Overview The content in this document provides an overview of the pacing and concepts covered in a subject for the year.

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1 Kindergarten Writing Overview This document is designed provide parents/guardians/community an overview of the curriculum taught in the FBISD classroom. It includes pacing,, Unit Overview, Big Ideas and Essential Questions, Concepts and Instructional Model. Definitions Overview The content in this document provides an overview of the pacing and concepts covered in a subject for the year. Texas Essential Knowledge and Skills () are the state standards for what students should know and be able to do. Unit Overview The unit overview provides a brief description of the concepts covered in each unit. Big Ideas and - Big ideas create connections in learning. They anchor all the smaller isolated, facts together in a unit. Essential questions (questions that allow students to go deep in thinking) should answer the big ideas. Students should not be able to answer in one sentence or less. Big ideas should be the underlying concepts, themes, or issues that bring meaning to content. Concept A subtopic of the main topic of the unit Instructional Model The structures, guidelines or model in which students engage in a particular content that ensures understanding of that content. Parent Supports The following resources provide parents with ideas to support students understanding Practice Writing Letters and Words How to Help Children Write a Story How to encourage Higher Order Thinking Instructional Model The ELA instructional model is Balanced Literacy. Balanced Literacy allows for students to actively engage in all components of literacy: reading, writing, listening, and speaking, each day. Balanced Literacy consists of four components: Interactive Read Aloud, Reading Workshop, Writing, Workshop, Phonics and Word Study.

2 Interactive Read Aloud-Teachers model and guide students to use reading strategies and notice techniques that author s use in books that are above the students independent reading level in order to prepare students for the strategies and skills they will need as they move through more advanced text. Reading Workshop-During reading workshop, the teacher teaches a mini-lesson on a strategy or skill. The student then practices the strategy or skill during independent reading. During this time, the teacher will conference with the student or pull small groups. Writing Workshop-During Writing workshop, the teacher teaches a mini-lesson on a strategy or skill. The student then practices the strategy or skill during independent writing. During this time, the teacher will conference with the student or pull small groups. Phonics and Word Study-During this time students learn phonics, vocabulary, and spelling rules and apply them to their reading and writing. Adopted Resources Elementary: Grading Period 1 Unit 1: Oral Storytelling Estimated Date Range: 8/15-8/28 Estimated Time Frame: 10 days This foundational unit lays the groundwork for writing workshop. This unit is based on the belief that writing begins with oral telling of stories. It begins with building on what children already know how to do: talk. In concept one, Writers are Storytellers, students learn that everyone has a story to tell. Students learn to share their stories with others. In concept two, Writers Turn Their Stories into Drawings, students translate their oral stories into drawings. Students learn to share their drawings with others. Writers share their stories by thinking of meaningful experiences and telling them to others. Writers use drawings to communicate their stories to the reader. How do writers orally share their stories? Why do writers use drawings to tell stories? Concepts within Unit #1 Concept #1: Writers are Storytellers Concept #2: Writers Turn Their Stories Into Drawings K- K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai K.21A, K.21B, K.22A, K.23A, K.17A, K.16B, K.16Ai.

3 Concepts within Unit #1 K.18C Unit 2: Writers Build Good Habits Estimated Date Range: 8/29 9/14 Estimated Time Frame: 12 days K- The year begins by implementing a workshop approach and establishing living life like a writer as a goal for all students. Teachers follow a framework to teach the writing process and to model writing strategies: Mini-lesson- teach the writing process and model writing strategies Independent Writing- provides opportunities for students to write in different genres with teacher support on assigned and self-selected topics Conferring- provides opportunities for students to reflect on their writing and to use feedback (from teacher or peers) to make corrections and revisions Share time- provides opportunities for students to discuss and share what they have written In the first concept, We Are All Writers, writers will learn the expectations, procedures, and routines for writing workshop. The focus in the concept is independent writing, where students will spend time learning the routines and expectations for setting up independent writing. In the second concept, Writers Use the Writing Process, writers learn how to use the writing process: prewriting, drafting, revising, editing, and publishing. In the third concept, Writers Work With the Teacher, writers learn the procedures for conferring and working in a small group with the teacher. Writers share their writing and thinking with others to build a writing community and to learn from each other. Writers are guided through the writing process by their teacher and practice their writing in pictures and in words. Why do writers share their writing and thinking with others? How do writers learn the writing process? Concepts within Unit # 2 Concept #1: We Are All Writers Concept #2: Writers Use the Writing Process Concept #3: Writers Work With the Teacher K- K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai K.13A, K.13B, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai Concepts within Unit # 2 K.18C Unit 3: Writers Label and List Estimated Date Range: 9/17 10/12 K-

4 Estimated Time Frame: 19 days In this third unit, students are invited to collect, observe, and study bits of their world. Labeling and listing will enable students to take their time and record not only the first sound but also every sound after that. The first concept, Writers Label What They See, teaches students that lists are a way to remember things and help their readers understand their drawings better. The second concept, Writers Use Lists to Help Them Write, students learn how to use their lists to get ideas for writing and they will take one item from their list and write more about it. Writers make lists to get their ideas down, share stories, and share what they know. Writers elaborate with pictures and words in order to share a clear message with the readers. Why do writers make lists? Why do writers elaborate with pictures and words? Concepts within Unit # 3 Concept #1: Writers Label and List What They See Concept #2: Writers Use Lists to Help Them Write K- K.15A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai K.15A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai Concepts within Unit # 3 K.18A, K.18C Grading Period 2 Unit 4: Writers Write About Their Lives Estimated Date Range: 10/15 11/9 Estimated Time Frame: 19 days *Note: 4 days of this unit will be in the 1 st Grading Period K- In this unit, writers will use the writing process to make books about their lives. Students will share facts about their lives across the pages. In concept one, Writers Use Sketches and Labels to Teach Readers About Their Lives, writers think about what they want to share about their lives and sketch and label it. In concept two, Writers Elaborate in Their Writing and Illustrations to Teach Readers About Their Lives and Share Their Work with Others, writers turn their labels into simple sentences and their sketches into more elaborate drawings to help the reader understand their writing better. Students will learn about descriptive words in this concept to help their writing be more interesting to readers.

5 Writers write about their lives to share their likes, dislikes, and facts about them so the reader can get to know the writer better. Writers elaborate b by turning their labels into simple sentences and their sketches into more elaborate drawings. Why do writers write about their lives? How do writers elaborate to help their reader understand their writing better? Concepts within Unit # 4 Concept #1: Writers Use Sketches and Labels to Teach Readers About Their Lives Concept #2: Writers Elaborate in Their Writing and Illustrations to Teach Readers About Their Lives and Share Their Work with Others. K- K.14A, K.13A, K.13B, K.13C, K.13D, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai K.14A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16Aiii, K.16C, K.17B, K.17C Concepts within Unit # 4 K.18A, K.18C Unit 5: Writers Write About What They Know Estimated Date Range: 11/12 12/21 Estimated Time Frame: 25 K- In this unit, students choose a topic they know about and write about it across the pages. Students will continue to work on how to elaborate in their writing so the reader understands their message better. In concept one, Writers Use Sketches and Labels to Teach the Reader About a Topic, students will generate a list of topics they know a lot about, choose their best idea, and write about it by using sketches and labels. In concept two, Writers Elaborate and Share Their Writing with Others, students use descriptive words to make sentences about their topic. Students also learn about different types of punctuation in this concept. Writers write about what they know to demonstrate and share their knowledge about a topic. Writers revise to make their writing more interesting and clear for the reader. Why do writers write about what they know? How do writers revise when writing about a topic they know about? Concepts within Unit # 5 Concept #1: Writers Use Sketches and Labels to Teach the Reader About a Topic K- K.15A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16Aii, K.16Aiii, K.16C, K.17B, K.17C

6 Concept #2: Writers Elaborate and Share Their Writing with Others K.15A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C Concepts within Unit # 5 Grading Period 3 K- Unit 6: Writers Write Personal Narratives Estimated Date Range: 1/8 2/1 Estimated Time Frame: 18 days In this unit, students focus on writing personal narratives. This writing will require students to think about a moment that was meaningful and write a series of sentences that are in chronological order. In concept one, Writers Tell Stories From Their Lives Using Pictures and Words, students study personal narratives written by others. Then will brainstorm events in their life they would like to write about and talk to their partners about them. Students will then prewrite and draft the idea they want to write about the most. In concept two, Writers Revise by Adding Details and Edit to Make Their Writing Clear for the Reader, students will think about where they were, what was said, and the details of what they saw to make their writing clear and interesting for the reader. In concept three, Write Share Their Work and Celebrate, students will focus on creating a final draft and sharing their work with others. Students will take time to celebrate their work as writers throughout this unit as well as celebrate their growth as writers. Writers think about a moment that evokes emotion and/or is meaningful and write about it. Writers add details by thinking about what they saw, heard, and felt. Writers publish and share their work to celebrate the work that went into the writing and share about their lives. How do writers choose what moment in their life to write about? How do writers include details in personal narratives? Why do writers publish and share their writing with others? Concepts within Unit # 6 Concept #1: Writers Tell Stories From Their Lives Using Pictures and Words Concept #2: Writers Revise by Adding Details and Edit to Make Their Writing Clear for the Reader K- K.14A, K.13A, K.13B, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16Av, K.16C, K.17B, K.17C K.14A, K.13C, K.13D, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C

7 Concept #3: Write Share Their Work and Celebrate K.14A, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C Concepts within Unit # 6 Unit 7: Writers Learn From Authors Estimated Date Range: 2/4 2/22 Estimated Time Frame: 14 days K- In this unit, students will understand that everything in a text is chosen with purpose and intent for the reader to comprehend and enjoy. In this unit, our focus is on craft. While this can be included in all stages of the writing process, but will be emphasized during revision. In concept one, Writers Notice What Authors Do and Try it Out, students will study mentor texts and notice what makes the text exceptional. Students will then try out the craft technique the author used. In concept two, Writers Use What They ve Learned From Authors and Publish New Pieces, students will use what they ve learned about craft and go through the writing process with a new piece of writing. Writers learn from mentor authors by noticing what the author has done and then try out the technique in their own writing. Writers use craft to make their writing exciting and to help them achieve their purpose. How do writers analyze mentor texts to make their own writing more powerful? Why do writers use craft techniques in their own writing? Concepts within Unit # 7 Concept #1: Writers Notice What Authors Do and Try it Out Concept #2: Writers Use What They ve Learned From Authors and Publish New Pieces K- K.14A, K.15A, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.14A, K.15A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C Concepts within Unit # 7 K- Grading Period 4 Unit 8: Writers are Researchers Estimated Date Range: 2/25 3/29 Estimated Time Frame: 20 days

8 *Note: 5 days of this unit are in the 3 rd Grading Period In this unit, students will engage in researching topics and writing research text and how the genre may be used to teach the reader. Kindergartners will gather facts and create sentences about a topic of interest or wonder. Students will organize their sentences over pages and add nonfiction text features to their writing. This unit is very closely linked to the reading research unit. In concept one, Researchers Think About What They Want to Research and Read More, students are introduced to the genre of research. Students brainstorm topics they are interested in and read about them. In concept two, Researchers Gather Facts, students continue to read informational texts and look for facts applicable to their research. In concept three, Researchers Make a Plan and Publish Their Work, students work on organizing their information. Once it is organized, students will present their research in various ways. Big Ideas Readers discover what they are interested in and do research to learn more. Researchers use all they know about reading to find facts about a topic of their choosing. Researchers organize their information and share what they ve learned with others. Why do readers research? How to researchers gather facts? What do researchers do with the information they discover? Concepts within Unit # 8 Concept #1: Researchers Think About What They Want to Research and Read More Concept #2: Researchers Gather Facts Concept #3: Researchers Make a Plan and Publish Their Work K- K.15A, K.19A, K.19B, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.15A, K.20A, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.15A, K.20B, K.13A, K.13B, K.13C, K.13D, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C Concepts within Unit # 8 Unit 9: Writers Write What They Imagine Estimated Date Range: 4/1-4/26 Estimated Time Frame: 18 days K-

9 In this unit, students will use their creativity to develop their own imaginative stories. Students will explore mentor texts for inspiration to create interesting characters, settings, and plots. In concept one, Writers Create Stories about Characters They Invent, students focus on creating a character and thinking about the type of problem this character may encounter. In concept two, Writers Write, Revise, and Edit Their Stories Across Pages, students think about craft techniques they have seen in mentor texts and revise their stories to make them more interesting. Students will also edit their papers for correct punctuation, capitalization, and grammar. In concept three, Writers Publish and Celebrate Writing, students will focus on creating a final draft and sharing their work with others. Students will take time to celebrate their work as writers throughout this unit as well as celebrate their growth as writers. Writers come up with ideas for writing fiction from their own lives and books they read. Writers study mentor texts to find craft techniques that they love and want to try in their own writing. Writers publish and share their work to celebrate the work that went into the writing and share their fictional stories. How do writers come up with ideas for writing fiction? Why do writers study mentor texts? Why do writers publish and share their writing with others? Concepts within Unit # 9 Concept #1: Writers Create Stories about Characters They Invent Concept #2: Writers Write, Revise, and Edit Their Stories Across Pages Concept #3: Writers Publish and Celebrate Writing K- K.13A, K.13B, K.14A, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.14A, K.13C, K.13D, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.14A, K.13E, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C Concepts within Unit # 9 Unit 10: Writers Write Poetry Estimated Date Range: 4/29 5/24 Estimated Time Frame: 20 days K-

10 In this unit, students will have the opportunity to practice all that they have learned over the course of the school year: finding significance in the ordinary details of their lives, drafting to capture these details, employing a variety of revision strategies, and learning from mentor authors to create poetry. In concept one, Writers Explore Poems and Songs, students will be immersed into the genre of poetry. Students will use their sense and emotions to help them write powerful poems. In concept two, Poets Carefully Craft Their Work, students will focus on using powerful language in order to make their reader feel a specific way when they read their poems. In concept three, Poets Publish and Celebrate Poetry, students create final drafts of selected poems and read them aloud with feeling to others. Students will celebrate their growth as writers throughout the unit as well as their growth across the year. Writers come up with ideas for poems by looking at everyday objects in a new way. Poets convey feelings through careful word choice. Writers reflect on their growth in order to acknowledge and celebrate how much they have learned as writers. How do writers come up with ideas for poems? What are the crafting techniques that poets use to convey feelings in a few words? Why do writers reflect on their growth over time? Concepts within Unit # 10 Concept #1: Writers Explore Poems and Songs Concept #2: Poets Carefully Craft Their Work Concept #3: Poets Publish and Celebrate Poetry K- K.13A, K.13B, K.14B, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.13A, K.13B, K.14B, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C K.13A, K.13B, K.14B, K.9A, K.21A, K.21B, K.22A,K.23A, K.14A, K.16B, K.16Ai, K.16ii, K.16Aiii, K.16Aiv, K.16C, K.17B, K.17C Concepts within Unit # 10 K-