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WRITING FUNDAMENTALS
PRODUCT OVERVIEW
Writing Fundamentals is a series of Units of Study for Grades K-8 that can be used individually to enrich and/or support existing writing instruction or in a series as a comprehensive writing workshop curriculum.

Each Unit of Study includes a wonderful selection of mentor texts and a binder of corresponding mini-lessons, teaching materials, and assessment resources that methodically walk teachers and students through each stage of the writing process, from Immersion to Publication.


WHAT'S INCLUDED IN EACH
UNIT OF STUDY


  • Anchor/Mentor Texts (5–10)
  • Student Benchmark Pieces
  • Common Core State Standards Alignment and Correlation Chart (LEARN MORE)
  • Unit Introduction
  • Unit Overview (Unit at a Glance)
  • Interactive Read-Aloud lessons (5)
  • Mini-Lessons (15–20)
  • Conference Questions (Independent Writing)
  • Lesson Extensions
  • Appendices
  • Authentic Assessments (3)

VIEW GRADE SPECIFIC UNIT SAMPLES
    Select a Grade:
  • K
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Assessment
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Assessment
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Assessment
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Assessment
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Assessment
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Assessment
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Unit Overview
Mini-Lesson
Interactive Read-Aloud
Unit Overview
Mini-Lesson
Interactive Read-Aloud

EXPLORE A LESSON
    The Interactive Read-Aloud Lesson
  • Page 1
  • Page 2
An introductory explanation of what is being taught and why A list of materials teachers and students will need to complete the lesson, including the mentor text(s) and appendices that will be used The teacher will introduce the mentor text and state the purpose for the day's reading. The teacher will often tap into students' background knowledge about the book's topic, theme, and/or genre, as well as connect the day's rationale to the writing work the class has been or will be immersed in. The teacher reads the text, stopping periodically to think aloud about the author's inspiration, purpose, and/or genre features. The teacher poses questions that enhance meaning and guide students to read like writers. The teacher reads the text, stopping periodically to think aloud about the author's inspiration, purpose, and/or genre features. The teacher poses questions that enhance meaning and guide students to read like writers. The teacher reads the text, stopping periodically to think aloud about the author's inspiration, purpose, and/or genre features. The teacher poses questions that enhance meaning and guide students to read like writers. Stage of the writing workshop with recommended time frame for instruction
Independent writing and partner or small-group reading or writing suggestions that connect to the day's lesson and strategies learned. Stage of the writing workshop with recommended time frame for instruction.
    The Mini-Lesson
  • Page 1
  • Page 2
An introductory explanation of what is being taught and why A list of materials teachers and students will need to complete the lesson, including the mentor text(s) and appendices that will be used Teacher tells the students what is going to be taught and how it will help them as writers. Teacher demonstrates or models the skill or strategy by thinking aloud, revisiting mentor texts, and/or using shared texts. Stage of the writing workshop with recommended time frame for instruction
Students quickly practice the skill or strategy that was modeled by the teacher, which enables the teacher to do a quick assessment of students' understanding. Teacher restates the skill or strategy, why it is imoportant, and how it connects to students' independent writing. Questions designed to connect teachers to individual student's work, supporting, guiding, and differentiating instruction. Ways to extend teaching, including support for ELL/LEP students, ideas for home-school connections, Fundamentals of Grammar and Conventions connections, and follow-up lessons.






PROGRAM AUTHORS
Educational Director

LEAD WRITERS

WF Curriculum Writer
WF Curriculum Writer
WF Curriculum Writer
WF Curriculum Writer
ELL Curriculum Writer
ELL Curriculum Writer
ELL Curriculum Writer

ADDITIONAL CONTRIBUTORS

Senior Editor
Senior Editor
Senior Editor
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