
Squish! A Wetland Walk Read the story. Review the different
habitats. Write sentences about what
they would like to see if they went on a
Word Choice walk in a habitat of their choice.
Voice

Stone Crazy Brainstorm ideas they could write

about. Discuss how the author took a
Ideas small idea and exploded it. Students
Fluency move to writing about one idea using
the author’s organization style.

Swim Polar Bear, Swim! Read the story. What is something your
parent/family member taught you to
Knowledge/Experience do? Write about it.

Swimmy Read the story and discuss the

theme…cooperation. Students write
about why it is important to cooperate
Ideas at school or home.
Fluency
Tenth Good Thing About Read the story. Brainstorm the good
Barney, The things about their pet or past pet.
Students move to write the 10 good
Ideas things about their pet in complete
Fluency sentences.

Thanksgiving at the Sequencing/enumeration…

Tappletons
Discuss how this author moved through
Thanksgiving Day. Model a piece of my
writing that models a similar style. Students
move to sharing with a partner about one day
in their life that they could write about. They
move to writing.
Sequence/Enumeration
That’s What a Friend Is Read the story. Brainstorm things your
friends have done for you. Now focus on one
friend.

Knowledge/Experience Prompt: Who is your friend and why? Think

of at least 3 things they have done for
you…explode each moment so it does not
turn into a list.

The Midnight Farm Read the book. What is the

organizational style? Students move to
Number book & Word writing a number book about a certain
Choice place while working on word choice.

The Paperbag Princess Read the story but stop reading just
before the end. Students create their
Ideas own ending to the story.

The Quiet Book Read the story. Brainstorm other quiet

times the author did not think of.
Ideas/organization Students move to writing about them
following the author’s style.

The Year a Maple Hill Reading the story. Discuss the months
Farm of the year. Students move to writing
one quality sentence about each month.
Sequence
Three Questions, The Before reading write down these three
questions:
When is the best time to do things?
Who is the most important one?
Ideas What is the right thing to do?
Discuss their answers.
Read the book and stop at page 6.
Go back to the 3 questions on the chart.
Their answers should become more
thoughtful. Students will move to
writing their answers. Finish the story.
Thunder Cake Read the story. Why was the girl
scared? How did the grandma help
Knowledge/Experience her? Brainstorm times they were
scared. Students write about a time
they were scared remembering to use
good word choice to enhance the piece.

Today I Feel Silly and Read and chart the different moods.
Other Moods That Make Brainstorm sentences they could write.
My Day Students move to writing about the
different moods.
Ideas
Toot and Puddle Read the story. Discuss why Toot
wrote to Puddle so often. How are
Letter Writing letters and e-mail different? Who could
you write to let them know what is
going on in your life? What could you
write about

Tree is Nice, A Read the story. Brainstorm and chart

all the ways trees are useful. Students
Ideas move to writing about them and
remembering to explode each one with
detail.
Turning of the Year, The Read and discuss the organizational
style. Students model the organization
Organization of this text to create their own Turning
Ideas of the Year.

Twelve Days of Students can write about Christmas or

Christmas in the North Winter but focus on the 7 days in a
Woods week.

Organization
Ideas
Two of Them, The Brainstorm ways one of their relatives
is special to them. Students sit knee to
Ideas knee with a buddy and share. They
Word Choice move to writing about their relative.
Voice

Up North at the Cabin Narrative…

Discuss traditions. Brainstorm some of
theirs. Read a few pages from the book
and discuss. Students move to writing
about a tradition remembering to
explode each moment so it can be
visualized.
Knowledge/Experience

Up North in Michigan Some of my most cherished memories

are from my family trips up
north…share some. Brainstorm what
they have done with their families.
Students move to writing about them.
Knowledge/Experience
Walls Are to Be Walked Pre-read question…Why would it take
a long time to walk home? Read the
Ideas story. Students move to writing their
own walking story.

Wave Show a page at a time under the

(wordless book) document camera and students write a
sentence about each page.
Word choice
We Are All Special Read and brainstorm ways each of us
are special. Students move to writing
Ideas about ways they are special moving to
Fluency ways their family members are special.
We’re Very Good Friends Read the two stories. Brainstorm what
My Sister (Brother) and I they like to do with their siblings.
Students move to writing about their
brother or sister following the author’s
Ideas/fluency style.
We’re Very Good Read the story. Students think about
Friends, My Brother and their own sibling or friend. Discuss
I their ideas. Students move to writing
about their sibling or friend following
Organization the author’s style.
Ideas
Welcome to the Ice Read the story. Review all the animals
House the author wrote about. What made
this story interesting? What other
Ideas habitats could you write about? Do
Word Choice you need to have scheme on the
Voice habitat? Why? Practice with the
ocean. Students choose their own place
and begin writing.
Wemberly Worried Read the story and discuss all her
worries. Brainstorm some of their
Ideas worries. Students move to writing
Fluency about things they worry about and why.

What am I? Creep Read one riddle. Discuss what they

Crawlies think riddles are. Read the rest of the
book. Students move to creating their
Riddles own riddles.
What Are You So Read the story. Brainstorm things that
Grumpy About? make them grumpy. Students move to
writing about things that make them
Ideas grumpy and why.

What Brothers Do Best Read the story. Discuss with students

What Sisters Do Best some ideas that they could write about.
They move to writing about family
Ideas members.
What Do You Like? Read the story. How could this story be
made better? Students move to writing
Fluency a similar story using better fluency and
Word Choice word choice.
What’s Up, What’s Read the story. Take the students
Down? outside with clipboards. They take
notes on what they see when they look
Ideas up and down. Come back into the
Word Choice classroom and discuss adjectives.
Voice Students create a see/saw book in the
same style as the author
When I Grow Up Read the story. What were the things turtle
wanted to be when he grew up? Why do you
think he wanted to be those things? Brainstorm
Ideas different things they want to be when they grow
Fluency up. Students move to writing about what they
might want to be when they grow up. They
should give 2-3 reasons why.

When I Grow Up Read the story. Students move to

writing about 3 things they might be
Ideas/fluency when they grow up and why.

When I Was Little Read the story. Students move to

writing about what they did when they
Ideas were younger.
When it Starts to Snow Just show the students the front covers
of the books. Discuss what was it
A Snowflake Fee about these titles that made me want to
open the books. Have them pick a title
Snowmen at Night and write a story.

Snow Music
When Morning Comes Read and brainstorm all the things that
were seen in the story. Brainstorm
Word Choice things they see in the morning.
Voice Students write about what they see
remembering to add detail.
When Sophie Gets Read the story and discuss what Sophie
Angry…Really Really does when she gets angry. Write about
Angry when you get angry and what happens.

Voice
Where Does the Read the story. What are some things
Butterfly Go When it that they do when it rains? Students
Rains move to writing about it.
Ideas/sentence fluency

Where I Live Read the story. Brainstorm the

different places that were special where
Fluency she lived. Students move to writing
Word Choice about where they live focusing on word
Voice choice and fluency.

Where I Live Read the story. Discuss what made the

book enjoyable to listen too. Students
Knowledge/experience will move to writing about where they
Word Choice live thinking of all the details that they
5 senses could add.

Who Wants a Cheap Read the story. What style did the
Rhinoceros? author use (see/saw)? As a group,
choose another animal and brainstorm
Organization all the pros and cons to owning that
Ideas animal. Students move to choosing
their own animal and writing using the
same style.
Wilfrid Gordon Have students share about one favorite
McDonald Partridge treasure they have (an item or a
memory). Then read the book.
Ideas Students move to writing about the
Fluency meaning of their item or memory.
Willy the Wizard Read the story. Discuss if the shoes
were magical. Students move to
Creative writing choosing something they find that they
can wear that is magical and their
adventures.

Yes, Please! No, Thank Read the story. Brainstorm what would
You! be fun and the downside to it. Students
move to writing their own Yes, Please!
Organization No, Thank You! Story
(see/saw)