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| Unit 1: Launching the Writing Workshop |
| Session 1: We Are All Writers: Putting Ideas on Paper with Pictures and Words |
| Session 2: Writers Know that “When We Are Done, We Have Just Begun.” |
| Session 3: Carrying on Independently as Writers |
| Session 4: Writers Call to Mind What They Want to Say, Then Put That onto the Page |
| Session 5: Stretching Out Words to Write Them |
| Session 6: Writing Even Hard-to-Write Ideas |
| Session 7: Turning Pieces into Scrolls and Books |
| Session 8: Planning Teaching Books Page by Page |
| Session 9: Asking and Answering Questions to Add More |
| Session 10: Stretching Out Words to Write Even More Sounds |
| Session 11: Letter to Teachers: Making Writing the Best It Can Be |
| Session 12: Getting Ideas for Stories and Practicing Storytelling |
| Session 13: Planning Stories Page by Page: Planning and Telling Stories across Pages |
| Session 14: Adding More Details to Pictures and Stories |
| Session 15: Letter to Teachers: Stretching and Writing Words: Hearing and Recording Sounds in Sequence |
| Session 16: Bringing Our Writing to Life: Adding Dialogue with Speech Bubbles |
| Session 17: Using Everything to Make Pieces the Best They Can Be |
| Session 18: Editing |
| Session 19: Letter to Teachers: Reading into the Circle: An Author’s Celebration |
| Unit 2: Writing for Readers |
| Session 1: Writing for Readers |
| Session 2: How to Write True Stories That Readers Really Want to Read |
| Session 3: Drawing Stories for Readers |
| Session 4: Writing Sentences that Tell a Story |
| Session 5: The Power of Rereading |
| Session 6: Checklists Can Help Writers Make Powerful Stories |
| Session 7: A Vowel Chart Can Help with the Middles of Words |
| Session 8: Writing Readable Stories Using Word Walls |
| Session 9: Writing Stories with True Words: Making Stories Talk |
| Session 10: Using Reading Partnerships to Support More Conventional Writing |
| Session 11: Letter to Teachers: Using a Partner to Hear More Sounds in Words |
| Session 12: Putting It Together: How to Make Readable Writing (Guided Inquiry Lesson) |
| Session 13: Writers Search Their Mental and Drawn Pictures to Make Their Stories Better |
| Session 14: Writers Use Flaps to Make Better Stories |
| Session 15: Writing Amazing Story Beginnings |
| Session 16: Writers Work with Partners to Answer Readers’ Questions |
| Session 17: Writers Use All They Know to Select and Revise a Piece to Publish |
| Session 18: Ending with Feelings |
| Session 19: Writers Make Their Pieces Beautiful to Get Ready for Publication |
| Session 20: Letter to Teachers: A Final Celebration: Bringing True Stories to Life |
| Unit 3: How-To Books: Writing to Teach Others |
| Session 1: Writers Study the Kind of Writing They Plan to Make |
| Session 2: Writers Use What They Already Know: Touching and Telling the Steps across the Pages |
| Session 3: Writers Become Readers, Asking, “Can I Follow This?” |
| Session 4: Writers Answer a Partner’s Questions |
| Session 5: Writers Label Their Diagrams to Teach Even More Information |
| Session 6: Letter to Teachers: Writers Write as Many Books as They Can |
| Session 7: Writers Reflect and Set Goals to Create Their Best Information Writing |
| Session 8: Writers Emulate Features of Informational Writing Using a Mentor Text |
| Session 9: Writing for Readers: Using the Word You |
| Session 10: How-To Book Writers Picture Each Step and Then Choose Exactly Right Words |
| Session 11: Elaboration in How-To Books: Writers Guide Readers with Warnings, Suggestions, and Tips |
| Session 12: “Balance on One Leg Like a Flamingo”: Using Comparisons to Give Readers Clear Directions |
| Session 13: Writers Write How-To Books about Things They Learn throughout the Day and from Books |
| Session 14: Writing a Series or Collection of How-To Books to Teach Others Even More about a Topic |
| Session 15: Writers Can Write Introductions and Conclusions to Help Their Readers |
| Session 16: Using Everything You Know to Make Their How-To Books Easy to Read |
| Session 17: How-To Books Make Wonderful Gifts! |
| Session 18: Preparing for the Publishing Party: Writers Do Their Best Work Now to Share It Later |
| Session 19: Letter to Teachers: Publishing Celebration: Writers Are Teachers |
| Unit 4: Persuasive Writing ofAll Kinds: Using Words to Adake a Change |
| Session 1: Words Are Like Magic Wands: They Can Make Things Happen |
| Session 2: Convincing People: Providing Reasons and Consequences |
| Session 3: Don’t Stop There! Generating More Writing for More Causes |
| Session 4: Writers Reread and Fix Up Their Writing |
| Session 5: Spelling Strategies Give Writers Word Power |
| Session 6: Hear Ye! Hear Ye! Writing to Spread the Word (a Mini-Celebration) |
| Session 7: Writing Letters that Reach Readers |
| Session 8: Studying a Mentor Text (a Guided Inquiry) |
| Session 9: Knowing Just What to Say: Angling Letters to Different Audiences |
| Session 10: How Can We Make It Better? Imagining Solutions |
| Session 11: Letter to Teachers: Wait! What’s That Say? Fixing Up Letters before Mailing Them |
| Session 12: Draw on a Repertoire of Strategies to Write about a World Problem |
| Session 13: Sound Like an Expert! Teaching Information to Persuade Your Audience |
| Session 14: Letter to Teachers: More on Adding Detailed Information to Persuasive Writing |
| Session 15: Writing How-To Books to Make a Change |
| Session 16: Letter to Teachers: Editing for Punctuation: Partner Work |
| Session 17: Speaking Up and Taking a Stand: Planning and Rehearsing Speeches |
| Session 18: Fixing and Fancying Up for Publication Using the Super Checklist |
| Session 19: Letter to Teachers: The Earth Day Fair: An Author’s Celebration |