Kindergarten Writer s Workshop Unit: Writing With Expression: Using Ending Punctuation to Enhance Meaning

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1 Goals 1.Strands a. Teaching Points ( ) Lesson idea suggestions UNIT GOALS: 1. Students will understand why writers use ending punctuation in their writing. (NOTE: This addresses CCSS LK2.) 2. Students will demonstrate the use of ending punctuation in their writing. (NOTE: See specifically page 113 in The Continuum of Literacy Learning in the Kindergarten Writing Section, under the heading: Punctuation) URGENT UNIT NOTES: 1. The writing units will not be rewritten this year. This updated version only includes the unit goals and notes added, everything else will remain the same. 2. This unit is about teaching students to try-on strategies for editing which is using punctuation (.,!,?). 3. This unit relies a lot on the use of mentor texts. These texts are also the same ones used in the Reading With Expression Unit. Teaching these units simultaneously may help students to really understand why punctuation is so important to a reader and a writer. 4. Several of the lessons in this unit use the example/non-example teaching approach to help students understand the need for using punctuation both as a writer and reader. 5. There is no specified amount of days for each teaching point listed below. Please take the time needed on each teaching point based upon the ability of your students to take-on the work. Note that the Kindergarten Literacy Calendar gives you two weeks for this unit. Goal 1: Students will understand why writers use ending punctuation in their writing. (NOTE: This addresses CCSS LK2.) 1. Students understand why writers use punctuation in their writing. a. Writers use punctuation marks because it helps their readers understand how to read a story. (Immersion section) b. Writers think about why we use different punctuation marks. ***NOTE: Create a chart below the T.P. showing the different punctuation marks and what they mean. (Identification section)

2 GOAL 2: Students will demonstrate the use of ending punctuation in their writing. 1. Writers learn when to use the different types of punctuation and tryit-on in their own writing. a. Writers use periods at the end of a sentence to show where one idea is finished. *Word this as you see fit. (Guided Practice section, Bullet #1) b. Writers use exclamation points (marks) at the end of a sentence to show when: Something is exciting Someone is yelling *Word this as you see fit (Guided Practice section, Bullet #3)*note: out of order, you can switch back to the original order if you choose to. c. Writers use question marks at the end of a question sentence because we are asking something. *Word this as you see fit (Guided Practice section, Bullet #2) CELEBRATION: See Commitment Section ****Keep a record of notes about suggested changes to this unit of study.

3 Classroom Materials Word wall and Charts that student may reference of earlier strategies. Personalized writing folders or writing journals (*whichever you prefer). Paper samples for appropriate for early spring. Example charts of punctuation marks. Mentor Texts: Suggested ideas for Mentor Texts: Daniel s Pet by Alma Flor Ada David Goes to School by David Shannon Alice the Fairy by David Shannon I Love My New Toy by Mo Willems There is a Bird on Your Head by Mo Willems Shortcut by Donald Crews **Idea: use these texts as an Interactive Read-Aloud before you need them in the writing lesson. Write additional mentor text ideas here: Workshop Structures: Other Literacy Components: Work Students are Doing: Mini-Lesson Independent Writing Pulling small strategy groups as needed Conferring Interactive Writing Shared Writing Interactive Read-Aloud= to read the mentor texts you refer to during writing to students to create that schema around the text. Continuing to remember the expectations of writing long and strong Writing independently to try-on the strategies taught Sharing their writing with their writing partner Using Punctuation charts created as resources for writing Editing their work to help it make sense to their reader

4 Support Struggling Readers: Support for Strong Readers: Pull small groups and work closely with them to encourage them to work on specific things they are struggling with. (Pencil Grip, drawing, thinking of ideas, staying engaged, initial and final sounds) Work on sentence strips having them write a sentence using the punctuation for each sentence type that you discuss in this unit. Pull small groups with an appropriate goal that will continue to push them on their writing level. These students may be ready for trying to write medial sounds, thinking about verb endings or more descriptive words. Home/School Write a parent letter explaining the goals of this unit. Assessment: Use the suggested checklist on page 177 for ideas. Celebrations: See page 178 under the Commitment Section. Standards addressed: Wyoming Common Core State Standards Common Core Standards Addressed: 1. Writing A. Text Types and Purposes 1. Use a combination of drawing, dictating, and writing to compose informative/explanatory text in which they name what they are writing about and supply some information about the topic. 2. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. B. Production and Distribution of Writing 1. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. C. Research to Build and Present Knowledge 1. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.) 2. Listening and Speaking A. Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers

5 and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. B. Presentation of Knowledge and Ideas 1. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 2. Add drawings or other visual displays to descriptions as desired to provide additional detail. 3. Speak audibly and express thoughts, feelings and ideas clearly. 3. Language Standards A. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters b. Use frequently occurring nouns and verbs 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I b. Recognize and name end punctuation c. Write a letter or letters for most consonant and short-vowel sounds (phonemes) d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Resources used to create this unit of study: The Complete Year in Reading and Writing K by Pam Allyn and Karen McNally pgs