On Hand: A pair of binoculars [see note above] and an easel pad

Mini-Lesson: During morning meeting, I tell students that I'm going to begin by writing a list. Many primary students, through training or by nature, make lists. I want to help them to differentiate between a list and a focused topic. So I write my "I like" list:

I like my family.

I like my friends.

I like my house.

I like my dogs.

I like to write.

     However, I say, during writing time I don't want to write a list. I want to write with focus. So, I'm going to take out my handy binoculars (here I don't bring out the real binoculars I used earlier [see note above], but use my hands to create pretend ones, causing all of the students to create their own pretend binoculars-perfect!) and tell them that I'm going to choose one of the items on my list to focus on. I circle one of the items, such as "I like my dogs," turn the page on the easel pad, and write several focused sentences about my dogs, complete with unique details. "There," I say. "Now I've written a focused piece."

     Ask students to put use their binoculars again to tell you what they will focus on during writing time today.

Extension: Use the pretend binoculars to focus on quality details as well. Put on your pretend binoculars and say to students: "I see a field." Then "focus" your binoculars and look again. "There is a cow in the field." Focus again: "The cow is black and white and chewing her cud." Focus: "There is a fly on the cow's nose and it's washing its feet." Help students to understand that zooming in leads to quality details.

     Choose a different setting-a road, a room, the beach-and invite students to take turns using their binoculars to report on details.

No More "I'm Done!"  focuses on nurturing independent primary writers.  In addition to suggesting a classroom set-up and routines that support independence, a year of developmentally appropriate minilessons is provided.