Unit of Study

One Month of Reading

and Writing Lessons
with tons of printable
resources
Jen Bengel 2014
 Table of contents

Rationale…………………………………………………………………………………………………………………………………………………..page 1

Workshop Formats
& Mini-lesson Structure…………………………………………………………………………………………………………………….pages 2-5

Interactive Read-Alouds…………………………………………………………………………………………………………………pages 6-7

List of IRA’s to Read for

this unit………………………………………..…………………………………………………………………….…………………………….……………page 8

The Reading & Writing Mini-Lesson Statements……………………………………………………….………….pages 9-25

Mini-Lesson Details
With Charts and Share Activities……………………………………………………………………….……..………..…….page 26-84

My Record of Writing………………………………………………………………………….………………………………….…………….page 85

Reading Conference Observation Notes Form……………………………………………………………..………….page 86

Writing Conference Observation Notes Form……………………………………………………………………….….page 87

Reading Log Sheet…………………………………………………………………………………………………………………………………page 88

Tabs for Reader’s & Writer’s Notebooks…………………………………………………………………………………….page 89

Book Talk Form…………………………………………………………………………………………..……………………………………………page 89

Printable Mini-Lesson Statements

For Reading and Writing Notebooks…………………………………………………………….……………………page 90-93
Copyright © 2014 Jen Bengel
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not  for  public  display.
 Rationale:

This historical fiction reading and writing unit is an awesome resource for teaching a month of
both reading and writing workshops. Included are 20 lessons for reading and 20 lessons for
writing. A Common Core State Standard for third grade is linked to each lesson. There are also
descriptive details and an example of a class chart for each and every lesson.

The main goal of this unit is to introduce students to numerous text elements and topics within
historical fiction texts and to have students write their own historical fiction piece. Students will learn
to think like a reader and apply those strategies as a writer. The reading and writing lessons cover
topics such as:

* text features
•setting as it relates to historical fiction
•problem/solution
•developing characters
•point-of-view
•story elements
•organization of writing
•understanding audience
•story leads
•building tension
•Visualizing
•using dialogue
•language and time
•validity of facts
•adding important information
•Noticing and revising order of events
•revising and editing strategies
•publishing strategies

20 interactive read-aloud texts are listed and used in each of the 20 reading lessons. Every text is
a historical fiction. The texts were carefully chosen to show a variety of cutures and times in history.
Reading these books is great because they offer examples of historical fiction writing from
published authors. They are the foundation for all the learning in this unit.

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 Workshop Format

\and Mini Lesson Structure

*The minilesson
*Independent practice
*The Share
The Reading Workshop(45-60 min.)
The Mini-Lesson (10-15 min.)
•Sit at the carpet in a circle so everyone can see each other when they talk.
•Students bring their reader’s notebooks and copy the mini-lesson statement, which is
written on chart paper into the section marked ‘mini-lessons.’ (they could also glue a
copy of the statement into their notebooks)
•For the most part, mini-lessons follow the same structure
1. Read the mini-lesson statement and tell students WHY this strategy is the
focus for today. Students appreciate and respect teachers who share the
purpose behind what they are learning. The second part of most mini-lesson
statements begin with, ‘so that.’ This is the purpose part of the lesson.
Walk students through an example of what the mini-lesson is focusing on.
(direct instruction)
2. Practice an example as a large group. (shared learning)
3. Call on students to share, often adding ideas to your chart paper.
Ask students to try-out an example by turning and talking with a partner.
Come back together and share what each other said. (independent learning)
• By following this format, teachers scaffold the learning from direct instruction to
shared learning and finally independent learning.
•They also ensure that every student has an opportunity to be heard.
•Teachers are able to informally monitor who is not participating and plan to visit
them for a conference right away during independent time.
•End the lesson by Challenging students to try-out the reading strategy during
• their independent reading time.

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 Independent Practice (15-30 minutes)

•Students are reading books that they have chosen. They are often
responding to their reading on a thinkmark (a bookmark that you can write
on), a post-it, notecard, or in their reader’s notebook.
•The teacher is either conducting guided reading groups or individual
conferencing.
1. At the beginning of the year, it is common to spend the first 4-6 weeks
having individual conferences with students.
2. Teachers take notes on what students are reading, what they say about
what they are reading, and a variety of other reading related skills that
are noticed. These notes are critical because they help teachers
understand every student’s reading interests and abilities.
3. This information can be used to help students find new books in the
library, connect what their reading interests to other students in the room
(building that sense of community), informally evaulating oral reading
fluency, vocabulary skills, comprehension, and problem-solving
strategies.
4. Teachers can take notes using the ‘Reading Workshop Observation Form.’

The Share (last 5-10 minutes)

• All the students come back to the carpet and sit in a circle. (yes, even the big
fifth grade boysJ)
• They turn-and-talk to a partner about what they were reading and thinking
during independent time.
• They usually share what they wrote on thinkmarks or in their notebooks.
• This allows everyone an opportunity to share with at least one other
person. Giving all students a chance for their voices to be heard during the
school day is powerful.
• Teachers may have everyone share in the circle if it’s a quick share. Other
times, they may choose a few to share their thoughts with the large group.
• Often times the teacher will add new insights to the mini-lesson chart.

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 The Writing Workshop (45-60 min.)

The Mini-Lesson (10-15 min.)

•The same structure for the reading mini-lesson is followed for the writing
workshop.
•Students copy the mini-lesson statement into their writer’s notebooks in the
section labeled ‘mini-lessons.’
•Lessons are often refered to throughout the year as the class dives deeper
into writing. It is very cool to have a record of learning!

Independent Practice (15-30 minutes)

•As with the reader’s workshop, students are writing independnently while the
teacher is having individual writing conferences. As the year progresses,
guided writing groups are added to the teacher’s role during the independent
writing time.
•At the beginning of the year, teachers need to target conferences around
those reluctant writers. It may be necessary to visit with one or two students
every day, talking specifically about their writing strengths and building their
confidence as writers.
•Keeping track of these conferences on the ‘Writing Conference Form’ can be
very helpful in remembering what each student’s writing needs are.

The Share (last 5-10 min)

•Much like the reader’s workshop share, students return to the carpet with their
notebooks or other writing. They share with a partner. They might share their
favorite line, explain what they were working on today, or read sections of
their work. Often, a few students are called on to share with the group after
everyone has had a chance to share and listen with partners.

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This structure follows a format of I do, we do, you do. It also includes
time for students to state a plan of learning for their independent time.
Finally, there is a 5- 10 minute share at the end of the workshop that
gives students the opportunity to discuss, listen, and reflect on their
learning from the mini-lesson and independnent practice.

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 Interactive Read-Alouds:

It is critical to read to your students for many reasons.

• It builds a sense of community in your classroom.
•Everyone has the same background information because you and the students
have read the same books.
•You can talk about a book on the last day of school that you read on the first
day.
•Read-alouds can be used as mentor texts in reading and writing conferences.
•Not only does reading picture books (in all genres) build a strong sense of
community and common background, it is the heart of the reading and writing
workshops.
•Without reading to the class, teachers would not be able to use text as teaching
examples during mini-lessons. Sure, they could still make mini-lesson statements
and present them to the class. But they would have no way of modeling how a
good reader or writer applies the mini-lesson statement to his/her work if they
could not reference common text that all students are familiar with.
•Also, students would not be able to try-out the mini-lesson strategy if there
was no common text to reference.
•If you use or have ever used a basal, consider reading books to your class
your new basal.
•Teachers can teach the Common Core Standards using Interactive Read Aloud’s
in the workshop format in a way that is personalized for students, engaging,
highly intentional, and extremely specific to students’ needs and abilities.
•Examples from previously read IRA (interactive read-alouds) are used for
direct instruction, shared learning, and partner independent learning during the
reading and writing mini-lessons.

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•For example, if a mini-lesson statement was, “Readers think about what makes
the main character change in a memoir so that they can understand that
person’s point-of-view,” a teacher could talk about this statement in reference
to a memoir read together in class. Then, ask students to share their thinking as
a class with another memoir they had read. Finally, ask students to turn-and-
talk about a third character from a memoir that was read (notice learning is
scaffolded from teacher-led, group-led, student-led).
•So, for each mini-lesson, a teacher might reference three previously read IRA’s.
It is very common to reference one IRA in several different lessons throughout
the year.
•IRA’s are not meant to be read during the reading and writing workshop. If
they were read during this time and then a mini-lesson was taught, there would
be no time for students to try-out their new learning independently!
•IRA’s should be read during language time or any other time during the day
when the teacher has 10 minutes available.
•Since IRA’s are the heart and soul of the reading and writing mini-lessons, it is
extremely important to keep a class record of books that have been read in
class. I can’t stress the value of this enough.
•This list can be referenced all year long. A simple chart with lined paper can be
used. Write down the title, author, and genre of each book read. By the end of
the year the class will have a long list of books and a sense of accomplishment.
•Teachers can use these charts daily to talk about books and reference past
learning in comparison with new insights. They can look for patterns in genre,
authors, content, and theme.
•Chapter books can also be used for IRA’s. Teachers may read the same book
in sections for a week or two.
•This is great for intermediate students because they need to begin holding
information in longer text over periods of time. Books like, Stone Fox by John
Reynolds Gardiner and Love That Dog by Sharon Creech are excellent chapter
books that include longer story lines where students can practice their
comprehension stamina.

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 List of IRA’s To read the first

month of school:

Remember…in order to reference these books in a mini-lesson they need to be

read before the lesson! It is so fun to read to the kids…even the fifth and sixth
graders enjoy listening to picture books!!
The following texts are referenced as learning tools in the reading and some
of the writing mini-lessons in this genre study…

•The Scarlet Stockings Spy by Trinka Hakes Noble

•The Last Brother by Trinka Hakes Noble
•The Listeners by Gloria Whelan
•The Yankee at the Seder by Elka Weber
•Rebekkah’s Journey by Ann E. Burg
•Fishing Day by Shane W. Evans
•A Sweet Smell of Roses by Angela Johnson
•Squirrel and John Muir by Emily Arnold McCully
•Kisses on the Wind by Lisa Moser
•Sisters of the Scituate Light by Stephen Krensky
•Boxes for Katje by Candace Flemin
•The Carpenter’s Gift by David Rubel
•The Royal Bee By Frances Park and Ginger Park
•The Firekeeper’s Son by Linda Sue Park
•Terrible Storm by Carol Otis Hurst
•Ruby’s Wish by Shirin Yim Bridges
•Heroes of the Surf by Elisa Carbone
•Cheyenne Again by Eve Bunting
•The Wall by Eve Bunting
•These Hands by Margaret H. Mason

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 The Reading and Writing Mini-Lesson Statements with

Common Core State Standard {CCSS}) links:

**please note that many of these lessons could be stretched out over several days. It is completely
dependant on your professional opinion whether to extend them over more than one day (and of
course the biggest enemy of us teachers…TIME!)
http://www.corestandards.org/the-standards/english-language-arts-standards

***also note that the writing lessons take students through the entire process of writing a historical
fiction piece. Prior to beginning the unit I spend one reading workshop time having students find
historical fiction chapter books they would like to read. This usually involves a trip to the library. I use
my writing workshop time to talk about text features students have noticed in the historical fiction
texts they have chosen to read. We make a class anchor chart titled, “Text Features in Historical
Fiction.” We keep this chart up all unit and add our new understandings as we work through the
lessons.

Day Reading lesson Writing lesson Ira books to Read

Before the Lesson
1 Readers notice the setting Writers identify The Scarlet Stockings
in a historical fiction story memorable times in Spy
so that they can think history that are Setting
about how life was like at interesting to them so
that time in history. that they can think of a
setting for writing a
historical fiction story.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.5 Describe the overall 2.2 Write informative/
structure of a story, explanatory texts in
including describing how which they introduce a
the beginning introduces topic, use facts and
the story and the ending definitions to
concludes the action. develop points, and
provide a concluding
statement or section.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
2 Readers analyze the Writers develop potential The Last Brother
traits of characters in a characters that would match Character
historical fiction so that the setting in history so that
they can form opinions they can bring those
about each character. characters to life in a story.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write
2.3 Describe how narratives in which they
characters in a story recount a well-elaborated
respond to major event or short sequence of
events and challenges. events, include details to
describe actions, thoughts,
and feelings, use temporal
words to signal event order,
and provide a sense of
closure.
3 Readers make Writers consider the types of The Listeners
connections between the problems people faced during Problem
main problem in a story a certain time in history so that
and the setting so that they can develop a problem in
they can see how the their story.
time in history affected
the characters.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.8 Recall
2.6 Acknowledge information from experiences
differences in the points or gather information from
of view of characters, provided sources to answer a
including byspeaking in a question.
different voice for each
character
when reading dialogue
aloud.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
4 Readers identify the Writers create a narrator The Yankee at the
narrator in a historical in historical fiction so that Seder
fiction so that they can they can tell the story Point of View
understand the point of from one point of view.
view from which the story
is being told.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.6 Acknowledge 2.3 Write narratives in
differences in the points of which they recount a well-
view of characters, elaborated event or short
including byspeaking in a sequence of events,
different voice for each include details to describe
character actions, thoughts, and
when reading dialogue feelings, use temporal
aloud. words to signal event
order, and provide a
sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
5 Readers summarize the Writers create a Rebekkah’s
beginning, middle, and end beginning, middle, and Journey
of a historical fiction so that ending so that their Organization
they can identify the main writing is organized and
idea. easy to understand.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.

2.2 Recount stories, including 2.3 Write narratives in
fables and folktales from which they recount a
diverse cultures, and well-elaborated event or
determine their central short sequence of events,
message, lesson, or moral. include details to describe
actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
6 Readers compare events Writers get ideas from Fishing Day
in one historical fiction to other books and authors Comparing Texts
another so that they can so that they can make
draw conclusions about their own writing
different times in history. interesting and easy to
understand.
CCSS CCSS.ELA-Literacy.RL.2.10 By CCSS.ELA-Literacy.W.
the end of the year, read 2.3 Write narratives in
and comprehend literature, which they recount a well-
including stories and poetry, elaborated event or short
in the grades 2–3 text sequence of events, include
complexity band details to describe actions,
proficiently, with thoughts, and feelings, use
scaffolding as needed at temporal words to signal
the high end of the range. event order, and provide a
sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
7 Readers think about what Writers identify their A Sweet Smell of
they already know about audience so that they can Roses
a certain time in history so determine what kind of Audience: First Day
that they can connect new background knowledge of Rough Draft
information from historical they need to include in
fictions to their their historical fiction
background knowledge. story.
CCSS CCSS.ELA-Literacy.RI.2.10 By CCSS.ELA-Literacy.W.
the end of year, read and 2.8 Recall information from
comprehend informational experiences or gather
texts, including history/ information from provided
social studies, science, and sources to answer a
technical texts, in the question.
grades 2–3 text complexity
band proficiently, with
scaffolding as needed at
the high end of the range.

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Day Reading lesson Writing lesson Ira books to Read

8 Readers state their Writers include a strong Squirrel and John

opinions about a story and lead in their historical fiction Muir
find evidence from the story so that they can grab Strong Lead
book to support them. their readers’s attention.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write

2.6 Acknowledge narratives in which they
differences in the points of recount a well-elaborated
view of characters, event or short sequence of
including byspeaking in a events, include details to
different voice for each describe actions, thoughts,
character and feelings, use temporal
when reading dialogue words to signal event order,
aloud. and provide a sense of
closure.

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Day Reading lesson Writing lesson Ira books to Read

9 Readers identify tension Writers build tension in a Kisses on the

and suspense so that they story so that they can Wind
can ask and answer continue to hold their Build Tension
questions about how they reader’s attention.
were feeling at that point
the story.

CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.W.2.3 Write

and answer such questions narratives in which they
as who, what, where, recount a well-elaborated
when, why, andhow to event or short sequence of
demonstrate events, include details to
understanding of key describe actions, thoughts,
details in a text. and feelings, use temporal
words to signal event order,
and provide a sense of
closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
10 Readers compare Writers show, rather than tell Sisters of the
different cultures to how characters feel in a story Scituate Light
their own so that they so that their readers can Visualizing: Show
can understand visualize the story. vs. Tell
similarities and
differences.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write

2.2 Recount stories, narratives in which they
including fables and recount a well-elaborated
folktales from diverse event or short sequence of
cultures, and determine events, include details to
their central message, describe actions, thoughts, and
lesson, or moral. feelings, use temporal words
to signal event order, and
provide a sense of closure.
11 Readers evaluate parts Writers use diaglogue so that Boxes for Katje
of a story that add to readers can be drawn into Dialogue
enjoyment so that they the story.
can talk about their
favorite parts.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.2.3 Write
2.1 Ask and answer such narratives in which they
questions as who, what, recount a well-elaborated
where, when, why, event or short sequence of
andhow to demonstrate events, include details to
understanding of key describe actions, thoughts, and
details in a text. feelings, use temporal words
to signal event order, and
provide a sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
12 Readers notice key words Writers use words that The Carpenter’s Gift
that identify specific timesdescribe the time in Language and Time
in history so that they can history they are writing
draw conclusions about about so that their
what life was like. writing is genuine to that
time in history.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.4 Describe how words and 2.3 Write narratives in
phrases (e.g., regular which they recount a well-
beats, alliteration, rhymes, elaborated event or short
repeated lines) supply sequence of events,
rhythm and meaning in a include details to describe
story, poem, or song. actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
13 Readers compare facts Writers double check that The Royal Bee
about history in a historical events in their historical Validity of Facts
fiction to what they fiction stories are
already know so that they accurate so that their
can determine if the writing can be believed
writing is accurate. by their readers.
CCSS CCSS.ELA-Literacy.RI.2.1 Ask CCSS.ELA-Literacy.W.
and answer such questions 2.8 Recall information
as who, what, where, from experiences or
when, why, andhow to gather information from
demonstrate understanding provided sources to
of key details in a text. answer a question.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
14 Readers identify important Writers add or remove The Firekeeper’s
pieces of information so information in a historical Son
that they can determine fiction so that their Add Information
what is necessary in readers can better
understanding the story. understand what the
story is about.

CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.

2.2 Recount stories, including 2.3 Write narratives in
fables and folktales from which they recount a well-
diverse cultures, and elaborated event or short
determine their central sequence of events,
message, lesson, or moral. include details to describe
actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
15 Readers notice the flow of Writers sometimes move Terrible Storm
events in a story so that parts of a story from Noticing and Revising
they can consider how the one point to another so Order of Events
order of events helps that they can make their
them understand the main story clearer.
idea.
CCSS CCSS.ELA-Literacy.RL. CCSS.ELA-Literacy.W.
2.5 Describe the overall 2.3 Write narratives in
structure of a story, which they recount a
including describing how well-elaborated event or
the beginning introduces short sequence of events,
the story and the ending include details to describe
concludes the action. actions, thoughts, and
feelings, use temporal
words to signal event
order, and provide a
sense of closure.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
16 Readers compare cultures Writers add elements of Ruby’s Wish
from one book to another culture to the setting, Comparing
so that they can identify characters, and events in Cultures/ Editing
similarities and a historical fiction so that
differences. readers can have a deep
understanding of that
culture.

CCSS CCSS.ELA-Literacy.RL.2.10 By CCSS.ELA-Literacy.W.

the end of the year, read 2.8 Recall information
and comprehend literature, from experiences or
including stories and poetry, gather information from
in the grades 2–3 text provided sources to
complexity band answer a question.
proficiently, with
scaffolding as needed at
the high end of the range.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
17 Readers evaluate the Writers revise their work Heroes of the Surf
quality of illustrations in a so that their writing has a Evaluating
story so that they can stronger and clearer Illustrations/ Adding
determine how they message for their Other Features
added to the meaning. readers.
CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.W.
and answer such questions 2.5 With guidance and
as who, what, where, support from adults and
when, why, andhow to peers, focus on a topic
demonstrate and strengthen writing as
understanding of key needed by revising and
details in a text. editing.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
18 Readers share what they Writers share their work Cheyenne Again
have learned in historical with others so that they Review New
fiction pieces with others can make sure their Learning
so that they can think message is easily
more carefully about the understood.
new information.
CCSS CCSS.ELA-Literacy.SL. CCSS.ELA-Literacy.W.
2.1 Participate in 2.5 With guidance and
collaborative conversations support from adults and
with diverse partners peers, focus on a topic
aboutgrade 2 topics and and strengthen writing as
texts with peers and adults needed by revising and
in small and larger groups. editing.
19 Readers ask and answer Writers think about The Wall
questions about what they everything they know
are wondering during about grammar and
reading so that they can conventions when they
develop a deeper are writing their final
understanding of the drafts so that they can
story. publish their best work.
CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.L.
and answer such questions 2.2 Demonstrate command
as who, what, where, when, of the conventions of
why, andhow to standard English
demonstrate understanding capitalization, punctuation,
of key details in a text. and spelling when writing.

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Day Reading lesson Writing lesson Ira books to Read
Before the Lesson
20 Readers determine what Writers keep a record of These Hands
are facts and what are their published pieces Fact vs. Fiction/
fiction elements of a and what they have Publishing
historcial fiction so that learned as writers so
they can decide what that they can remember
parts are fiction and all the great writing
which are nonfiction. strategies when they
move on to another piece.

CCSS CCSS.ELA-Literacy.RL.2.1 Ask CCSS.ELA-Literacy.W.

and answer such questions 2.8 Recall information
as who, what, where, from experiences or
when, why, andhow to gather information from
demonstrate provided sources to
understanding of key answer a question.
details in a text.

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Reading Workshop ML Statement Day One:
Readers notice the setting in a historical fiction story so that they can think about how life
was like at that time in history.

•Because it is the first day of the unit, this mini-lesson will include an IRA and take much longer than a
normal lesson.

•Begin by explaining to the students that you are beginning a month-long reading and writing unit on
historical texts.

•I have students choose a historical fiction chapter book to read during their independent reading time for
this unit.

•I do this so students can try out all the reading strategies from our mini-lessons during independent
reading time. Also, I want students to read different genres than they would normally choose on their
own.

•We spend some time in the school library, finding appropriate historical fictions to read before we begin
our unit.

•Read, The Scarlet Stockings Spy as an example of a historical fiction text.

•Ask students to think about the setting and how the time affects what life must have been like.

•After reading, complete the class chart. You could add to this chart as you read more historical fiction
texts over the next few days.

•Instruct students to pay attention to the setting and how it affects the characters as they begin to read
independently today. Have students write their thinking on a post-it, thinkmark, or in their reader’s
notebook.

•Tell them they will be sharing some of those features at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Spend 10 minutes at the end of the workshop gathering at the carpet in a circle. Have each student bring
the book they are currently reading.

•Take notes as each child shares, writing down book titles and reasonings. This is sooooo important to do;
your students have probably never had a teacher write down what they are saying. It shows them you
value their thinking and are sincerely interested in what they have to say. It’s okay to ask them to slow
down because you want to write notes on what they are saying and to explain to them why you are taking
notes. This is a great way to build students’ confidence and value them as readers!! Not to mention it gives
you a wealth of knowledge about each student as an independent readerJ

Copyright:      Out of This World Literacy (Jen Bengel) 26

 chart for mini-lesson

Readers notice the setting in a historical fiction story so that they can think about
how life was like at that time in history.
Book: Setting: What Life was Like:

Use interactive read-aloud books that you have read in class to complete this chart.

Copyright:      Out of This World Literacy (Jen Bengel) 27

Writing ML Statement Day One:
Writers identify memorable times in history that are interesting to them so that they can
think of a setting for writing a historical fiction story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•As with every ML statement, write it on a chart paper (or smart board, etc).

•If students do not already have a notebook, pass out writer’s notebooks for students and have them
make tabbed sections titled:
•Gathering seeds
•ML (mini-lessons)
•Word Work (this is where students copy interesting sentences, grammar rules, and other
conventions as they are incorporated into the writing workshop)

•Make a class list of memorable times in history that students are interested in. Once you have a nice class
list, circle a few that stand out and write more about them on clean pages. This should be an interactive
activity, where students contribute to the thinking for each time in history.

•Have students turn to the gathering seeds portion of their notebook.

•Tell them that they are going to make their own lists of times in history that are interesting to them and
that they know a lot about (or would like to learn more about through research).

•Give them about 10 minutes to make their lists.

•Ask students to share what they have so far with a partner.
•After they have shared with a partner, call on a few to share with the class.

•Then ask students to circle two or three that they would like to write more about.

•Have students title a clean page for each topic and give them the rest of writing time to write everything
that comes to mind about each time in history. Students can also write down things they wonder for each
time as well.

•As students work, walk around and conference, taking notes with the writing conference observation
form. Ask why they are making the choices they are with their writing.

•Bring students back to the carpet for the last five minutes with their notebooks. Have them share with a
partner some things they wrote about today.

•As students share with the group, take some notes. The more information you gather about each child,
the faster you will learn about each of them as writers.

Copyright:      Out of This World Literacy (Jen Bengel) 28

 Chart for mini-lesson

Writers identify memorable times in history that are interesting to them so that
they can think of a setting for writing a historical fiction story.
Memorable Times in History:
Make a class list and then discuss a few in detail

Copyright:      Out of This World Literacy (Jen Bengel) 29

Reading Workshop ML Statement Day Two:
Readers analyze the traits of characters in a historical fiction so that they can form
opinions about each character.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students today about the traits of characters in historical fictions. Talk about students’ opinions
of characters, siting evidence from the book as support.

•Review the two read-alouds that you have read in class already and use them as examples for today’s
lesson.

•Complete the first example as a model for the class.

•Ask students to turn and talk with a partner about the second example. Call on some students to share
their thinking and add it to the class chart.

•During independent reading today, have students write about the main characters in the historical fiction
books they are reading. Ask them to form opinions based on the evidence from the text. Students can
write their thoughts on a thinkmark, a post-it, or in their reader’s notebooks. Make sure they know they
will be sharing at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share today, have students turn and share what they wrote about characters with a partner.
If time, take some examples from students.

Chart for mini-lesson

Readers analyze the traits of characters in a historical fiction so that they can form
opinions about each character.

Book Character Opinions of Evidence from the

and Traits Character Text to Support Opinion
The Scarlet
Stockings Spy

The Last
Brother
Copyright:      Out of This World Literacy (Jen Bengel) 30
Writing ML Statement Day Two:
Writers develop potential characters that would match the setting in history so that they can
bring those characters to life in a story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.
•Students should have chosen a setting in history in which they are going to base their historical fiction
writing piece.
•If that have not chosen a setting, you may want to spend another day writing and researching
choices so that all students have a clear understanding of where and when their story will take
place.

•Have students turn to the gathering seeds portion of their notebook.

•Have them title a clean page, “Main Characters”
•On the class chart, make your own list of all the people you would like to include in your own historical
fiction writing piece.
•Remember to write your own piece and go through the writing process with your students. Not only is this
a great model for them when you are asking them to try new things in their work, it also shows them that
you are also a lifelong writer.
•Think aloud as you make your chart of characters. You may want to consider their character traits while
carefully considering the setting in which these characters are living.
•Ask students for ideas as you model how writers think through the planning stages of writing.
•Tell students that today during independent writing they are going to develop their characters for
their own historical fiction piece.
•As students work, walk around and conference, taking notes with the writing conference observation
form. Ask why they are making the choices they are with their writing.
•Bring students back to the carpet for the last five minutes with their notebooks. Have them share with a
partner the characters they have developed.

Chart for mini-lesson

Writers develop potential characters that would match the setting in history so that they
can bring those characters to life in a story.
My Characters
Character Basic Information Traits What he/she might do

Use your own thinking to create your characters

Copyright:      Out of This World Literacy (Jen Bengel) 31

Reading Workshop ML Statement Day Three:

Readers make connections between the main problem in a story and the setting so that they
can see how the time in history affected the characters.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students today about how the main problem and the setting both affect the characters. How
would their lives be different if they lived in a different time?

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.
•Challenge students to think about the historical fictions they are reading independently.

•Tell them to write down the main problem and setting of the historical fictions they are reading.
•Then have them write their thoughts about how the setting has affected the characters.
•Students can write their thinking in their reader’s notebook, on a post-it, or on a thinkmark.

•Make sure students know they will be sharing their thinking at the end of the workshop today.

•During the share, ask students to talk with a partner about what they wrote in response to reading today.
Ask a few to share with the class.

Copyright:      Out of This World Literacy (Jen Bengel) 32

 Chart for mini-lesson

Readers make connections between the main problem in a story and the setting so
that they can see how the time in history affected the characters.
Book Main Problem Setting How the Setting
Affects the Characters
The Scarlet
Stockings Spy

The Last
Brother

The Listeners

Copyright:      Out of This World Literacy (Jen Bengel) 33

Writing Workshop ML Statement Day Three:
Writers consider the types of problems people faced during a certain time in history so that
they can develop a problem in their story.

•Ask students to think about the lists of settings and charactes they made the last two days in their
writer’s notebooks. Have them turn to those pages and share what they wrote with a partner.

•Tell students that today they are going to consider their setting and characters that they have developed
so far to create problems that might happen in their historical fiction story.

•Model this by writing an outline for problems in your own historical fiction. It is very helpful to do your
writing ahead of time so that you are not taking up too much of the students’ writing time.

•Show students your writing and think aloud about what you could add to the character and setting
descriptions now that you have an idea for the types of problems that will happen in your story. Have a
conversation about your writing with students.

•Tell students to turn to the next clean page in their writers notebooks and title it, “Problems.”

•Tell students they will be brainstorming problems for their stories today. Remind them that this is the
prewriting stage and that they should write down all their thinking. They can decide later what exactly
they will include in their final writing piece.

•Encourage students to also look back at what they have already worked on. Tell them to add details to
both the setting and characters as thoughts come to their mind today.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, call on some student volunteers to share what they wrote today.

Chart for mini-lesson

Writers consider the types of problems people faced during a certain time in history so
that they can develop a problem in their story.
Use this space to model your own writing from your writer’s notebook by following the
directions above

Copyright:      Out of This World Literacy (Jen Bengel) 34

Reading Workshop ML Statement Day Four:
Readers identify the narrator in a historical fiction so that they can understand the point of
view from which the story is being told.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk to the class about the role of a narrator in a fiction story. Remind students that the story might sound
a little different if it were told from another character’s perspective. Have a discussion about why it is
important for readers to know who is telling the story.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Tell students to think about the narrator in the historical books they are reading independently today.

•Have them write the character from whom the story is told. They could also add some thoughts about
how the story might sound different if another character were the narrator. Have them put their thinking
on a thinkmark, post-it, notecard, or in their reader’s notebooks. Make sure they know they will be sharing
at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as your conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share, have students turn-and-talk and share who the narrator is from their books and any
other thinking they wrote down today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 35

 Chart for mini-lesson

Readers identify the narrator in a historical fiction so that they can understand
the point of view from which the story is being told.
Books Narrator Describe his/her Point of View
The Yankee at
the Seder (fill in chart based on
your think-aloud
examples, & students’ thinking)
The Last
Brother

The Listeners

Copyright:      Out of This World Literacy (Jen Bengel) 36

Writing Workshop ML Statement Day Four:

Writers create a narrator in historical fiction so that they can tell the story from one point
of view.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Students should have decided on their setting, main characters, and problems for today. Although they
will still be developing each of these key elements to their writing, they should have a general outline.

•Talk to students about choosing a narrator for their historical fiction story. The best way to do this is to
choose your narrator for your own story. Talk to the students about why you chose that character. What
was it about his/her traits and opinions that made you chose that narrator.

•Talk about the people who will be reading their writing (future audience). Ask students to consider which
character would make the most entertaining or interesting narrator. Whose point of view do they want
their readers to hear from?

•Model this thinking by completing the class chart with your own example as you write with your students.
I always complete this ahead of the mini-lesson so that I don’t take up too much time writing it in front of
the class. In my opinion, it is better to keep the mini-lessons ‘mini’ (10-15 minutes tops) so that students have
the majority of the writer’s workshop to write.

•After you work through your example have students turn and talk with a partner about the types of
things they are thinking for a narrator.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share ask students to talk about what they worked on as a writer today.

Chart for mini-lesson

Writers create a narrator in historical fiction so that they can tell the story from one
point of view.
My Narrator: Character Traits: Point of View:
Use this space to model your own writing from your writer’s notebook by following the
directions above

Copyright:      Out of This World Literacy (Jen Bengel) 37

Reading Workshop ML Statement Day Five:
Readers summarize the beginning, middle, and end of a historical fiction so that they can
identify the main idea.
•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Today, focus on understanding the main idea of historical fictions by retelling the beginning, middle, and
end of the stories.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Tell students to identify the major events so far in the historical fictions they are reading independently.

•Have them write their thinking on a thinkmark, post-it, notecard, or in their reader’s notebooks. Make sure
they know they will be sharing at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share, have students turn-and-talk and share their thinking. Call on students to share with the
class.

Copyright:      Out of This World Literacy (Jen Bengel) 38

 Chart for mini-lesson

Readers summarize the beginning, middle, and end of a historical fiction so that
they can identify the main idea.
Book Beginning Middle End Main Idea
Rebekkah’s
Journey
(fill in chart based on
The your think-aloud
Listeners examples, & students’ thinking)

The Last
Brother

Copyright:      Out of This World Literacy (Jen Bengel) 39

Writing Workshop ML Statement Day Five:

Writers create a beginning, middle, and ending so that their writing is organized and easy to
understand.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Model for the class your graphic organizer for beginning, middle, and end. Explain to the students that
the most important thing to remember is that their writing makes sense to their readers.

•Model how writers reread their work to make sure it is making sense.

•Try to focus their thinking around the types of things that would interest their audience when they are
planning their outlines today.

•Remind them that authors write historical fiction stories to teach something about that time in history,
inform, and entertain their readers. So, they need to consider what it is their audience already knows
about this time in history and what they might like to know before they begin writing.

•Have them complete this chart in their writer’s notebooks at the start of independent writing today. If
they have time, they can go back and add more details to the prewriting work they have been working on
in the days before.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to turn-and-talk with a partner about their writing. Call on a few to share
with the entire class.
Chart for mini-lesson

Writers create a beginning, middle, and ending so that their writing is organized and
easy to understand.
Beginning:
Complete this graphic organizer ahead of time With your own historical
fiction writing story so that You can model this for your students.
Middle:

End:

Copyright:      Out of This World Literacy (Jen Bengel) 40

Reading Workshop ML Statement Day Six:
Readers compare events in one historical fiction to another so that they can draw
conclusions about different times in history.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Tell students that today they are going to compare the major events from time in history to another. Ask
them to think about how different life depending on the setting in the book.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Have a conversation about the types of things students notice are the same or different between the
books. Write any new thinking in the third column on the chart.

•Tell students to compare the historical fiction book they are reading indepenently to one of the read
alouds from class.

•Ask them to identfy a few key events and then tell how they books are alike and different.

•Have them write their thinking on a thinkmark, post-it, notecard, or in their reader’s notebooks.
Make sure they know they will be sharing at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•During the share, have students turn-and-talk and share their thinking. Call on students to share with the
class.
 

Copyright:      Out of This World Literacy (Jen Bengel) 41

 Chart for mini-lesson

Readers compare events in one historical fiction to another so that they can
draw conclusions about different times in history.
Book Key Events Conclusions

Fishing Day (fill in chart based on

your think-aloud
examples, & students’ thinking)
The Scarlet Stockings
Spy

Rebekkah’s Journey

Copyright:      Out of This World Literacy (Jen Bengel) 42

Writing Workshop ML Statement Day Six:
Writers get ideas from other books and authors so that they can make their own writing
interesting and easy to understand.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Have a conversation with your class about how they can use what other writers do in their own writing.

•Walk students through the first example to show them what you mean.

•For example, if an author uses a strong lead, students could try out that kind of lead in their own
writing.

•Or if an author uses a type of figurative language to describe something, students might try that
in their writing.

•Ask students to think about the types of things the authors did in each of the books in the chart below.
Draw their attention to specific areas if necessary.

•When you have had a great discussion, ask students to turn and talk with a partner about how they are
going to try out some of the writing strategies in their own work today.

•Instruct students to read over all their prewriting so far. Have them add any last minute information or
new thinking before they start their rough drafts tomorrow.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, call on some students to share their favorite parts of what they have written so far.

Copyright:      Out of This World Literacy (Jen Bengel) 43

 Chart for mini-lesson

Writers get ideas from other books and authors so that they can make their own
writing interesting and easy to understand.

What are some writing ideas we can get from these books?

Fishing Day fill in chart based on

your think-aloud

examples, & students’ thinking)

The Scarlet Stockings

Spy

Rebekkah’s Journey

Copyright:      Out of This World Literacy (Jen Bengel) 44

Reading Workshop ML Statement Day Seven:
Readers think about what they already know about a certain time in history so that they can
connect new information from historical fictions to their background knowledge.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about how readers use what they already know about a culture or time in history to
think about what is happening in a historical fiction.
•They ask themselves questions while they are reading like, does this make sense with what I
know?

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share aswell.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down what they already knew, new information from reading, and if the
story is making sense as they read independently today.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 45

 Chart for mini-lesson

Readers think about what they already know about a certain time in history so
that they can connect new information from historical fictions to their
background knowledge.
What I Know New Information Does it Make Sense

A Sweet Smell
of Roses

Fishing Day

The Last
Brother

Copyright:      Out of This World Literacy (Jen Bengel) 46

Writing Workshop ML Statement Day Seven:
Writers identify their audience so that they can determine what kind of background
knowledge they need to include in their historical fiction story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Have a class discussion about who students’ audiences will be for this writing piece. Make a class list.

•Then talk about what kinds of background knowledge students need to include in their writing, based on
their audience.

•Today is a big day as students will begin their rough drafts. Before they begin writing, have them take
time to read over all their prewriting work. Students have worked so hard at this point everyone should
be writing furiously today! Encourage students to use their prewriting work as they write.

•Remind them of their audience as they begin writing and to be thinking about what kinds of background
they need to include in their stories so that their readers will understand.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share have students talk with a partner about how there writing went today!

Chart for mini-lesson

Writers identify their audience so that they can determine what kind of background
knowledge they need to include in their historical fiction story.
My Audience Background Knowledge to Include
Use this space to model your own writing from your writer’s notebook by following
the directions above

Copyright:      Out of This World Literacy (Jen Bengel) 47

Reading Workshop ML Statement Day Eight:
Readers state their opinions about a story and find evidence from the book to support them.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Tell students that today they are going to give their opinions about the characters, events, setting,
problems, or any other part of the story. It is one thing to have an opinion but it’s also important to have
evidence from the story to support your thinking.

•Remind them that good readers are always using what they know and what they are reading to form
opinions. They are able to support their opinions by siting evidence from the story.

• Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write down their opinions as they are reading their historical fiction books
independently today.

•Have them also include evidence from the book that will support their opinions. Tell them to be
ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 48

 Chart for mini-lesson

Readers state their opinions about a story and find evidence from the book to
support them.
Opinion Evidence
A Sweet Smell
of Roses

Fishing Day

Squirrel and John Muir

Copyright:      Out of This World Literacy (Jen Bengel) 49

Writing Workshop ML Statement Day Eight:
Writers include a strong lead in their historical fiction story so that they can grab their
readers’s attention.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Let them know that today they will be working on the leads of their historical fiction stories.

•Prepare a few examples of strong leads ahead of time, using your own writing piece.

•Ask students why it’s so important to have a strong lead. What does it do for the readers?

•You could go over different kinds of leads, such as asking a question, telling a shocking fact, having the
narrator share part of a story…I never knew…(for example).

•Ask students to think about their stories and how they can make a strong lead today. Have them try a
few different leads out in their writers notebooks. Remind them to consider their audience and what they
might be interested in reading.

•Students can also spend time today reading over what they have written in their rough drafts so far.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share go around the circle and ask each student to share one text feature they are using and
why they think it will be helpful for readers.

Chart for mini-lesson

Writers include a strong lead in their historical fiction story so that they can grab their
readers’s attention.
Use this space to model your own lead examples by following the directions above

Copyright:      Out of This World Literacy (Jen Bengel) 50

Reading Workshop ML Statement Day Nine:
Readers identify tension and suspense so that they can ask and answer questions about how
they were feeling at that point in the story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk to students today about how authors build tension in a story. Ask them to identify places from the
read-alouds where tension was at its highest peak.

•Have a conversation about how the tension builds and what that does to them as readers.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down places in the stories they are reading independently that show high
points of tension.
•Tell them to add their thinking at that time in the story.
•Make sure students tell their reasons for their opinionns. Tell them to be ready to share at the end
of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 51

 Chart for mini-lesson

Readers identify tension and suspense so that they can ask and answer
questions about how they were feeling at that point in the story.
Tension and Suspense How Were You Feeling?
Kisses on the Wind

The Listeners

Squirrel and John Muir

Copyright:      Out of This World Literacy (Jen Bengel) 52

Writing Workshop ML Statement Day Nine:
Writers build tension in a story so that they can continue to hold their reader’s attention.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk to students today about how writers choose events that build tension. Model this by showing students
how you buildt tension in the story you are writing.

•Think through the decisions you made and how your worked to make your writing strong for your
audience.

•All the students have their rough drafts started and are likely working through them.
•Ask them to stop today and make the tension mountain in their writers notebooks. They may
include some events that are alread in their rough draft and they may add a few more details to
make the tension even stronger. Remind them to be thinking also about the problem(s) they have
for their stories.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to share a few details about the major events they wrote about today.
Have them share with partners and then call on a few to share with the class.

Chart for mini-lesson

Writers build tension in a story so that they can continue to hold their reader’s
attention.
Add your own events from your story to show how you buildt tension for your
readers.

Copyright:      Out of This World Literacy (Jen Bengel) 53

Reading Workshop ML Statement Day Ten:
Readers compare different cultures to their own so that they can understand similarities
and differences.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk about how people’s lives and opinions were different based on the culture and time in history in
which they lived.
•Define culture, if necessary.
•Tell students that readers think about the culture in which the character’s live.
•They often compare that culture to their own so that they can think about how different their own
lives are.

•Complete the first column for each of the three examples before the lesson.

•Complete the first book example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down a description of the culture in the book they are reading
independently. Ask them to compare it to their own. Tell them to be ready to share at the end of
the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share new words at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 54

 Chart for mini-lesson

Readers compare different cultures to their own so that they can understand
similarities and differences.
Book Culture Details Our Culture Details
Sisters of the
Scituate Light

The Listeners

The Yankee at the

Seder

Copyright:      Out of This World Literacy (Jen Bengel) 55

Writing Workshop ML Statement Day Ten:
Writers show, rather than tell how characters feel in a story so that their readers can
visualize the story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about the importance of adding descriptive language to their writing. Explain to them
that it helps their readers visualize what is happening in their historical fiction when they use descriptive
words and phrases to show, rather than tell, about the person they are writing about.

•Model how to add descriptive language by using your own writing.

•Pass out a copy of your rough draft to all the students.

•Ask them to read it over and help you find place where you could add more description.

•Make some changes to your writing, maybe even adding an entire paragraph of descriptions.

•Challenge students to add description to their writing today during the writing workshop. Ask them to
read over what they have so far, adding in any events on their tension mountain from yesterday and also
descriptive language. If they are not finished with their rough drafts, they can continue writing after they
have looked carefully and made changes with what they have written so far.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students to share any new vocabulary or areas they described vocabulary while
working on their rough drafts today.

Copyright:      Out of This World Literacy (Jen Bengel) 56

 Chart for mini-lesson

Writers show, rather than tell how characters feel in a story so that their
readers can visualize the story.
Show students your rough draft. Work through places that you could add
description to your own writing.

Copyright:      Out of This World Literacy (Jen Bengel) 57

Reading Workshop ML Statement Day Eleven:
Readers evaluate parts of a story that add to enjoyment so that they can talk about their
favorite parts.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk about how readers choose books that they feel a connection or sense of satisfaction with while
reading. Ask students to think about how readers find enjoyment in the books they are reading.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down place where they found enjoyment in the historical fiction books they
are reading independently.
•Ask them to write down why they thought those parts were so great.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.
   

Copyright:      Out of This World Literacy (Jen Bengel) 58

 Chart for mini-lesson

Readers evaluate parts of a story that add to enjoyment so that they can talk
about their favorite parts.
Parts that add Enjoyment What Makes them Great
Sisters of the
Scituate Light

Boxes for Katje

Kisses on the Wind

Copyright:      Out of This World Literacy (Jen Bengel) 59

Writing Workshop ML Statement Day Eleven:
Writers use diaglogue so that readers can be drawn into the story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk to students today about adding dialogue to their writing. Some may already be trying this in their
rough drafts.

•Before you talk about all the rules for using punctuation and paragraphing, talk with students about why
writers use dialogue. What does dialogue do for the readers?

•Model how to use dialogue by showing your own rough draft. Give kids a copy and have them highlight
the areas of dialogue. Ask them how it helps add to the meaning of the story.

•Next ask them to notice any punctuation or paragraph points. Make an anchor chart of what writers
need to be sure to do when writing dialogue.

•Ask students to copy the chart outline in their writer’s notebooks.

•Ask students to read over what they have written so far, looking for places to add dialogue correctly so
that it will add to meaning for their audience.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share, ask students how they felt while writing today. Ask them if they were coming up with
new things to say as they were writing. Call on students to share how that went for them.
   
Chart for mini-lesson
   
    Writers use diaglogue so that readers can be drawn into the story.
Use this space to model your own writing by following the directions above

How to Write Dialogue

Complete chart as a class

Copyright:      Out of This World Literacy (Jen Bengel) 60

Reading Workshop ML Statement Day Twelve:
Readers notice key words that identify specific times in history so that they can draw
conclusions about what life was like.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about how author’s carefully choose words to add in historical fiction stories so that
they can show a specific time in history. This helps readers draw conclusions about that time in history.
Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down word or phrases from the books they are reading that show a
specific time in history.
•Then have them writing their conclusions about what life was like. Tell them to be ready to share
at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as your conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 61

 Chart for mini-lesson

Readers notice key words that identify specific times in history so that they can
draw conclusions about what life was like.
Key Words What Life Was Like
The Carpenter’s Gift

Boxes for Katje

The Listeners

Copyright:      Out of This World Literacy (Jen Bengel) 62

Writing Workshop ML Statement Day Twelve:
Writers use words that describe the time in history they are writing about so that their
writing is genuine to that time in history.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Model how to include words and phrases relevant to the setting by showing your own rough draft.

•Give kids a copy and have them highlight the areas where there are words or phrases specific to the
setting. Ask them how it helps add to the meaning of the story.

•Ask for students to think about word or phrases that could be relevant to their setting.
•Have them make a list of those words and phrases in their writers notebooks.
•Then tell them to reread their own writing, looking for places they can add words and phrases
that will help readers understand the setting.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•Have students share what they have written so far with a partner.

Chart for mini-lesson

Writers use words that describe the time in history they are writing about so that
their writing is genuine to that time in history.

Use this space to model your own writing by following the directions above

Copyright:      Out of This World Literacy (Jen Bengel) 63

Reading Workshop ML Statement Day Thirteen:
Readers compare facts about history in a historical fiction to what they already know so
that they can determine if the writing is accurate.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about how readers think about what they already know about a time in history as
they are reading a historical fiction. They consider the new information and compare it what they know.

•Sometimes the two things do not make sense and they need to decide which is true, what they already
thought or what the book is saying.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down what they already know and what they learned from the book about
that time in history.
•Ask them to decide if what they read in the book is accurate and write that thinking down.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 64

 Chart for mini-lesson

Readers compare facts about history in a historical fiction to what they already
know so that they can determine if the writing is accurate.
Facts from What I Already Is it Accurate?
the Book Know

The Royal Bee

The Carpenter’s
Gift

Boxes for Katje

Copyright:      Out of This World Literacy (Jen Bengel) 65

Writing Workshop ML Statement Day Thirteen:
Writers double check that events in their historical fiction stories are accurate so that their
writing can be believed by their readers.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Explain to students that writers make sure to double check that the facts they are including in their
historical fictions are accurate.

•To do that they need to do a little research. Make a class list of ways students can check their facts.
Have computers or text resources available for students today.

Model how to check facts by pulling a few up on your computer that are relavent to your writing.

Ask students to turn and talk about how they plan to check for facts in their writing today.

•Ask for volunteers to share their thinking.

•As students work on the final stages of their rough drafts today, ask them to think carefully about the
facts they have included. Have them use computers or other resources for help.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•Have students share what they have written so far with a partner. Then call on a few to share their
favorite parts.

Chart for mini-lesson

Writers double check that events in their historical fiction stories are accurate so that
their writing can be believed by their readers.
Ways We Can Check our Facts:

Copyright:      Out of This World Literacy (Jen Bengel) 66

Reading Workshop ML Statement Day Fourteen:
Readers identify important pieces of information so that they can determine what is
necessary in understanding the story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk about how some information in a historical fiction is absolutely necessary for understanding the main
idea.

•Sometimes authors include details that aren’t necessary critical in understanding the main idea. They may
be included for other purposes, such as to entertain or visualize.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down parts they think are absolutely critical in understanding the main idea
of the historical fiction books they are reading independently.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 67

 Chart for mini-lesson

Readers identify important pieces of information so that they can determine

what is necessary in understanding the story.
Important Information: Why It is Necessary:

The Royal Bee

The Firekeeper’s
Son

The Last
Brother

Copyright:      Out of This World Literacy (Jen Bengel) 68

Writing Workshop ML Statement Day Fourteen:
Writers add or remove information in a historical fiction so that their readers can better
understand what the story is about.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•By this point in the writing process, students should have the body of their historical fiction piece written
out.

•Have them spend some time today looking at where they could add or remove information that is
necessary for their readers to best understand the main idea.

•Model how to add do this by rereading your rough draft aloud to the class. Think aloud as you make
decisions about adding or taking away parts of your story.

•It may be helpful for students to have a copy of your draft so that they can follow along. They may also
like to give advice.

•Tell students to work carefully today as they go back to work on their writing.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•Have students share what they have written so far with a partner. Then call on a few to share their
favorite parts.

Chart for mini-lesson

Writers add or remove information in a historical fiction so that their readers can
better understand what the story is about.

Use your own historical fiction writing rough draft to model the lesson for the
students. Pass out a copy for each student or have it visible on a large screen.

Copyright:      Out of This World Literacy (Jen Bengel) 69

Reading Workshop ML Statement Day Fifteen:
Readers notice the flow of events in a story so that they can consider how the order of
events helps them understand the main idea.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about how the order of events helps them understand the story.

•Good readers notice right away when an event feels out of order. A lot of times they go back reread to
try and solve why it did not make sense to them.

•Complete the first example as a model for the class.

•Ask students to turn-and-talk about their ideas for the second example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write some events that seemed to have a great flow to them in the historical fiction
books they are reading independently.

•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 70

 Chart for mini-lesson

Readers notice the flow of events in a story so that they can consider how the
order of events helps them understand the main idea.
Flow of Events How the Flow Helps Readers
Terrible Storm

The Firekeeper’s
Son

Copyright:      Out of This World Literacy (Jen Bengel) 71

Writing Workshop ML Statement Day Fifteen:
Writers sometimes move parts of a story from one point to another so that they can make
their story clearer.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Work with students today on deciding if parts of their stories need to be moved around.

•Begin by rereading your own rough draft and looking for places to move things around. Have students
follow along and make suggestions.

•Challenge students to look for ways they could make their writing stronger by moving parts around.

•During independent writing today, have students work on revising their work, finding places they can
change.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share today, invite students to talk about what changes they have made to their writing and
any breakthroughs they have had as a writer.

Chart for mini-lesson

Writers sometimes move parts of a story from one point to another so that they can
make their story clearer.
Use your own historical fiction writing rough draft to model the lesson for the
students. Pass out a copy for each student or have it visible on a large screen.

Copyright:      Out of This World Literacy (Jen Bengel) 72

Reading Workshop ML Statement Day Sixteen:
Readers compare cultures from one book to another so that they can identify similarities
and differences.
•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about how readers can compare the cultures of different books so that they can think
about how they are alike or different. Work through the first column for all three books, then go back
and talk about the second column on the chart.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Ask students to write down a brief description of the culture in the book they are reading.
•Then ask them to compare its culture to another historical fiction you have read in class.
•Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 73

 Chart for mini-lesson

Readers compare cultures from one book to another so that they can identify
similarities and differences.
Culture: Similarities and Differences:
Ruby’s Wish

The Yankee at
the Seder

The Listeners

Copyright:      Out of This World Literacy (Jen Bengel) 74

Writing Workshop ML Statement Day Sixteen:
Writers add elements of culture to the setting, characters, and events in a historical fiction
so that readers can have a deep understanding of that culture.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Tell students that they are going to try to add cultural elements to their writing piece to make it even
stronger.

•Model this skill by sharing your own revising work with the class. Find places you can add cultural details
to the setting, characters, and events.

•During independent writing today, have students work on adding these elements to their own writing.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share today, invite students to talk about what changes they have made to their writing and
any breakthroughs they have had as a writer.

Chart for mini-lesson

Writers add elements of culture to the setting, characters, and events in a historical
fiction so that readers can have a deep understanding of that culture.
Share your thinking about the culture in your rough draft. Find places you can add
cultural details to the setting, characters, and events.

Copyright:      Out of This World Literacy (Jen Bengel) 75

Reading Workshop ML Statement Day Seventeen:
Readers evaluate the quality of illustrations in a story so that they can determine how they
added to the meaning.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.
•Talk with students about how the illustrations in a picture book can add to the main idea of the story.
Readers can infer many things by looking at illustrations. Have a conversation with students about how the
illustrations helped add to the meaning in some of the historical fiction read-alouds you have read together
in class.
•Complete the first example as a model for the class.
•Work through the second example by sharing your ideas and calling on some students to share as well.
•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.
•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)
•Students may not have any illustrations in the chapter books they are reading. If they do not have
illustrations to write about, they can suggest different illustrations that may have helped them as
readers to better understand the main idea. Tell them to be ready to share at the end of the
workshop today.
•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.
•Ask students to share what have written at the end of reading today.

Chart for mini-lesson

Readers evaluate the quality of illustrations in a story so that they can determine how
they added to the meaning.
Illustration: Quality:
Heroes of the Surf

Ruby’s Wish

Terrible Storm

Copyright:      Out of This World Literacy (Jen Bengel) 76

Writing Workshop ML Statement Day Seventeen:
Writers revise their own work so that they can think carefully about the changes they could
make that would make their writing stronger.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Model what writers do today by going over your informational piece, finding places to revise.

•Make a class list of all the things to look for when revising.

•Invite students to look for places in their writing where they can revise. Give them a few minutes to look
through their work.

•Ask students to share any places they found.

•During independent writing today, have students work on revising their work, finding places they have
struggled and to continue working to find the right words.

•As students go back to work at their desks, use the writing conference observation form to monitor
student understanding of the mini-lesson strategy as you conference.

•During the share today, invite students to talk about what changes they have made to their writing and
any breakthroughs they have had as a writer.

Chart for mini-lesson

Writers revise their own work so that they can think carefully about the changes
they could make that would make their writing stronger.
Things I should look for when revising:

Copyright:      Out of This World Literacy (Jen Bengel) 77

Reading Workshop ML Statement Day Eighteen:
Readers share what they have learned in historical fiction pieces with others so that they
can think more carefully about what they have just learned.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Complete the class chart together. Leave this chart up as a reflection of all the learning students have
done in the past month!

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write down a place in their reading today where they used one of the reading
strategies they have learned during this unit. Tell them to be ready to share at the end of the
workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Copyright:      Out of This World Literacy (Jen Bengel) 78

 Chart for mini-lesson

Readers share what they have learned in historical fiction pieces with others so
that they can think more carefully about what they have just learned.
What I learned as a Reader:

Complete this chart as a class

Copyright:      Out of This World Literacy (Jen Bengel) 79

Writing Workshop ML Statement Day Eighteen:
Writers share their work with others so that they can make sure their message is easily
understood.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Today students will peer-revise with a partner. You may have time for them to do two rounds of revising.

•Remind students of all the things you have learned as writers so far. Ask them to think about those things
and look for them in others’ writing while they are reading stories today.

•You may want to pick a student to practice a peer-revision with. This way students can see what your
expectations are for their revision work today.

•As students work together, monitor the room and help out as needed.

•During the share, have students share with a partner how their writing has improved through others
advice. Call on some volunteers to share with the class.

Chart for mini-lesson

Writers share their work with others so that they can make sure their message is
easily understood.

Copyright:      Out of This World Literacy (Jen Bengel) 80

Reading Workshop ML Statement Day Nineteen:
Readers ask and answer questions about what they are wondering during reading so that
they can develop a deeper understanding of the story.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Talk with students about how readers often ask themselves questions before, during, and after reading.

•They also try to answer their own questions as they continue to read and think about the text.

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write down any questions they had while reading today. Ask them to try and
answer their own questions and write those answer down as well. Tell them to be ready to share
at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.

Chart for mini-lesson

Readers ask and answer questions about what they are wondering during reading so
that they can develop a deeper understanding of the story.
Question Answer
Cheyenne Again

The Wall

Heroes of the Surf

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Writing Workshop ML Statement Day Nineteen:
Writers think about everything they know when they are writing their final drafts so that
they can publish their best work.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Today is review day of everything the students have learned about the writing process so far.
•They will be working on publishing their final copies.
•They may be working in the computer lab or writing them by hand. Either way, today is meant as
a review.

•Spend some time going over what students have learned so far about writing.

•This is a great reflective lesson and it tells you what specific skills students really have under control and
which skills may need to be taught again.

•Give each student a post-it note. Have them make a list of all the things they have learned as a writer
over the last month. (They may need more than one post-it!)

•Once students are finished, ask each of them to share what they have written and post it on the class
chart. The act of getting up and posting their thoughts on a class chart really gives the students a sense
of ownership, seeing themselves as real writers and learners.

•Students will be publishing their work today. Support them as needed and spend some time reflecting
yourself.
•Set some new goals for the next month of writer’s workshop.
•Decide what genre you would like students to write in. Ask yourself, how is it going?

Chart for mini-lesson

Writers think about everything they know when they are writing their final drafts so
that they can publish their best work.
What we Have Learned so Far as Writers
Have students place their post-it notes on the chart. Use this chart later to take notes on
which students have taken ownership of specific writing strategies and which need
additional support.

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Reading Workshop ML statement Day Twenty:
Readers determine what are facts and what are fiction elements of a historcial fiction so
that they can decide what parts are fiction and which are nonfiction.

•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.

•Have a class discussion about all the events and details in the read-alouds. Which were facts (about the
setting) and which were fiction (story elements)?

•Complete the first example as a model for the class.

•Work through the second example by sharing your ideas and calling on some students to share as well.

•Ask students to turn-and-talk about their ideas for the third example, and call on some to share. Add
their thoughts to the chart.

•Pass out post-it notes, thinkmarks, or note cards. (or use the reader’s notebooks)

•Ask students to write down parts of their historical fictions that were facts and parts that were
fiction. Tell them to be ready to share at the end of the workshop today.

•As students work independently today, use the reading workshop conference form to monitor student
understanding of today’s mini-lesson strategy as you conference with individual students. Be sure to note
any concerns you may need to address in future mini-lessons or guided reading groups.

•Ask students to share what have written at the end of reading today.
   
Chart for mini-lesson
Readers determine what are facts and what are fiction elements of a historcial fiction so
that they can decide what parts are fiction and which are nonfiction.
Facts Fiction
The Wall

These Hands

Cheyenne Again

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Writing Workshop ML Statement Day Twenty:
Writers keep a record of their published pieces and what they have learned as writers so
that they can remember all the great writing strategies when they move on to another piece.
•Have students copy or paste the mini-lesson statement and the date into the ‘ML’ portion of their
notebooks.
•Hand out the ‘Record of Writing’ form. Have students either glue this in their writer’s notebooks or keep in
a writing folder.
•Tell them the importance of remembering the hard work they have put into finishing a writing piece. Make
sure students understand that all the writing strategies they learned in the last month can be used over
and over again for the rest of their lives. They will learn so many great writing strategies throughout this
school year that their last writing piece should be their strongest!
•Give students time to fill the column for their first completed writing project.
•Celebrate their work by giving them time to share what they have written.
•You may be finishing up publishing and be thinking about an author celebration. Have fun recognizing
students as genuine writers!!

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 My Record of Writing

Name _____________________________________
Completed Genre Title What I learned
on…

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 Reading Conference Observation Notes:

Week of:___________________________________
*put an X by the day of conference JR(just right book), C (challenging), E (easy)
Student M T W th F Book Title: JRC Mastered skills… Beginning skills…
E

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 Writing conference observations notes:

Week of:______________________________________ *put an X by the day of conference

Student M T W th F Writing piece: Mastered skills… Beginning skills…

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 Reading Log Sheet
E=easy JR=just right Ch=challenging
Put the date completed or an S if you stopped reading the book
# Book title E JR Date genre
Ch Completed/
Stopped

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Tabs for Reader’s and Writer’s Notebook
You can laminate these tabs for students so they can cut them out and place them in the appropriate
places in their reader’s and writer’s notebooks.

Writer’s Notebook: Reader’s Notebook:

Reading Responses
Gathering Seeds

Mini-Lessons

Mini-Lessons
Reading Log
Word Work

Book Talk Form

Title: Author:

Interesting characters: Favorite parts:

Books it is like: Exciting events:

What makes this book great: What makes this book great:

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 Printable mini-lesson statements for reading and writing notebooks…

Readers notice the setting in a historical fiction story so that they can think about how life was like
at that time in history.

Writers identify memorable times in history that are interesting to them so that they can think of
a setting for writing a historical fiction story.

Readers analyze the traits of characters in a historical fiction so that they can form opinions
about each character.

Writers develop potential characters that would match the setting in history so that they can bring
those characters to life in a story.

Readers make connections between the main problem in a story and the setting so that they can
see how the time in history affected the characters.

Writers consider the types of problems people faced during a certain time in history so that they
can develop a problem in their story.

Readers identify the narrator in a historical fiction so that they can understand the point of view
from which the story is being told.

Writers create a narrator in historical fiction so that they can tell the story from one point of view.

Readers summarize the beginning, middle, and end of a historical fiction so that they can identify
the main idea.

Writers create a beginning, middle, and ending so that their writing is organized and easy to
understand.

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 Printable mini-lesson statements for reading and writing notebooks…

Readers compare events in one historical fiction to another so that they can draw conclusions
about different times in history.

Writers get ideas from other books and authors so that they can make their own writing
interesting and easy to understand.

Readers think about what they already know about a certain time in history so that they can
connect new information from historical fictions to their background knowledge.

Writers identify their audience so that they can determine what kind of background knowledge
they need to include in their historical fiction story.

Readers state their opinions about a story and find evidence from the book to support them.

Writers include a strong lead in their historical fiction story so that they can grab their readers’s
attention.

Readers identify tension and suspense so that they can ask and answer questions about how
they were feeling at that point in the story.

Writers build tension in a story so that they can continue to hold their reader’s attention.

Readers compare different cultures to their own so that they can understand similarities and
differences.

Writers show, rather than tell how characters feel in a story so that their readers can visualize
the story.

Readers evaluate parts of a story that add to enjoyment so that they can talk about their
favorite parts.

Writers use diaglogue so that readers can be drawn into the story.

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 Printable mini-lesson statements for reading and writing notebooks…

Readers notice key words that identify specific times in history so that they can draw conclusions
about what life was like.

Writers use words that describe the time in history they are writing about so that their writing is
genuine to that time in history.

Readers compare facts about history in a historical fiction to what they already know so that
they can determine if the writing is accurate.

Writers double check that events in their historical fiction stories are accurate so that their writing
can be believed by their readers.

Readers identify important pieces of information so that they can determine what is necessary
in understanding the story.

Writers add or remove information in a historical fiction so that their readers can better
understand what the story is about.

Readers notice the flow of events in a story so that they can consider how the order of events
helps them understand the main idea.

Writers sometimes move parts of a story from one point to another so that they can make their
story clearer.

Readers compare cultures from one book to another so that they can identify similarities and
differences.

Writers add elements of culture to the setting, characters, and events in a historical fiction so that
readers can have a deep understanding of that culture.

Readers evaluate the quality of illustrations in a story so that they can determine how they
added to the meaning.

Writers revise their work so that their writing has a stronger and clearer message for their
readers.

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 Printable mini-lesson statements for reading and writing notebooks…

Readers share what they have learned in historical fiction pieces with others so that they can
think more carefully about the new information.

Writers share their work with others so that they can make sure their message is easily
understood.

Readers ask and answer questions about what they are wondering during reading so that they
can develop a deeper understanding of the story.

Writers think about everything they know about grammar and conventions when they are
writing their final drafts so that they can publish their best work.

Readers determine what are facts and what are fiction elements of a historcial fiction so that
they can decide what parts are fiction and which are nonfiction.

Writers keep a record of their published pieces and what they have learned as writers so that
they can remember all the great writing strategies when they move on to another piece.

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 Professional References

Anderson, J. 2005. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s
Workshop. Portland, ME: Stenhouse Publishers.

Buckner, A. 2005. Notebook Know-How: Strategies for the Writer’s Workshop. Portland, ME:
Stenhouse Publishers.

Pinnell, G.S., and I.C. Fountas. 2001. Guiding Readers and Writers (Grades 3-6): Teaching,
Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann.

Pinnell, G.S., and I.C. Fountas. 2006. Teaching for Comprehending and Fluency: Thinking,
Talking, and Writing About Reading, K-8. Portsmouth, NH: Heinemann.

***Thank you to http://www.etsy.comshopkpmdoodles for the great clip art!!

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