Chart paper Variety of writing paper (no lines, with lines, sketch boxes, etc.) Writing tools (pencils, etc.) Mentor texts

Transcription

1 WRITING UNIT 1: Launching the Writing Workshop GRADE: Kindergarten Essential Question: What is Writing Workshop? Standards: W.K.3, W.K.5, L.K.1, L.K.2 Goals: Students are part of a community of writers. Students will work independently during Writing Workshop. Students will learn and follow the routines and procedures of Writing Workshop. Students will use the materials in Writing Workshop independently. Students will improve their writing through revision and editing. Structures Whole class mini-lessons Independent writing Small group instruction Conferences Share Interactive writing Suggested Skills to be Taught in This Unit Writing with stamina. Writing with independence Focus Sketching an idea Adding writing Materials Chart paper Variety of writing paper (no lines, with lines, sketch boxes, etc.) Writing tools (pencils, etc.) Mentor texts Ongoing Teacher observations/conferring notes Portfolio writing assessment Conferences Writing folders with student work Published pieces (7/17/12) Grade K Writing Unit 1 Page 1 of 7

2 1 PORTFOLIO ASSESSMENT Students will learn and follow the routines and procedures of Writing Workshop. Students are part of a community of writers. Students will use materials in Writing Workshop independently. What writers do during Writing Workshop: Writers come to the carpet for the mini-lesson. Writers have jobs to do during Writing Workshop; they need to sketch and write and get their materials all by themselves. Writers work by themselves during independent writing time. Writers get their materials independently from the writing center (folders, paper choices, and pencils). Writers work with quiet voices. Writers create a poster of what Writing Workshop looks like with photographs (take photos of writers working independently, the writing center, writers sitting on the carpet for the mini-lesson, writers getting materials independently, etc.). Building the community of writers: Writers think about who writes in their world (create a class poster of people who write). Writers think about what kind of writing there is in their world (create a class poster of different types of writing or show samples of cards, lists, posters, etc.). Writers think about where we see writing in the world (around the classroom, at home, outside, etc.). Writers use the materials of Writing Workshop independently: Writers have a place to keep their work writing folders. One side is for finished work and the other side is for writing in progress. Writers decorate their writing folders to make them special and personalize them. Writers independently get their writing folders and put them away at the end of Writing Workshop. Benchmark portfolio assessment. Observe students practice the routines of Writing Workshop. Observe students talking about kinds of writing in the world, etc. Observe students decorating their writing folders. (7/17/12) Grade K Writing Unit 1 Page 2 of 7

3 2 Students will learn and follow the routines and procedures of Writing Workshop. Students are part of a community of writers. Students will use materials in Writing Workshop independently. Writers get ideas to write about all by themselves: Writers get ideas from their own lives. Writers write about themselves. Writers write about ideas that are important to them. Writers share and tell stories that have happened to them. Writers write about what they know a lot about. Writers get ideas for writing by looking at their writing folders. Writers use the materials of Writing Workshop independently: Writers go to the writing center all by themselves to choose their paper. Writers choose paper independently (paper is differentiated to meet the needs of students, with more or fewer lines for writing). Writers know that the paper has a place for their name. Writers use a date stamp to put the date on their paper. Writers know that the paper has a place for their sketch. Writers know that they can also add letters, sounds, and words to their paper. Writers put their writing in their folder all by themselves at the end of Writing Workshop. Writers decide where their writing goes (finished side or works-in-progress side red or green light). Observe students choosing their writing paper. Observe students getting their writing materials and putting them away independently. Observe students finding ideas to write about independently. Observe students finding their name and date stamp on their paper independently. (7/17/12) Grade K Writing Unit 1 Page 3 of 7

4 3 Students will learn and follow the routines and procedures of Writing Workshop. Students are part of a community of writers. Students will use materials in Writing Workshop independently. Writers think, say, and sketch their ideas before they write: Writers think about what they want to write about. Writers say their ideas to themselves or a partner. Writers think about what needs to go in their sketch (e.g., I am writing about going on the swings at the park with my mom. I have to draw me, my mom, and swings). Writers sketch independently and try their best (even if they don t know how to draw something). Writers label their sketch with letters, sounds, and words as best as they can (e.g., put s next to the swings, Mom next to my mom because I know how to write that word already, etc.). Writers create a class chart to show what to do when they get a piece of paper (think of an idea, say the idea, sketch the idea, and write as best as they can). Writers work independently during Writing Workshop: Writers don t always start Writing Workshop by starting a new writing piece; they can go back and work on a piece from their writing folder (after the mini-lesson, students go to their folders first and reread their writing before going to the writing center to get new paper). Writers always have work to do when they are done a writer s work is never done. Writers write during the entire Writing Workshop. Writers can start a new piece of writing or finish a writing piece they already started from their writing folder when they are done. Writers go to the writing center to get new paper all by themselves when they are done. Writers create a class chart about what writers do when they are done. Observe students sketching before writing. Observe students working on pieces of writing in their folder. Observe students starting new pieces. (7/17/12) Grade K Writing Unit 1 Page 4 of 7

5 4 Students will work independently during Writing Workshop. Students will use materials in Writing Workshop independently. Students will improve their writing through revision and editing. Observe students labeling their sketches. Observe students rereading their writing. Observe students adding more to their writing pieces. Writers add writing to their sketch: Writers add writing by labeling their sketches. Writers label their sketches by writing words they already know (me, Mom, etc.). Writers label their sketches by thinking about the initial sounds they hear. Writers label by stretching their words and hearing sounds. Writers add writing on lines. Writers reread their writing to revise it: Writers reread their writing by pointing to their sketches and labels. Writers add more to their sketches. Writers add more to their labels and words. Writers add more writing to the lines. Writers make sure their name is on their paper. Writers make sure the date stamp is on their paper. (7/17/12) Grade K Writing Unit 1 Page 5 of 7

6 5 Students are part of a community of writers. Students will work independently during Writing Workshop. Students will learn and follow the routines and procedures of Writing Workshop. Writers choose their favorite pieces to publish: Writers reread their writing and look for treasure their favorite writing piece. Writers reread their writing and choose the one that is their favorite. Writers reread their writing and choose which one they wish to share. Writers reread their writing and choose which one they still have to work on. Writers revise their writing: Writers revise their writing by rereading their writing. Writers revise their writing by adding to the sketch. Writers revise their writing by adding to the writing (letters, sounds, words). Students will use materials in Writing Workshop independently. Students will improve their writing through revision and editing. Writers edit their writing: Writers reread their writing. Writers edit their writing by making sure their name is spelled correctly. Writers fancy up their writing in preparation for a celebration: Writers color their sketches. Writers can add a title and cover. Writers practice rereading their writing in preparation for the celebration by touching the sketch and the words. Writers celebrate their writing with a partner and display their work for all to see! Observe students choosing their favorite pieces independently. Observe students revising their writing independently. Observe students editing their writing independently. Observe students publishing and celebrating their writing. (7/17/12) Grade K Writing Unit 1 Page 6 of 7

7 Grammar / Conventions Based on assessment, teach the following in mini-lessons, conferring, or small group instruction: Capitalization Writers always capitalize the first letter of their name. Spelling Writers listen and write consonant and short vowel sounds they hear. Writers stretch words to hear sounds. Writers use what they know about letters and sounds to write words. Writers use the word wall to help them write sight words. (7/17/12) Grade K Writing Unit 1 Page 7 of 7

8 WRITING UNIT 2: List Books GRADE: Kindergarten Essential Question: What is a list book? Standards: W.K.2, W.K.5, L.K.1, L.K.2 Goals: Students will work independently in the Writing Workshop. Students will read like a writer. Students will identify the characteristics of list books. Students will begin to stretch sounds in words. Students will express their opinions. Students will improve their writing by revision and editing. Structures Whole class mini-lessons Independent writing Small group instruction Conferences Share Interactive writing Suggested Skills to be Taught in This Unit Reading like a writer (noticing the characteristics of list books) Writing with a focus Writing with stamina Writing with independence Stretching, hearing, and writing sounds Materials Baskets of list books (concept books, level A or B books) Chart paper/post-its Paper with and without lines, pre-stapled booklets, various size paper Pencils Writing folders Ongoing Teacher observations/conferring notes Portfolio writing assessment Conferences Writing folders with student work Published pieces (7/17/12) Grade K Writing Unit 2 Page 1 of 7

9 1 Students will work independently in the Writing Workshop. Students will read like a writer. Students will identify the characteristics of list books. Students will begin to stretch sounds in words. Observe students reading list books. Observe students comparing and contrasting list books. Observe students labeling the room with initial sounds. Writers learn to read like writers: Immersion: What is a list book? Writers spend time reading the kinds of books that they will make. Writers talk about what they notice about list books. Writers notice the characteristics of list books: Writers talk about their noticings. Writers think and talk about how their books are alike and different. Writers create a class poster ( What is a List Book? ) and list the characteristics of list books (each book is on one topic, words repeat, a pattern is present, one word on each page, etc.). Writers label the classroom: Writers notice that some list books only have one word or label on each page. Writers notice that the word and the picture matches. Writers label the classroom by talking about their world and labeling it. Writers write words on Post-its and then stick them next to an object/place. Writers label by listening and writing for initial sounds (ending sounds, etc.). (7/17/12) Grade K Writing Unit 2 Page 2 of 7

10 2 Students will work independently in the Writing Workshop. Students will read like a writer. Students will identify the characteristics of list books. Students will begin to stretch sounds in words. Observe students choosing topics for list books. Observe students planning their list books across pages. Observe students sketching their list books before they write. Observe students adding writing to their sketches. Writers read lots of list books to explore the possibilities for their own list book: Writers notice the way the page is set up (one letter or shape per page, one word or one repeating line per page, etc.). Writers think about and make plans for how their books might go. Writers plan for their writing: Writers think about what they want to write about. Writers make a list of things related to their topic using pictures or words. Writers use special paper to brainstorm their ideas (long list paper might be nice to use as students list their ideas related to their topic); e.g., baseball list book ball, bat, player, etc. Writers write list books: Writers think about what their list book is about. Writers plan their list book across pages. Writers sketch across pages. Writers add writing as best they can to match their sketch by labeling. Writers add writing by writing words they know from the word wall (I like ). Writers label by listening and writing beginning sounds. Writers label by listening and writing middle sounds. Writers label by stretching words. (7/17/12) Grade K Writing Unit 2 Page 3 of 7

11 3 Students will work independently in the Writing Workshop. Students will read like a writer. Students will identify the characteristics of list books. Students will begin to stretch sounds in words. Students will improve their writing by revision and editing. Writers work independently during Writing Workshop: Writers go back in their folders to work on their list book. Writers reread their list book and add more to the sketch, labels, sentences, and pages. Writers start a new list book when they are finished. Writers decide what their writing work is going to be each day (start a new list book or finish one in progress). Writers will begin to stretch sounds and words: Writers use an alphabet chart to help them with letters and sounds. Introduce an alphabet chart for students to keep in their writing folders. Writers stretch to hear and write beginning sounds. Writers stretch to hear and write ending sounds. Writers put a space between words when they don t hear any more sounds. Writers put a capital letter at the beginning of their sentences. Writers put a period at the end of their sentences. Writers use the word wall to help them write words. Observe students starting new list books. Observe students using alphabet charts to help them stretch words. Observe students adding periods. Observe students using the word wall as a resource to spell high-frequency words. (7/17/12) Grade K Writing Unit 2 Page 4 of 7

12 4 Students will work independently in the Writing Workshop. Students will begin to stretch sounds in words. Students will express their opinions. Writers share their opinions in list books: Writers think about their feelings to help them write list books (opinion words love, like, dislike, etc.). Writers think about things they like to find topics for list books. Writers think about things they love to find topics for list books. Writers think about what they dislike to find topics for list books. Writers choose a topic and tell their opinions across their fingers thinking about different kinds (example: candy I like lollipops, I like licorice, etc.). Writers tell their opinions across their fingers with their writing partners. Writers plan their writing across pages, touching each page. Writers sketch across pages, thinking about their opinions. Writers label their sketches. Writers add their opinions by writing sentences. Writers use sight words to help them write (I, like, the, etc.). Observe students thinking about their opinions to find topics for list books. Observe students choosing topics for list books and telling their opinions across their fingers. Observe students planning their list books across pages. Observe students sketching their list books before they write. Observe students adding writing to their sketches. Observe students using the word wall to write sight words. (7/17/12) Grade K Writing Unit 2 Page 5 of 7

13 5 Students will work independently in the Writing Workshop. Students will identify the characteristics of list books. Writers choose their favorite pieces to publish: Writers reread their writing and look for treasure their favorite list books. Writers revise their writing: Writers revise their list books by rereading their writing. Writers revise their list books by adding to the sketch. Writers revise their list books by adding to the writing (letters, sounds, words). Students will begin to stretch sounds in words. Students will improve their writing by revision and editing. Writers edit their writing: Writers reread their list books. Writers edit their list books by making sure their name is spelled correctly. Writers edit their list books by using their alphabet chart to help them with letters and sounds. Writers edit their list books by using the word wall. Writers fancy up their writing in preparation for a celebration: Writers color their sketches. Writers add a title and cover to their list books. Writers practice rereading their list books in preparation for the celebration by touching the sketch and the words. Writers celebrate their list books and put their writing in the classroom library for everyone to read. Observe students choosing list books for publication. Observe students revising their list books. Observe students editing their list books. Observe students publishing and celebrating their list books. (7/17/12) Grade K Writing Unit 2 Page 6 of 7

14 Grammar / Conventions Based on assessment, teach the following in mini-lessons, conferring, or small group instruction: Uppercase and Lowercase Letters Writers print uppercase letters. Writers print lowercase letters. Capitalization Writers always capitalize the first letter of their name. Writers always capitalize the first letter of the sentence. Writers always capitalize the word I. Punctuation Writers recognize and name end punctuation. Writers use periods at the end of each sentence. Spelling Writers listen and write consonant and short vowel sounds they hear. Writers listen for beginning, middle, and ending sounds. Writers stretch words to hear sounds. Writers put a space after stretching a word. Writers use what they know about letters and sounds to write words. Writers use the word wall to help them write sight words. Writers use a space between words. (7/17/12) Grade K Writing Unit 2 Page 7 of 7

15 WRITING UNIT 3: Personal Narrative GRADE: Kindergarten Essential Question: What is a personal narrative? Standards: W.K.3, W.K.5. W.K.8, L.K.1, L.K.2 Goals: Students will read like writers. Students will tell and write stories independently from their own lives. Students will write in the I voice. Students will begin to stretch sounds in words. Students will write stories with a beginning, middle, and an end. Students will improve their writing by revision and editing. Structures Whole class mini-lessons Independent writing Small group instruction Conferences Share Interactive writing Suggested Skills to be Taught in This Unit Reading like a writer Writing with a focus Writing with stamina and independence Storytelling Stretching, hearing, and writing sounds Writing with a beginning, middle, and an end Materials Baskets of personal narratives Chart paper/post-its Differentiated paper choices and booklets Pencils Writing folders (save writing for Unit 4) Ongoing Teacher observations/conferring notes Portfolio writing assessment Conferences Writing folders with student work Published pieces (7/18/12) Grade K Writing Unit 3 Page 1 of 6

16 1 Students will read like writers. Students will tell and write stories independently from their own lives. Writers read personal narratives (read like writers): Immersion: What is a personal narrative? Writers spend time listening to personal narratives. Writers spend time reading personal narratives. Writers talk about their favorite personal narratives. Writers notice the characteristics of personal narratives: Writers think about what a personal narrative is. Writers listen for the I voice by locating the words I, me, my, we, etc. Writers think and talk about who the characters in the personal narratives are. Writers think and talk about the beginning, middle, and end of stories. Writers talk about their favorite part in personal narratives. Writers create a class poster ( What is Personal Narrative? ) and list the characteristics of personal narratives (e.g., written from our own lives; written in the I voice; has a beginning, middle, and end; when the event ends, the story ends; etc.). Writers tell true stories from their own lives to a partner: Storytelling: Writers think about happy, sad, funny, silly stories from their own lives. Writers sit knee to knee with partners and tell stories from their own lives. Writers tell their stories across their fingers. Writers tell their stories in an I voice. Partners listen carefully with their whole body to their partner s stories. Partners care about each other s stories and take turns storytelling and listening. Observe students immersing themselves in personal narrative stories. Observe students reading like writers and sharing their noticings. Observe students storytelling with partners. (7/18/12) Grade K Writing Unit 3 Page 2 of 6

17 2 Students will tell and write stories independently from their own lives. Students will write stories with a beginning, middle, and an end. Students will write in the I voice. Students will begin to stretch sounds in words. Writers plan for their writing: Writers think of something that happened to them they are the stars of their stories (e.g., the time I fell off my bike, the time my tooth fell out, etc.). Writers think about the places where personal narratives hide (e.g., home, playground, bus, classroom, gymnastics class, etc.). Writers picture their stories in their minds. Writers tell their stories across their fingers. Writers touch the page in their booklets as they think about the beginning, middle, and end. Writers write stories from their lives: Writers sketch their ideas across pages. Writers add words to say more about their sketches. Writers think about who will be in their story. Writers think about where their story takes place. Writers think about the way things happened in their stories. Writers start their story at the beginning. Writers will begin to stretch sounds and words: Writers use an alphabet chart to help them with letters and sounds. Writers stretch to hear and write beginning sounds. Writers stretch to hear and write ending sounds. Writers put a space between words when they don t hear any more sounds. Writers put a capital letter at the beginning of their sentences. Writers put a period at the end of their sentences. Writers use the word wall to help them write words. Observe students brainstorming possible stories. Observe students telling their stories across pages. Observe students planning their stories across pages in booklets. Observe students sketching their ideas. Observe students listening for sounds in words. Observe students writing words. Observe students using the word wall and alphabet charts to spell words. (7/18/12) Grade K Writing Unit 3 Page 3 of 6

18 3 Students will tell and write stories independently from their own lives. Students will write stories with a beginning, middle, and an end. Students will write in the I voice. Students will begin to stretch sounds in words. Writers add details to make their writing better: Writers tell their stories to a partner before they write their story. Writers think about who is in their stories and make sure the people are in their sketches. Writers think about what happened to them in their stories and show it in their sketches. Writers sketch their stories with a beginning, middle, and an end. Writers label their sketches to identify the characters. Writers add more to their sketches to show where the story takes place. Writers make sure they write with capital I because they are the stars of their stories. Writers add speech bubbles to show what their characters say. Writers add thinking bubbles to show what their characters are thinking. Writers are risk takers and try their best spelling words. Observe students working independently during Writing Workshop. Observe students sketching, then writing across pages. Observe students writing with stamina. Observe students adding details to their writing and sketches. (7/18/12) Grade K Writing Unit 3 Page 4 of 6

19 4 Students will tell and write stories independently from their own lives. Writers choose their favorite pieces to publish: Writers reread their writing and look for treasure their favorite personal narrative. Writers look at all of their pieces of writing before they choose a piece to publish. Students will write in the I voice. Students will begin to stretch sounds in words. Students will write stories with a beginning, middle, and an end. Students will improve their writing by revising and editing. Writers revise their writing: Writers revise their personal narratives by rereading their writing. Writers revise their personal narratives by adding to the sketch. Writers revise their personal narratives by adding to the writing (letters, sounds, words). Writers add bold words to tell the reader to read it loudly. Writers use exclamation points to tell their reader to read it with expression. Writers edit their writing: Writers reread their personal narratives. Writers edit their personal narratives by making sure their name is spelled correctly. Writers edit personal narratives by using their alphabet chart to help them with letters and sounds. Writers edit their personal narratives by using the word wall. Writers look for capital letters at the beginning of sentences. Writers look for periods at the end of their sentences. Writers fancy up their writing in preparation for a celebration: Writers color their sketches. Writers can add a title and cover to their personal narratives. Writers add an About the Author page. Writers practice rereading their personal narratives in preparation for the celebration by touching the sketch and the words. Observe students selecting a piece to publish. Observe students rereading their piece. Observe students adding details to their sketches. Observe students adding more sounds to words. Observe students using resources to help spell words. Observe students making a fancy cover and an About the Author page. (7/18/12) Grade K Writing Unit 3 Page 5 of 6

20 Grammar Based on assessment, teach the following in mini-lessons, conferring, or small group instruction: Uppercase and Lowercase Letters Writers print uppercase letters. Writers print lowercase letters. Capitalization Writers always capitalize the first letter of their name. Writers always capitalize the first letter of the sentence. Writers always capitalize the word I. Punctuation Writers recognize and name end punctuation. Writers use a period at the end of a telling sentence. Writers use a question mark at the end of an asking sentence. Writers use an exclamation point at the end of an exciting sentence. Spelling Writers listen and write consonant and short vowel sounds they hear. Writers listen for beginning, middle, and ending sounds. Writers stretch words to hear sounds. Writers put a space after stretching a word. Writers use what they know about letters and sounds to write words. Writers use the word wall to help them write sight words. Writers use a space between words. Usage Writers use the I voice when they write personal narrative (I, we, us, our, etc.). Writers use describing words (adjectives) in their stories. Writers use action words (verbs) in their stories. (7/18/12) Grade K Writing Unit 3 Page 6 of 6

21 WRITING UNIT 4: Writing for Readers GRADE: Kindergarten Essential Question: How do writers make sure that readers can understand their writing? Standards: W.K.3, W.K.5, W.K.8, L.K.1, L.K.2 Goals: Students will write independently with stamina. Students will improve their writing as best as they can to make it readable. Students will learn strategies to spell words. Students improve their writing by revising and editing. Structures Whole group lessons/mini-lessons Independent writing Conferences Small group instruction Share Interactive writing Suggested Skills to be Taught in This Unit Writing with independence Writing with stamina Strategies to stretch and hear sounds Editing techniques Rereading writing Spacing Materials Writing tools Editing tools (colored pencils, staplers, etc.) Writing folders with old, unfinished writing pieces from Units 1, 2 & 3. Ongoing Teacher observation Conferring notes Portfolio assessment Student writing folders Published pieces (7/18/12) Grade K Writing Unit 4 Page 1 of 6

22 1 Students will write independently with stamina. Students will improve their writing as best as they can to make it readable. Writers make sure that others can understand their writing: Writers know that it is their job to write for readers. Readers look at writers sketches and words to try to understand their writing. Writers know that in more readable writing, readers can figure out what the sketches are pictures of and can understand the writing. Writers take out all of their writing and sort it into two piles writing that is more readable and writing that is less readable. Writers use a special tool to make their writing more readable editing pencils (colored pencils) for writers to edit their writing with. Writers make sketches more readable and detailed: Writers look at wordless picture books to see how writers tell a story without any words. Writers carefully sketch so readers can see who is in their story and what is happening. Writers carefully sketch so they remember the stories they were trying to tell. Writers label their sketches to help the readers read their pieces (names next to people, etc.). Writers reread their sketch by touching each part of their sketch and telling what it is a sketch of. Writers add more details to their sketch with an editing pencil. Writers add labels to their sketches with an editing pencil. Writers begin new writing pieces and remember to label their sketches and try to make them easy to read. Observe students rereading their old pieces from their writing folders by touching the sketches and the words. Observe students separating their writing and putting them into two piles (pieces that are more readable and pieces that are less readable). Observe students using editing tools. Observe students editing their sketches. (7/18/12) Grade K Writing Unit 4 Page 2 of 6

23 2 Students will write independently with stamina. Students will improve their writing as best as they can to make it readable. Students will learn strategies to spell words. Writers stretch and hear words: Writers know that readable writing has words with lots of sounds. Writers look at their sketch to figure out which words they need to write. Writers try their best to stretch out tricky words they don t know how to spell. Writers create a chart ( Steps to Write a Word ) and model stretching words: - Say the word slowly to stretch out the first sound you hear. - Write the letter that matches the sound you hear. - Say the word again slowly and stretch out the middle sounds you hear. - Write the letter that matches the middle sounds you hear. - Say the word again slowly and stretch out the ending sounds you hear. - Write the letter that matches the ending sounds you hear. - Read the word. Writers use their editing pencils to edit their spelling. Writers carefully stretch words as they write new writing pieces. Writers write with sight words: Writers can write more words by using the word wall to help them write sight words. Writers know that sight words are words they should write in a snap, without sounding them out. Writers edit their writing by using the word wall. Writers use the word wall to write new writing pieces. Observe students stretching and hearing more sounds. Observe students using the word wall to write sight words. Observe students editing old pieces of writing and writing new pieces by using the spelling strategies taught. (7/18/12) Grade K Writing Unit 4 Page 3 of 6

24 3 Students will write independently with stamina. Students will improve their writing as best as they can to make it readable. Writers make their writing more readable by adding spaces between words: Writers know that it is important to leave a finger-sized space when they hear no more sounds in a word. Writers leave spaces between words so they don t crash into each other. Writers reread their writing and check for spaces. Writers touch each word and reread words after writing them. Writers reread sentences to make sure all of the words are there by reading slowly and touching each word. Writers have writing partners to help them make their writing more readable: Writers write for partners you are writing for a friend who will try to read your work. Writers reread each other s writing together to find and fill in missing words. Writing partners help each other include more letters in each word, making their writing easier to read. Writing partners help each other spell word wall words correctly and easily when they write. Writing partners help each other leave spaces between words. Writing partners help each other reread their sentences to make sure all of the words are there. Writers compose a class chart with ways partners help each other write. Observe students using spaces between words. Observe writing partners help each other with spacing and spelling words. Observe writing partners help each other reread their sentences slowly and check for missing words. Observe students writing new pieces when they are done editing old pieces. (7/18/12) Grade K Writing Unit 4 Page 4 of 6

25 4 Students will write independently with stamina. Students will improve their writing as best as they can to make it readable. Writers choose a piece to publish: Writers choose their favorite piece that they edited from their folder to publish and share. Writers revise their writing: Writers revise their writing by making sure their sketches are more readable. Writers revise their writing by labeling their sketches. Writers revise their writing by rereading their writing and checking for missing words. Students will learn strategies to spell words. Students improve their writing by revising and editing. Writers edit their writing: Writers edit their writing by checking for spaces between words. Writers edit their writing by making sure their sentences start with a capital letter. Writers edit their writing by putting a period at the end of their sentences. Writers edit their writing all by themselves and with their writing partner. Writers publish their writing and make it fancy: Writers color their sketches. Writers add a cover with the title and the author s name. Writers practice rereading their writing to get ready to share it. Writers share their published piece: Writers celebrate their published piece by noticing the ways in which their writing has become more readable. Writers celebrate all of the changes they have made in their writing. Observe students choosing a favorite piece to publish. Observe students revising their writing pieces. Observe students editing their writing independently and with a writing partner. Observe students publishing their writing pieces. Observe students celebrating their writing pieces. (7/18/12) Grade K Writing Unit 4 Page 5 of 6

26 Grammar Based on assessment, teach the following in mini-lessons, conferring, or small group instruction: Uppercase and Lowercase Letters Writers print uppercase letters. Writers print lowercase letters. Capitalization Writers always capitalize the first letter of their name. Writers always capitalize the first letter of the sentence. Writers always capitalize the word I. Punctuation Writers recognize and name end punctuation. Writers use a period at the end of a telling sentence. Writers use a question mark at the end of an asking sentence. Writers use an exclamation point at the end of an exciting sentence. Spelling Writers listen and write consonant and short vowel sounds they hear. Writers listen for beginning, middle, and ending sounds. Writers stretch words to hear sounds. Writers put a space after stretching a word. Writers use what they know about letters and sounds to write words. Writers use the word wall to help them write sight words. Writers use a space between words. Usage Writers use describing words (adjectives) to improve their writing. (7/18/12) Grade K Writing Unit 4 Page 6 of 6

27 WRITING UNIT 5: How To Books GRADE: Kindergarten Essential Question: What is a how to book? Standards: W.K.2, W.K.5, L.K.1, L.K.2 Goals: Students will identify the characteristics of how to books. Students will work with partners to explain how to do something. Students will write to teach their readers how to do something. Students will use sequence words and ordinal words to write about the steps of a process. Students will begin to stretch sounds in words. Students will improve their writing through revision and editing. Structures Whole class mini-lessons Independent writing Small group instruction Conferences Partnerships Share Interactive writing Suggested Skills to be Taught in This Unit Reading like a writer (noticing the characteristics of how to books) Writing with a focus Organization/sequencing Writing with stamina Writing with independence Stretching, hearing, and writing sounds Materials Baskets of how to books Chart paper/post-its Differentiated how to paper choices Pencils Writing folders Ongoing Teacher observations/conferring notes Portfolio writing assessment Conferences Writing folders with student work Published pieces (7/18/12) Grade K Writing Unit 5 Page 1 of 6

28 1 Students will work independently in the Writing Workshop. Students will read like a writer. Writers learn to read like writers: Immersion: What is a how to book? Writers spend time reading how to books. Writers notice the nonfiction text features of how to books (e.g., pictures, directions, ingredients, materials, bullets, ordinal words, numbers). Writers create a class chart ( What do how to books have? ). Students will identify the characteristics of How to books. Writers explore the various kinds of how to books: Writers read how to books to explore the types of things how to books can teach. Writers think about different kinds of how to books. Writers name the kinds of how to books (e.g., how to do, how to make, how to play, how to go). Writers create a poster of the various types of how to books that exist in the world (e.g., how to make, how to play ). Writers notice the text features in how to books: Writers know that some how to books have a table of contents. Writers know that how to books teach the reader how to do something in an organized manner. Writers know that some how to books have the steps listed using sequential words. Writers know that some how to books have numbers. Writers know that how to books are easy to follow. Writers know that some how to books have pictures or sketches. Observe students immersing themselves in how to books. Observe students reading like writers and their noticings. Observe students thinking and talking about what they learned from reading how to books. (7/18/12) Grade K Writing Unit 5 Page 2 of 6

29 2 Students will work independently in the Writing Workshop. Students will tell how to do something to their partners. Students will begin to stretch sounds in words. Writers think about what they know how to do: Writers think about what they are experts at doing. Writers make a list of possible topics. Writers think about and make plans for what they can teach someone how to do. Writers talk about what they can do with partners: Writers think about the things they are experts at doing, making, etc. Writers plan what they want to say by talking through the steps for writing their how to. Writers use sequence words in each step (First, I ;Then, I ; Next, I ; Finally, I ). Writers get ready to write how to books: Writers create a class poster ( How to write a how to book ). Writers think about what they know how to do. Writers get how to paper. Writers sketch the steps. Writers sequence steps with numbers, numeral words, or sequence words. Writers write a page that tells what you need (supplies, ingredients, materials, etc.). Writers write how to books: Writers plan the steps across pages. Writers sketch across pages. Writers add numbers, numeral words, and sequence words. Writers use word wall words when they write. Writers write by listening and writing beginning sounds. Writers write by listening and writing middle sounds. Writers write by stretching words. Observe students immersing themselves in how to books Observe students reading like writers and their noticings. Observe students thinking and talking about what they learned from reading how to books. Observe students planning their writing. (7/18/12) Grade K Writing Unit 5 Page 3 of 6

30 3 Students will work independently in the Writing Workshop. Students will read like a writer. Students will identify the characteristics of How to books. Students will begin to stretch sounds in words. Students will improve their writing by revision and editing. Writers work independently during writing workshop: Writers go back in their folders to work on their how to books. Writers reread their how to books and add more to the sketch, sentences, and steps. Writers start a new how to book when they are finished. Writers decide what their writing work is going to be each day (start a new book or finish one in progress). Writers will begin to stretch sounds and words: Writers use an alphabet chart to help them with letters and sounds. Writers stretch to hear and write beginning sounds. Writers stretch to hear and write ending sounds. Writers put a space between words when they don t hear any more sounds. Writers put a capital letter at the beginning of their sentences. Writers put a period at the end of their sentences. Writers use the word wall to help them write words. Writers add how to helpers to make directions clearer to the reader: Writes create a class chart ( How To Helpers ) A title tells the reader that this is a how to book and what it will teach. A list (of materials, ingredients, etc.) helps the reader prepare for the task. Detailed pictures show what the directions say to do. Ordinal numbers number the steps (e.g., first, second, etc.). Sequence words make a bridge between the steps (e.g., next, then, finally). Observe students writing with stamina. Observe students organizing their writing. Observe students sketching their ideas. Observe students listening for sounds in words. Observe students writing words using the word wall. (7/18/12) Grade K Writing Unit 5 Page 4 of 6

31 4 Students will work independently in the Writing Workshop. Students will identify the characteristics of How to books. Students will begin to stretch sounds in words. Students will improve their writing by revision and editing. Writers choose their favorite pieces to publish: Writers reread their writing and look for treasure their favorite how to books. Writers revise their writing: Writers revise their how to books by rereading their writing. Writers revise their how to books by adding to the sketch. Writers revise their how to books by adding to the writing (letters, sounds, words). Writers of how to books check to see if their directions are clear by reading them to a partner: Fishbowl partners listening to a student s writing and following directions. Partners think about/make revisions and suggestions. Partners reread their how to directions to each other and talk about ways to make them clearer. Writers edit their writing: Writers reread their how to books. Writers edit their how to books by making sure their name is spelled correctly. Writers use capital letters at the beginning of their sentences. Writers use periods at the end of their sentences. Writers edit their how to books by using their alphabet chart to help them with letters and sounds. Writers edit their how to books by using the word wall. Writers fancy up their writing in preparation for a celebration: Writers color their sketches. Writers add a title and cover to their how to books. Writers add how to helpers to their how to books. Writers practice rereading their list books in preparation for the celebration by touching the sketch and the words. Writers celebrate their list books and put their writing in the classroom library for everyone to read. Observe students selecting how to books to publish. Observe students working with partners to revise their writing. Observe students making their writing clearer. Observe students editing their writing. Observe students rereading their writing. (7/18/12) Grade K Writing Unit 5 Page 5 of 6

32 Grammar Based on assessment, teach the following in mini-lessons, conferring, or small group instruction: Uppercase and Lowercase Letters Writers print uppercase letters. Writers print lowercase letters. Capitalization Writers always capitalize the first letter of their name. Writers always capitalize the first letter of the sentence. Writers capitalize the first letter of words in titles. Punctuation Writers recognize and name end punctuation. Writers use a period at the end of a telling sentence. Writers use a question mark at the end of an asking sentence. Writers use an exclamation point at the end of an exciting sentence. Spelling Writers listen and write consonant and short vowel sounds they hear. Writers listen for beginning, middle, and ending sounds. Writers stretch words to hear sounds. Writers put a space after stretching a word. Writers use what they know about letters and sounds to write words. Writers use the word wall to help them write sight words. Writers use a space between words. Usage Writers use sequencing words to organizing their writing (first, next, then, finally). (7/18/12) Grade K Writing Unit 5 Page 6 of 6

33 WRITING UNIT 6: Poetry GRADE: Kindergarten Essential Question: What is poetry? Standards: W.K.2, W.K.5, L.K.1, L.K.2 Goals: Students will immerse themselves in how poetry looks and sounds. Students will use poets eyes and ears to write about ordinary things in new ways. Students will experiment with the way poetry looks on paper. Students will begin to stretch sounds in words. Students will work independently in the Writing Workshop. Students will revise and edit their poems. Structures Whole class mini-lessons Independent writing Small group instruction Conferences Partnerships Share Interactive writing Suggested Skills to be Taught in This Unit Reading like a writer (noticing the characteristics of poetry) Writing with a focus Writing with stamina Writing with independence Stretching, hearing, and writing sounds Materials Poems Chart Paper/Post-its Poetry paper (skinny paper, with and without lines) Everyday objects in poetry sensory baskets (pinecone, leaf, rock, crayons, staplers, etc.) Pencils Writing folders Ongoing Teacher observations/conferring notes Portfolio writing assessment Conferences Writing folders with student work Published pieces (7/18/12) Grade K Writing Unit 6 Page 1 of 6

34 1 Students will immerse themselves in how poetry looks and sounds. Students will use poets eyes and ears to write about ordinary things in new ways. Students will experiment with the way poetry looks on paper. Students will begin to stretch sounds in words. Students will work independently in the Writing Workshop. Writers learn to read like writers: Immersion: What is poetry? Writers spend time listening to and reading lots of poetry. Writers notice that poetry creates pictures in our minds. Writers notice the way different poems sound (listen for rhythm, repetition, rhymes, onomatopoeia, etc.). Writers notice the way different poems look. Writers create class charts ( What is poetry? ; What does poetry sound like? ; What does poetry look like? ). Writers use poets eyes to write poetry: Writers look at the most ordinary things in the world in new ways just like a poet does. Writers study everyday objects in poetry sensory centers (baskets of everyday objects). Writers jot notes on Post-its about how objects look and feel. Writers look at everyday objects in new ways with a poet s eyes (example: A stapler looks like an alligator s mouth). Writers look at everyday objects in new ways with a poet s ears. Writers think about their objects in magical ways (example: It feels rough like my dad s beard; it is dark like the night sky). Writers jot notes on Post-its regarding what they notice about their objects using a poetic voice. Writers use poetry paper to write poems about their everyday objects. Observe students immersing themselves in poetry. Observe students reading like writers. Observe students thinking and talking about the way poetry looks and sounds. Observe students describing objects in magical ways. (7/18/12) Grade K Writing Unit 6 Page 2 of 6

35 2 Students will experiment with the way poetry looks on paper. Students will begin to stretch sounds in words. Students will work independently in the Writing Workshop. Writers write about things that give them a big, strong feeling: Writers think about things that are important to them. Writers use all of their senses when they write. Writers think and talk about how their poems might go. Writing partners talk about their plans for their poems. Writers experiment with how their poem looks and sounds: Writers write poems that have shapes. Writers write with line breaks. Writers write some words bold. Writers use punctuation in interesting ways. Writers put sound into their poems (onomatopoeia). Writers write poems with repetition. Writers write poems with rhythm. Writers will begin to stretch sounds and words: Writers use an alphabet chart to help them with letters and sounds. Writers stretch to hear and write beginning sounds. Writers stretch to hear and write ending sounds. Writers put a space between words when they don t hear any more sounds. Writers think about where to use a capital letter. Observe students thinking and writing about things that are important to them.. Observe students writing poems on poetry paper. Observe students experimenting with how their poetry looks and sounds. Observe students stretching and writing words. Observe students using the word wall to spell words. (7/18/12) Grade K Writing Unit 6 Page 3 of 6