We also spend a lot of time sharing during this time so the students can apply what they are learning and hear lots of examples from their peers. Here is how I typically segment my writing time. I think it is very important that the students are exposed to writing in all three genres together and not just in isolation. Is how you teach writing similar or very different from how I teach? You can read how I used one mentor text during my persuasive writing unit by clicking here.
Then we will use those articles and our own reasons and experiences to craft a persuasive argument. Include enough details, but not too many. This is authentically preparing them for the writing assessment in a way that still engages them in the writing.
These lessons come from what I see as a need during my lean-in conferences and what I know will help move my students beyond their current writing varying sentence lengths, using complex sentences, using introductory phrases, etc. WritingFix: Genres Over time, the ring will have several choice boards. Student reference charts — My students use their writing notebooks to keep their writing lists and to keep reference charts for almost every lesson that I teach. We create an anchor chart together and then I give the students a printable copy of the chart that is already made or that I make after the fact.
I find this is the graphic organizer my students turn to first when they are looking for an idea.
Topics; Grade As the students are writing, they are referring to charts and examples from our previous mini-lessons to help them apply what they have learned. Edit