Teacher Education Program

Elementary Lesson Plan Template

Name: Natalia Ornburn

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
Focus standards:

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as
needed.

Supporting standards:

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer
a question.

SL.K.1 Participate in collaborative conversions with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups.

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not understood

RI.K.1 With prompting and support, ask and answer questions about key details in a text

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
This lesson will connect to science, since students will be learning -Students will be creating a drawing that supports their writing.
about the parts of a sea turtle and how they use them to survive.
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
- SWBAT compose a one or more sentences giving information about a topic and a detailed drawing
- SWBAT name the topic they are writing and drawing about
- SWBAT provide some information about the topic
- SWBAT answer questions during a read aloud
- SWBAT work together (with the teacher) to create a labeled drawing of a sea turtle naming the key vocabulary words from the
read aloud
- SWBAT distinguish between a topic and a fact
- SWBAT create a bubble graphic organizer naming topics that they know about (an expert list)
- SWBAT edit and revise their writing
- SWBAT use a checklist to edit their writing
Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
-Students are used to composing a sentence and a drawing in their daily writing journals. Students are familiar with using the word wall
and bubble charts as a resource and with sounding out words that they do not know how to spell. They are also familiar with the
elements of writing, such as capitalization and punctuation.
 Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
-Students need to know how to write sentences using their knowledge of spelling, the word wall, and by sounding out words. Students
are familiar with the structure of a sentence, including capitalizing the first word of a sentence and adding punctuation at the end of a
sentence. Students have also been practicing drawing a picture and writing sentences to match their drawings. Students also need to
know how to create a detailed drawing that is colored in. Additionally, students need to know about the characteristics and traits of sea
turtles and how to gather facts to compose a sentence.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)

Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
- Students will write one or more sentences about sea turtles. Students will also include a drawing to support their writing. In their
writing, students will name the topic they are writing about and include one or more details about that topic (sea turtles).
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
I will observe student participation and be sure to walk around and gather input from students. I will also be collecting student work and
providing feedback and any additional support that may be needed to support their informative writing.

Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
Students will use a checklist/rubric at the bottom of their writing paper to check for capitalization, sight words spelling, spacing, and
punctuation in their writing.
Students will complete graphic organizers to apply their learning and check for their own understanding of the concepts covered in the
lessons.

Connections Engaging All Learners

Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): -think, pair, share
-students have been interested in learning about animals in the -visuals
past
-labeling
· Promoting Multiple Perspectives (TPE 1.5, 2.2):
-writing
-attention getters
-brain breaks
-modeling

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
-Students will be able to write the number of sentences that they feel comfortable with. For the students that are practicing their letter
formation, I will support them in writing their sentences, while they state what they want their sentence to be. I will also model the
independent activities that students will be participating in and the skills that they will need to complete those activities.
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
-Sea turtle
-Topic
-Informative writing vs. opinion writing
-Flipper
-Head
-Nostrils
-Shell
-Mouth
-Ocean
-Plants
-Jellyfish
-Fish
-Facts
-Statement sentences
-”What is one thing you learned about sea turtles?”
Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
-Explaining the parts of the sea turtle while drawing it and elaborating on how those parts help the turtle survive (to support the learning
of key vocabulary)
-Drawings and graphic organizers
-Gestures
-Defining vocabulary
-Informational text (pictures and captions)
-Modeling tasks
-Application activities and worksheets
Name: Natalia Ornburn Date(s) of implementation: February 16-17, 2022 and February
22-23, 2022

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?
List what the teacher will be doing and what the students will be doing.
DAY _1_ of _4_

Time Teacher Student Resources / Materials

T: Today, we are going to be starting a Ss: sitting on the carpet

different kind of writing. So far, you have
all been working on opinion and
narrative writing. For example, your
opinion writing might have sounded
something like “I like the dog” or “The
cat is cute.” These are opinion
sentences because you are writing
about what you think or feel. For
narrative writing, an example might be, “I
went to Target” or “I played at the park.”
This is narrative writing because you are
writing about yourself or about
something that happened to you.

T: So now, we are going to be working

on informative writing. For informative
writing, there are two things we are
going to be working on: topics and facts.

T: A topic is the main idea or thing you

are writing or talking about. So, if I say,
“The dog is running,” the dog is the topic
because that is what my sentence is
about.

T: A fact is something that is always true.

For example, a fact can be that the earth Ss: Yes!
is always round, like a sphere. Is the
earth always round?
Yes! The earth is always round.
Another example of a fact can be that
we need to drink water to live. Is that Ss: Yes!
something that is always true?
It is always true that we, humans, need
to drink water to live.

T: So first, we are going to think about

topics. I am going to make a bubble chart
about topics or things that I know a lot
about. For example, I know a lot about
baseball. I know how to play baseball and
the rules of baseball. I also know a lot
about sea turtles and ice cream, like how
to make ice cream.
What are some topics that you know a lot
about? Can you share some of them with
your partner? Ss: students will share things they know a
lot about with their partners
T: Who would like to share topics that they
know a lot about? Ss: volunteer to share out ideas of topics
they know a lot about
T: Awesome, it sounds like we know about
a lot of different things! So, now you are
going to make your own bubble chart, just
like the one I made. In the oval in the
middle, you are going to write the word
“topic,” which you can find on the board.
Then, in the other ovals around it, you are
going to write or draw pictures of the
things you know a lot about.

[Hand out papers and dismiss students to

work on their bubble charts]
Ss: working on bubble chart
T: (supporting students as needed with
their bubble charts)

[when students are done working on their

bubble charts, collect their papers]
[students will clean up and then head back
to the carpet] Ss: clean up the materials and take a seat
on the carpet
T: Wow! You all did such a great job with
your bubble charts and thinking of topics
that you know a lot about. Now, we are all Ss: sitting on the carpet
going to learn a lot about sea turtles. So,
we are going to read a book that is all
about sea turtles and find out some facts
about them. Remember, that facts are
things that are always true, so this book
has a bunch of facts about sea turtles.

T: While I am reading the book, I want you

to think about one fact that you think is
really cool or interesting because you are
going to write about it later in your
journals.

[read the book:

Stop throughout to reinforce vocabulary
learned. Questions:
-Where do sea turtles live? Ss: sharing their ideas out loud and
answering questions
 -What do the flippers help the sea turtle
do? (Let’s pretend we have flippers like
sea turtles and are using them to help us
swim!)
-What does the shell do?
-Can sea turtles breathe underwater?
-What do sea turtles eat? (Do all sea
turtles eat plants? Do all sea turtles eat
crabs and jellyfish?
-Why is the hatchling or baby sea turtle
crawling to the water?

T: Now, let’s think to ourselves one fact

that you learned about sea turtles that you
thought was interesting and that you want Ss: thinking independently
to write about. Show me a thumbs up
when you know the fact you want to use.

T: Go ahead and share the fact you want

to write about with your partner.
Ss: sharing ideas with their partners

T: Does anyone have a fact about sea

turtles that you learned that you would like
to share with the class? Ss: volunteers can share their facts with
the whole class
T: Awesome! We learned so many facts
about sea turtles today! Go ahead and go Ss: writing about sea turtles in their
to your tables and write about the fact in journals
your journal.

DAY _2_ of _4_

Time Teacher Student Resources / Materials

T: Alright everyone, remember how we Ss: sitting on the carpet

were learning facts about sea turtles
yesterday? So today, we are going to be
thinking about the facts we learned from
the book to draw out and label the parts
and key characteristics of a sea turtle.

T: (show students the page in the book

that labels the different parts of the sea
turtle). So, let’s look at the different parts
of a sea turtle. (point to the shell) What is Ss: The shell!
this part called?

T: Yes, the shell! What does the shell do? Ss: It protects the sea turtle!
T: (continue pointing to the different parts
of the sea turtle and ask students what it is
and what it does → continue with: the
head, eyes, mouth, nostril, and flippers)
T: Awesome! So, we are going to create a
picture to label the different parts of a sea
turtle and include some other important
facts.

T: First, I am going to write the words “sea

turtle.” Do I already know how to write sea Ss: No! We need to stretch it out!
turtle?

T: I do not know how to spell sea turtle, so

I am going to stretch it out. Can you help
Ss: /s/ The “s!”
me stretch out the word “sea?” What’s the
first sound you hear in the word “sea?”

T: Yes, the “s” comes first. What’s the last

sound in “sea?” Ss: /ē/ Like the rollercoaster!

T: The /ē/ sound! (point to the digraph

chart) For this word, we are going to be
using the -ea spelling.

T: Great job everyone! Now can you help

me spell the word “turtle?” Ss: help to identify the sounds in the word
“turtle”

T: Where do sea turtles live?

Ss: In the ocean?

T: In the ocean! So, I am going to draw the

water to show where the sea turtle lives.

T: Now, I am going to start drawing the sea

turtle. What color is the sea turtle? Ss: Green!

T: First, I am going to draw the sea turtle’s Ss: The head

head. What is this part called?

T: Now, I am drawing the mouth. What

Ss: It helps the sea turtle eat
does the mouth help the sea turtle do?

T: What is on the sea turtle's head or face?

(point to my eyes) Ss: Eyes!

T: (draw the eyes)

T: (draw the nostrils) What are these

called? Ss: The nostrils!

T: What do the nostrils help the sea turtle Ss: It helps them breathe and smell their
do? food.
T: Exactly! (start drawing the shell) What Ss: The shell!
part of the turtle am I drawing now?

T: Yes, I am drawing an oval for the shell. Ss: It helps protect the turtle!
And what does the shell do for the turtle?

T: Yes! It helps to protect the sea turtle!

And here are some shapes and lines on
the sea turtle’s shell, so I am going to
draw some lines to add more details to my
drawing.

Ss: The flippers!

T: Next, I am going to draw the flippers.
What are these called?

Ss: They help them swim!

T: What do the flippers do? Or how do the
flippers help the sea turtle?

T: How many flippers does the sea turtle Ss: (counting altogether) 1, 2, 3, 4!
have? Can we count altogether? Ready,
go.

T: The sea turtle has 4 flippers!

T: Alright, so now we are going to label the

parts of the sea turtle and write the names
of the different parts.

T: What is this called (point to the head)? Ss: That’s the head!

T: (label the head)

T: (Repeat asking the students what the Ss: naming the different parts of the sea
names of the different parts of the turtle turtle and helping to stretch out the words
are (eyes, mouth, nostrils, shell, and
flippers). The students will also help to
stretch out the sounds of the words we are
labeling.
T: Now, I am going to add more details to
my drawing that represent facts we
learned about sea turtles.

T: What do sea turtles eat?

Ss: Jellyfish, plants, and crabs

T: Do all sea turtles eat jellyfish, plants,
and crabs?
Ss: No!

T: No! Some sea turtles eat jellyfish and

crabs and some sea turtles only eat
plants.
 T: (Label the details that were added - the
ocean, jellyfish, crabs, and plants. Ask the Ss: Help to label the added details and to
students to help stretch out the words) stretch out the words.

T: Great job everyone! (review the chart)

Ss: following along
T: Now, you are going to get to label the
different parts of a sea turtle. (hold up the
worksheet) At the bottom of the paper,
there are the words of the parts of the sea
turtle. You can sound out the letters to
read the words, or you can look at the
drawing and the labels we just worked on
together and you can use the labels to
match with the words on your paper. For
example, if I’m not sure what this word
says (flipper), I can look at the chart and
see which word matches. I see that this
word matches, and it is pointing to the sea
turtle’s flipper, so I know that this word is
flipper.

T: What is the first thing you are going to

do when you get your paper? Ss: Write your name.

T: So, first write your name. Then, color in

your sea turtle. Next, you are going to cut
out the words and glue them next to the
part of the sea turtles that it matches in
order to label it. After that, you are going
to copy the words and write it underneath Ss: give a thumbs up or raise their hands
each label. So, you will need scissors,
glue, and a pencil. Can you show a
thumbs up if you know what you’re doing
or raise your hand if you have a question.

T: (pass out the papers and support Ss: (working on labeling worksheet)
students are needed.)

DAY _3_ of _4_

Time Teacher Student Resources / Materials

T: Okay everyone, what have we been Ss: Sea turtles

learning about the past few days?

T: Yes! We have been learning a lot of

facts, or things that are always true, about
sea turtles. First, let’s go over the drawing
that we made to label the different parts
and important details related to sea turtles.
(Go through the chart - point to the
different parts of the sea turtle and ask
students what they are called and what
they do for the sea turtle. Also, point to the
details, including what the turtles eat and Ss: naming the parts of the sea turtle and
where they live - ask students what they their purposes and naming the details and
are and how they relate to the sea turtle) how they relate to the sea turtle

T: Awesome! So today, we are going to

start writing facts about sea turtles. First,
we are going to work on writing a
sentence that is a fact about sea turtles
altogether. To help me think of a fact that
we learned about sea turtles, I am going to
look at the labeling chart that we made.
So, what is the first thing a good writer
does?
Ss: Thinks!
T: Yes! So, I am going to look at the chart
and think hmmm, what is a fact that I want
to write about sea turtles. I know! I want to
write about where sea turtles live! Where
do sea turtles live?
Ss: In the ocean!
T: Sea turtles live in the ocean. And I know
this is a fact because sea turtles always
live in the ocean. So, I am going to start by
working on my drawing. I want to include
the setting, which is the ocean, since sea
turtles live in the ocean. (draw the ocean)

T: Then, I am going to draw the main topic

that I am writing about. What am I going to
be writing about?

Ss: Sea turtles!

T: Yes! So, I want to make sure that I
include a sea turtle in my drawing.

T: Hmm, no I want to make sure that I add

more details to my drawing. What are
some details that I can add to my Ss: provide suggestions
drawing?
(examples: the floor, plants, jellyfish,
crabs, fish, etc.)
T: Those are some great details! I am
going to draw the floor of the ocean, and
draw some plants, since some sea turtles
eat plants. I am also going to draw some
jellyfish and crabs, since some sea turtles
eat those too. Another detail that I want to
add is the time of day. So, I am going to
draw the sun to show that it is daytime.

T: Okay, so now I have my drawing, and

you are going to make sure to color in
your drawing too. What did I say I wanted
Ss: That sea turtles live in the ocean.
to write about and what did I show in my
drawing?
T: Yes! So, I want my sentence to be “The
sea turtle lives in the ocean.” Can you all
repeat it with me? (represent each word
with a finger to show the number of words Ss: (altogether) “The sea turtle lives in the
in the sentence). ocean.”

T: How many words are in my sentence?

T: Okay, so what is the first word of the Ss: 7

sentence?
Ss: “The”
T: Do I know how to spell “the?”

Ss: Yes, it’s on the word wall

(some students might also sing the song
they learned: “t-h-e, t-h-e, I can spell “the,”
t-h-e”)
T: Yes, it’s on the word wall! Since this is
the first word of my sentence, is the first
letter going to be uppercase or lowercase?
Ss: Uppercase
T: Yes, it’s going to be uppercase. The first
word of a sentence is always capitalized.
So, I am going to write an uppercase “T.”
(write “the”)

T: So,”the sea turtle.” “Sea” is next, do I

know how to spell sea?
Ss: It’s on the chart!

T: Yes, we already know how to spell “sea

turtle” because we stretched it out
yesterday, so I can look at our labeling
chart. (point to the words “sea turtle” on
Ss: saying out the letters that spell “sea
the chart and write them on the sentence
turtle”
lines).

T: Alright, so I wrote “The sea turtle,” the

next word is “lives.” Do we know how to
spell “lives?”

T: Right, we need to stretch it out. I Ss: No, we need to stretch it out

already checked all around the classroom
and I can’t find the word “lives,” so let’s go
ahead and stretch it out together. What’s
the first sound you hear in the word
“lives?” (write the letter “l”)

Ss: /l/ /l/ /l/, the “L”

T: Yes, the /l/ sound, which is the sound
that the letter “L” makes. Take out your
bubblegum so we can stretch out the rest
of the word. /l/ /i/ - /i/ /i/ /i/, what letter
makes that sound? (Write the letter “i”)
T: Awesome, so we have “l-i” and let’s Ss: /i/ /i/ /i/, it’s the “I”
keep stretching it out. “Lives,” /l/ /i/ /v/ - /v/
/v/ /v/, what letter is that? (Write the letter
“v”)

T: Great job! So far we have written /l/ /i/ Ss: /v/ /v/ /v/, the “V”
/v/, “live.” Now, let’s listen to the last sound
of the word “lives,” “lives.” What is the last
sound you hear?

Ss: /s/ /s/ /s/, S!

T: Yes! The last sound is /s/ which is the
sound of the letter “s.” Good job,
everyone! Let’s go ahead and read what
we’ve written so far altogether. Ready,
go….”The sea turtle lives”

Ss: (reading altogether) “The sea turtle

T: Where does the sea turtle live? lives”

T: Sea turtles live in the ocean, so the last

part of our sentences is going to be “in the
Ss: In the ocean!
ocean.” So, the next word after “lives” is
going to be “in.” Do we know how to spell
“in?” Can we find out how to spell it
anywhere around the classroom?

T: Let’s look at the word wall to see if we

Ss: On the word wall!
can find the word “in.” What letter would
the word “in” be under? What’s the first
sound you here in the word “in?”

T: Yes, we can find the word “in” under the Ss: Under the “i”
letter “i!” So, if we look at the word wall,
how do we spell “in?” (write “in”)

T: So, we’ve written “The sea turtle lives

in,” so the next word is “the.” How do we Ss: i-n
spell “the?”

T: t-h-e spells “the” and we can look under

the /th/ sound under the word wall to find
“the.” (write “the”) So, “The sea turtle lives
in the,” what’s the last word?
Ss: t-h-e

T: I can’t find the word ocean anywhere

around the room, so let’s go ahead and
stretch it out. What’s the first sound you
hear in the “ocean?” (write the letter “o”)
Ss: Ocean

T: Ready, let’s stretch out the word

“ocean.” /o/ /sh/ (repeat). What sound do
you hear next?
Ss: /ō/ /ō/ /ō/, the “o”
T: Yes! The /sh/ sound, like what the quiet
girl says. How do we spell that? (write the
letters “s” “h”)
Ss: /sh/ /sh/ /sh/, like the quiet girl.

T: So, /o/ /sh/ /i/ /n/, /o/ /sh/ /i/ /i/ /i/
(Write the letter “i”)
Ss: s-h

T: Let’s listen for the last sound in the word

“ocean,” ocean” What is the last sound
you hear? (write the letter “n”) Ss: /i/ /i/ /i/, the “i”

T: Awesome! So, we’ve written the word

“ocean,” which is the last word of our Ss: /n/ /n/ /n/, the “n”
sentence! Let’s read over our sentence
together to make sure we got everything.
Ready, go…”The sea turtle lives in the
ocean,” what do we put at the end of our
sentence? (add the period).

T: Great job stretching out the words

everyone! So, now you are going to get to
write your own sentence about the sea Ss: A period
turtle. Remember, we are writing facts
about the sea turtle, so things that are
always true about sea turtles. Where can
we look to help us remember some facts
about sea turtles?

T: And where can we look to help us spell

the words in our sentence? Ss: The chart (the labeled drawing of the
sea turtle)
T: Yes! We can use the labeled drawing
we made of the sea turtle to look for some
of the words we might use in our
sentences, we can use the word wall, or Ss: The chart, the word wall, around the
look around the room, and if we cannot room, stretch it out
find the word anywhere, then we can
stretch it out.

T: Alright, so go ahead and think of a fact

that you want to write about the sea turtle.
So, think in your head and show me a
thumbs up once you have an idea.

T: Go ahead and share with your partners

the fact that you are going to write about.
Ss: thinking, giving a thumbs up

T: (once students show the done signal)

Let’s see, done, done, done, done, done,
Ss: sharing with the partners
Dun Da Da Dun, Charge!
showing the signal when they are done
sharing
 T: Alright, so now you are going to go write
your facts about sea turtles. When you get
your paper, first, you are going to write
your name, then go ahead and draw and Ss: Charge!
color in you picture, and then write you
sentence about sea turtles. Got it?

T: (pass out papers, walk around the

classroom to support students as needed)
Ss: Got it!

Ss: working on drawing and writing

DAY _4_ of _4_

Time Teacher Student Resources / Materials

T: Okay, everyone, hands on top (put Ss: That means stop

hands on head)

T: Let’s get settled in. So, yesterday you Ss: sitting on the carpet
all drew pictures and wrote facts about
sea turtles. I went through all of you
papers yesterday and read what you all
wrote about, and you all did such a great
job! I noticed that a lot of you added
details to your writing and to your
drawings and you wrote facts that we
learned about sea turtles. I also noticed
that you included punctuation, or a period
at the end of your sentences, and I was so
proud of all of you and how well you wrote!

T: When I was reading your writing, I also

noticed two things. I noticed that some of
you were trying to strech out some of the
words that are on our labled sea turtle
drawing, which is great! But, when we are
trying to write a word, what is the first thing
we should do to try to find out how to spell Ss: Look around the room
it?

T: Yes, we should look around the room to

see if we can find the word. For example,
if I am trying to write “sea turtle,” is there
somewhere around the room where I can Ss: On the chart
find those words?

T: Right, I can look at the labeled drawing

of the sea turtle, and I see that at the top,
it says “sea turtle.” So, I can use that
spelling, since we already stretched it out.
So, make sure you look around the room
to try to find the words first, and then if you
cannot find the word you are looking for,
then you can try to stretch it out. We want
to make sure that we are using all of the
resources we have around the room.

T: Another thing I noticed it that some of

the first words of our sentences started
with a lowercase letter. When we are
starting a new sentence, should the first
letter of the first word be uppercase or Ss: Uppercase
lowercase?

T: The first word of our sentences should

always start with an uppercase letter.

T: Great job, everyone! So for today, you

are going to get your papers back that you
wrote on about the sea turtles.

T: (hold up a blank copy of the writing

template used) So, this is what the paper
you wrote on yesterday. Do you noticed all
these boxes at the bottom of the paper?
Ss: Yes

T: At the bottom, there is a checklist, so

you can make sure you included all of
these things in your writing. So, let’s look
at the sentence we all wrote together
yesterday.

T: Next to the first box, it says “capital

letter.” Where should there be a capital
letter in our sentence?

T: Is the first letter of the first word of our Ss: At the beginning of the first word. The
sentence an uppercase letter? “T” in “The.”

T: Yes! So, I can check off in the box that Ss: Yes!
there is a capital letter where it is
supposed to be.

T: The next check box says “sight words.”

Let’s look at our sentence, did we spell our
sight words correctly?

T: Yes! We used the word wall to spell Ss: Yes! The and in
“the” and “in” and “the” again. So, we can
check that off.

T: The next box says “spacing.” So, make

sure you put two finger spaces between
each word. Did we put finger spaces
between each of the words in our
sentence?
Ss: Yes!
T: Yes! We did include finger spaces next
to each word.

T: The last box says punctuation. So make

sure you put a period at the end of your
sentences. Did we put a period at the end
of our sentence?
Ss: Check!
T: Yes! So, we can check that off.

T: So, when you get you paper, you are

going to try to write another sentence
about another fact about sea turtles. And
then, you are going to read over your
sentences to make sure you included a
capital letter at the beginning of each
sentence, you used the word wall to spell
your sight words correctly, you put finger
spaces next to each word, and that you
included punctuation or a period at the
end of each sentence. Got it?

Ss: Got it!

T: I am going to pass out your papers, and
when you get your paper, go ahead and
get a pencil and go to your desk to get
started. (distribute papers)

T: (give individual feedback to each focus Ss: working on their writing

student)