Placeholder for Index Divider Label tab: Informational Winter

Placeholder for Index Divider Label tab: Informational Winter Kindergarten Writing Informational Winter IWW-0 DRAFT March 2010

Informational Writing Winter Unit Introduction Student Goals for this Unit: Writing Stage: Semiphonetic [ELA.K.WRT.5.3] 1. Students will write a letter or card that includes [ELA.K.WRT.3.5]: salutation. body. closing. 2. Students will select a topic from own experience/knowledge and write a two-step procedure (How to/procedural Writing ) [ELA.K.WRT.3.6]: use sequencing or transition words. draw pictures to match words. 3. Students will attempt to use conventions to make writing more readable: attempt to reread own writing [ELA.K.WRT.1.3]. use editing checklist to check conventions with teacher support [ELA.K.WRT.1.4, ELA.K.WRT.2.4, ELA.K.WRT.5.4]. 4. Students will use phonemic awareness and the alphabetic principle to write [ELA.K.WRT.1.2, 2.6]: use resources (high frequency words, alphabet charts, family word charts, etc.]. use beginning and ending consonant sounds in one-syllable words. In this return to expository/informational writing, students will write letters and a two-step how-to piece. There will be an emphasis on writing complete sentences and using periods. Kindergarten Writing Informational Winter IWW-1 DRAFT March 2010

Informational Writing Winter Table of Contents Unit Introduction...IWW- 1 Table of Contents...IWW- 2 Lessons: 1. Letter Writing: Building Prior Knowledge...IWW- 3 2. Letter Format: parts of a Letter...IWW- 5 3. Letter Writing; Writing a Class Letter...IWW- 7 4. Letter Writing: Creating a List...IWW-9 5. Letter Writing: Paper Choices...IWW-11 6. Introduction to How-To Writing...IWW-13 7. Making a List of How-To Topics...IWW-15 8. Elements of How-To Writing...IWW-17 9. Shared Write of How-To Writing...IWW-19 10. How-To: Paper Choice...IWW-21 11. Using Transition Words in a How-To Piece...IWW-23 12. Word Boundaries: Keep Letters in a Word Close Together (Review as Needed)...IWW-25 13. Word Boundaries: Leave Space Between Words (Review as Needed)...IWW-27 14. Word Boundaries: Appropriate Spacing Between Letters and Words (Review as Needed)... IWW-29 15. Periods at the End of the Sentence (Review as Needed)...IWW-31 Book List for Letter Writing...IWW-33 Sample How-To s...iww-34 End of Unit Checklist: Informational Writing Fall...IWW-37 Stationery Templates...IWW-38 Kindergarten Writing Informational Winter IWW-2 DRAFT March 2010

Informational Writing Winter (Lesson 1) Letter Writing: Building Prior Knowledge Minilesson Teaching Point: The purposes of writing a letter. Standard(s): ELA.K.WRT.3.5 Write a letter or card that includes salutation, body, and signature. Materials: Letter writing mentor text, Click Clack Moo by Doreen Cronin (or other mentor texts listed in Resources) Chart paper and pens Connection: Today, writers, we will learn about letter writing. People write letters for many different reasons. Teach (modeling): To get us thinking about the reasons people write letters, I m going to read the story, Click Clack Moo by Doreen Cronin. Some people write letters to say thank you, to share information or to ask for something. While I m reading the story, Click Clack Moo, think why the farmer and the animals are writing letters. Read the story. Active Engagement (guided practice): Writers, think about why the characters wrote letters in the story. Now turn and talk and share your thoughts. ELD: The characters wrote letters because. Now, writers, think about a time when you ve seen a letter, written a letter, or received one. Maybe it was a letter from your parent in your lunch, perhaps it was a letter from your grandparent on your birthday, or maybe it was a letter from your teacher such as the Morning Message, or a letter that you have written. Ask yourself, what was the purpose of the letter? To thank someone? To share happy or sad news? To ask for something? Now, writers, turn and talk about your reasons for letter writing. ELD: The letter was written because. Writers, let s make a list of reasons for letter writing. Record students ideas on chart paper. Kindergarten Writing Informational Winter IWW-3 DRAFT March 2010

Bridge to Independent Practice: Today, writers, as a class, we are going to write a letter from Farmer Brown to the ducks. Reread the last letter from the ducks to Farmer Brown. Construct a letter together from Farmer Brown to the ducks, in response to the ducks request for a diving board. An example might be: Dear Ducks, I ll give you a diving board if you give me the typewriter. Sincerely, Farmer Brown Teacher choice: You might want to suggest to your writers that when they write today, their focus is not yet letter writing, but they might choose to write a letter. Writers, as you go off to write today, you might choose to write a letter to someone, or you might tell a story about something that has happened. Closure: Writers, tomorrow we will be learning more about letter writing as we learn about the parts of a letter. We will write letters to other people that work in our school. Reflection: Resources & References: (adapted from, acknowledgments) See Book List for Letter Writing at end of this unit. Kindergarten Writing Informational Winter IWW-4 DRAFT March 2010

Informational Writing Winter (Lesson 2) Letter Format: Parts of a Letter Minilesson Teaching Point: To learn the parts of a letter. Standard(s): ELA.K.WRT.3.5 Write a letter or card that includes salutation, body, and signature. Materials: Letter writing mentor text, Click Clack Moo by Doreen Cronin (or other mentor texts listed in Resources) Document camera or overhead Chart paper and pens Parts of a letter vocabulary written on sentence strips: date, greeting, body, closing, signature. Enlarged copy of first and second letters from story, Click Clack Moo Parts of a Letter Template/Chart TIP: Date and closing are optional as they are not a part of the kindergarten standard. Connection: Yesterday we read the book, Click Clack Moo by Doreen Cronin. Today, writers, we will take a closer look at the letters written in the story to learn about the parts of a letter. In letter writing, writers organize their letters in a special way. Teach (modeling): To get us thinking about how to organize a letter, let s look at the first letter in the story, Click Clack Moo. Re-read the letter aloud using the enlarged copy of the letter. Before we start a letter, we need to add the date to let the reader know when the letter was written. Write the date. Now, notice how the letter begins. (Dear ). This part of the letter is called the salutation or greeting. Underline and label the section on an enlarged copy of a letter. The next section of the letter is called the body, where the writer communicates the purpose of the letter. Underline and label the section on an enlarged copy of a letter. At the bottom of the letter is called the closing, where the writer ends the letter. (Sincerely, Yours Truly, Love). The last thing that the writer does is write his or her name after the closing. This is called the signature. Underline and label the section on the enlarged copy of a letter. Kindergarten Writing Informational Winter IWW-5 DRAFT March 2010

Active Engagement (guided practice): Writers, let s look at the second letter in this story. Re-read the letter aloud. Think about the parts of the letter from the story. Now turn and talk and share your thoughts. ELD: The parts of a letter are. Invite individual students to come up and label the parts of the letter using sentence strip words. Writers, let s stand up and move our bodies while we learn a chant about parts of a letter. Demonstrate saying the words of the parts of a letter while body is in motion. Date [Draw a horizontal line above head or point to the date in the room.] Greeting [Wave HI ] Body [Run hands down torso.] Closing [Clap hands] Signature [Point to self.] [Practice several times with students.] Bridge to Independent Practice: Today, writers, you might choose to write a letter to someone using this format. Remember to use the chant you just learned to remind you of the parts of a letter. Closure: Tell students that the next time we write we will have the opportunity to write to someone who works in our school. Reflection: Resources & References: (adapted from, acknowledgments) See Book List for Letter Writing at end of this unit. Kindergarten Writing Informational Winter IWW-6 DRAFT March 2010

Informational Writing Winter (Lesson 3) Letter Writing: Writing a Class Letter Minilesson Teaching Point: Modeling how to write a thank you letter. TIP: Plan to spend at least the next 3 writing days on this lesson writing thank you letters to different workers in the school. These lessons are designed for the gradual release of responsibility with the first lesson providing the most support. Follow-up lessons allow students to be more independent with thank you letters to workers in the school. Standard(s): ELA.K.WRT.3.5 Write a letter or card that includes salutation, body, and signature. Materials: Enlarged copies of first and second letters from story, Click Clack Moo Blank Letter Template Parts of a Letter Template/Chart Document camera or overhead Connection: Today, writers, we re going to write a thank you letter. We write thank you letters because someone does something nice for us or gives us a gift. Decide who the class will write to in the school. Example: Today, we are going to write a thank you letter to our school cook who prepares lunch for us everyday. Teach (modeling): First, we want [the cook] to know when we wrote this letter. I am going to put the date right here. When we write letters, the date always goes here. Write date at the top of the template. Next, I am going to write the greeting or salutation. The greeting is the way we say hello in a thank you letter. Most letters use the word Dear and the person s name, so I am going to write Dear [cook s name] here. Now, writers, we re ready to tell the person what we want to say. This is called the body of the letter. When we begin writing a sentence, we always begin with a capital letter. We are going to say Thank you for making us lunch. Now that we have finished writing the body of our thank you letter, we need to end our letter. In Click Clack, Moo Farmer Brown and the animals used Sincerely as a closing to end their letters. In our letter to the cook we are going to write From. The closing goes right here. There is always a comma after it. Finally, we need to write our signature, our name, so the person will know who is writing the letter. Now, let s read the letter to make sure it makes sense and includes the parts of a letter. Kindergarten Writing Informational Winter IWW-7 DRAFT March 2010

Active Engagement (guided practice): Now you are going to write your own thank you letter to the cook. TIP: Have the parts of the letter already written out on the writer s template such as the date, the word Dear and the closing word From. Bridge to Independent Practice: Writers will go to their seats with a writing template. From the overhead, guide students through the letter step-by-step just like they watched on the carpet starting with the date, then the greeting, followed by the body and ending with the closing and signature. TIP: Students might choose to write more to the cook in their best guess spelling. Closure: Give students the opportunity to share their letter with a partner or pop-up share. Reflection: Resources & References: (adapted from, acknowledgments) See Book List for Letter Writing at end of this unit. Kindergarten Writing Informational Winter IWW-8 DRAFT March 2010

Informational Writing Winter (Lesson 4) Letter Writing: Creating a List Minilesson Teaching Point: Creating a list of people to write letters to. TIP: Plan to spend at least the rest of the week writing letters to people on the list. This provides students the opportunity to be more independent with the process of letter writing. Introduce various closings as the week progresses such as your friend, love, sincerely and fondly. Standard(s): ELA.K.WRT.3.5 Write a letter or card that includes salutation, body, and signature. Materials: Enlarged copies of first and second letters from story, Click Clack Moo Blank Letter Template Parts of a Letter Template/Chart Sentence strips (optional) Pocket chart (optional) Photos of students and staff members (optional) Family chart Connection: Today, writers, we re going to create a list of people we can write a letter to. The purpose of writing letters is to thank someone, share happy or sad news or ask for something. Teach (modeling): Writers, we have spent several days writing thank you letters to workers in our school. We wrote a thank you letter to the cook for preparing our food, to the school nurse for taking care of us and to the PE teacher for the great games we learned in PE. Think of someone you would like to write a letter to. Maybe it is someone in your neighborhood. Maybe it is someone in your family. Maybe it is someone at school. Close your eyes and make a picture of this person in your mind. Turn and tell your neighbor whom you are thinking of writing a letter to. ELD: I will write a letter to. Kindergarten Writing Informational Winter IWW-9 DRAFT March 2010

Create a list of people you would like to write letters to. TIP: Put the names on a sentence strip with pictures of the staff members from the staff composite and put in the pocket chart. Refer student to family chart if the person is a family member. Writers can look at classmate s nametags if they want to write to a friend. Active Engagement (guided practice): Now think about someone you would like to write a letter to and the reasons why. Turn and talk ELD: I will write to because. Bridge to Independent Practice: Writers, now you will go to your seats with your writing template and write a letter to the person you are thinking of. Students will write a letter using the writing template. Closure: Give students the opportunity to share their letter with a partner or pop-up share. Reflection: Resources & References: (adapted from, acknowledgments) See Book List for Letter Writing at end of this unit. Kindergarten Writing Informational Winter IWW-10 DRAFT March 2010

Informational Writing Winter (Lesson 5) Letter Writing: Paper Choices Minilesson Teaching Point: To introduce a variety of paper choices for different purposes of letter writing. Standard(s): ELA.K.WRT.3.5 Write a letter or card that includes salutation, body, and signature. Materials: A variety of paper choices that include scaffolding (see templates at end of this unit) Parts of a Letter Chart/Template Connection: Today, writers, we re going to look at a variety of paper choices for letter writing. In letter writing, like other genres, authors use different types of paper depending on their purpose, or reason, for writing a letter. Teach (modeling): Show students different paper choice options, first, the choice with the most support (scaffold) to the least supported. Point out the similarities and differences for each paper choice template. Tell why authors might make different choices. Give different examples/reasons for different paper choices. For example, If I wanted to write a letter to my grandma, I may want to use this paper choice called stationery. Show a selection of stationery choices and remind students about the parts of a letter from previous lessons. You may also want to share a pre-written letter on one of the stationery choices for students to refer to during writing time. Active Engagement (guided practice): Now think about someone you would like to write a letter to and which paper choice you would like to use today. ELD: I will write to and use this paper choice because. Bridge to Independent Practice: Today, writers, you may choose one of the paper choices we learned about to write a letter. Closure: Give students the opportunity to share their letter with a partner or pop-up share. Kindergarten Writing Informational Winter IWW-11 DRAFT March 2010

Reflection: Resources & References: (adapted from, acknowledgments) Lucy Calkins, Nonfiction Writing: Procedures and Reports Grade 2 Writing Notebook Kindergarten Writing Informational Winter IWW-12 DRAFT March 2010

Informational Writing Winter (Lesson 6) Introduction to How-To Writing Minilesson Teaching Point: Introduction to how-to writing, procedural writing. Standard(s): ELA.K.WRT.1.1 Use talk and/or other grade level prewriting strategies to initiate writing. Materials: Document camera/overhead Chart paper/pens How-to writing sample (samples at end of unit) Connection: Writers, today we are starting a new type of writing called how-to writing. In how-to writing we write to teach someone how to do something we are an expert at or know a lot about. We will not only be writers; we will also be teachers sharing our knowledge of how to do something with others. Teach (modeling): When we write how-to pieces, we teach someone how to make or do something. For example, we might write about how to make cookies, how to make a peanut butter sandwich, how to play soccer, how to jump rope, or how to ride your bike. Writers organize this information in a special way to teach others how to do something new. Today, I m going to share my how-to writing with you. When I m reading my how-to piece, I want you to listen and notice the different parts of my how to piece. Read howto sample to students using document camera, chart paper or overhead. (You may want to post the chart paper for student reference.) Active Engagement (guided practice): After listening, students turn and talk, sharing their observations about the organization or parts (elements) of how-to writing. As you were sharing your observations I heard that many of you noticed the same things that I did. Here are some of the things I heard you say. This list may include: title numbers pictures/illustrations sequential steps to follow TIP: Save this list for the next lesson, Elements of How-to Pieces Kindergarten Writing Informational Winter IWW-13 DRAFT March 2010

Bridge to Independent Practice: Today, writers, you may want to write about something you are an expert at, or something you know a lot about. ELD: Today, I am going to write about. Closure: Give students a chance to share if they wrote something they knew a lot about. Reflection: Resources & References: (adapted from, acknowledgments) Lucy Calkins, Nonfiction Writing: Procedures and Reports Grade 2 Writing Notebook Kindergarten Writing Informational Winter IWW-14 DRAFT March 2010

Informational Writing Winter (Lesson 7) Making a List of How-To Topics Minilesson Teaching Point: Generating a list of how-to topics. Standard(s): ELA.K.WRT 1.1 Use talk and/or other grade level prewriting strategies to initiate writing. Materials: Document camera/overhead Chart paper/pens How-to paper templates (Teacher Resources p. 43) List writing paper template Connection: We ve been learning about how-to writing. Today, writers, we will be making a list of topics about what we know how to do, what we are an expert at, and what we could teach to another person. When we make a list, we record short phrases or words to remind us what we re going to write about. Teach (modeling): I ll start our list by writing the title: How-to Topics at the top of the chart. Next, I will think about things I know how to do well and could teach to another person. Then, write a few examples under the title (i.e. play tennis, make toast, tie shoes). Read list aloud to students. Include drawings to go with words. Active Engagement (guided practice): Now, think about something you know a lot about or could teach to another person that we can add to our list of how-to topics. Students turn and talk, sharing their how to topics. Call on students to share their topics. Add topics to the list. Bridge to Independent Practice: Today, writers, you may use our how-to list to begin your own how-to writing or you may decide to write your own how-to topic list. ELD: Today, I am going to write about. Kindergarten Writing Informational Winter IWW-15 DRAFT March 2010

Closure: Give students a chance to pop-up share lists or how-to writing. Reflection: Resources & References: (adapted from, acknowledgments) Grade 2 Writing Notebook Calkins, Lucy. Nonfiction Writing: Procedures and Reports Gibbons, Gail. The Pumpkin Book Gibbons, Gail. How A House is Built Other procedural writing books in your classroom, science kits, Scholastic News, Time for Kids, etc. Kindergarten Writing Informational Winter IWW-16 DRAFT March 2010

Informational Writing Winter (Lesson 8) Elements of How-To Writing Minilesson Teaching Point: Teaching the elements of how-to writing. Standard(s): ELA.K.WRT. 3.6 Write instructions that illustrate two steps. Materials: Document camera/overhead Chart paper/pens Chart from introduction how-to lesson How to writing sample from Lesson #6 Personal copy of how-to writing sample from Introduction Lesson #6 Connection: We learned about how-to writing, a type of informational writing that uses our knowledge or expertise about a topic to teach something to someone. Today, we will look closely at the way how-to writing is organized. We will learn about the parts of a how-to piece. Teach (modeling): Writers, we re going to revisit the how-to piece I shared with you the other day. As I read the page, listen to how I organized my writing into steps to help you understand how to make a snowman. Read the page aloud showing it on the document camera or overhead. Active Engagement (guided practice): Pass out personal copy of teacher s how-to sample. Using the How-To Elements chart, have students point to each part of the how-to sample. If you have a class set of 4 different colors of highlighters, students could highlight the parts (elements) instead of pointing. Bridge to Independent Practice: Today, writers, we learned about the important elements needed in a how-to text. If you choose to write about something that you are an expert on, you may want to use the chart to help organize your writing. ELD: Today, I am going to write about. Kindergarten Writing Informational Winter IWW-17 DRAFT March 2010

Closure: Provide students the opportunities to share how they organize their writing. Reflection: Resources & References: (adapted from, acknowledgments) Grade 2 Writing Notebook Lucy Calkins, Nonfiction Writing: Procedures and Reports. Kindergarten Writing Informational Winter IWW-18 DRAFT March 2010

Informational Writing Winter (Lesson 9) Shared Write of How-To Writing Minilesson Teaching Point: Shared Write of How-To Writing. TIP: It is highly recommended that this shared writing lesson is taught more than once using a different topic each time. You could even demonstrate cutting out a heart or blowing bubbles for students to be able to see the steps involved and then do a shared write. Standard(s): ELA.K.WRT. 3.6 Write instructions that illustrate two steps. Materials: Chart paper Elements of How-To Writing chart from previous lessons How-to paper templates (or stapled together to make booklets) List of Topics from previous lesson Connection: As writers, we ve learned that how-to writing teaches us how to do something and includes important elements like a title and directions with numbers and illustrations to help the reader understand. Today, we re going to use our list of topics we made before to help us with writing a how-to piece together. Teach (modeling): Read the list of how-to topics from previous lesson (or create a quick, short list with the class before beginning, keeping in mind shared class experiences so everyone can participate). Select topic from list or have the class choose. Once the topic is selected, think aloud of what is needed in a how-to text, referring back to the Elements of How-To charts. When I begin writing, I want to make sure I have a title. Next, I want the reader to know the order is important, so I add numbers to help the reader understand what I m teaching. I think about what I want the reader to do so I add words. Then I add illustrations or pictures to go with the words to help the reader see and understand more clearly what I m teaching. TIP: This shared write lesson could be taught in two days, stopping mid-way, ensuring students have writing time to begin their own how-to texts. Kindergarten Writing Informational Winter IWW-19 DRAFT March 2010

Active Engagement (guided practice): While writing, stop a few times to have students turn and talk to brainstorm ideas about what could come next in the shared write. Before beginning bridge to independent practice, re-read your shared write together. Bridge to Independent Practice: Today, writers, we wrote a how-to piece together, making sure to include the important elements to make sure the reader understands what we re teaching. If you would like to start a how-to piece, select a topic from our list or think about what you would like to write about today. ELD: Today, I m going to write about. (Students may come up and point to topic on list.) Closure: Gather the class together and select a handful of student pieces to share, highlighting the elements of how-to texts (i.e. title, illustrations with steps, adding numbers). Reflection: Resources & References: (adapted from, acknowledgments) Grade 2 Writing Notebook Kindergarten Writing Informational Winter IWW-20 DRAFT March 2010

Informational Writing Winter (Lesson 10) How-To: Paper Choice Minilesson Teaching Point: To introduce the graphic organizer for a how-to writing. Standard(s): ELA.K.WRT.3.6 Write instructions that illustrate two steps. Materials: Paper choice template (Teacher Resources, pg. 43) Elements of How-To chart from Lesson #8 Connection: For the past few writing workshop sessions we have been learning about how-to writing. Today, writers, before we start writing our own how-to s, we are going to look at a paper that helps us organize our how-to writing. Teach (modeling): Show students the paper choice and model how to use it. Active Engagement (guided practice): Now think about something you would like to teach and turn and talk with your partner. As you are sharing, point to each part of the template to make sure that you include all parts as you tell your partner. ELD: I will write about. Bridge to Independent Practice: Today, writers, you may use the template to help you organize your own how-to writing. Closure: Give students the opportunity to share their how-to writing. Kindergarten Writing Informational Winter IWW-21 DRAFT March 2010

Reflection: Resources & References: Kindergarten Writing Informational Winter IWW-22 DRAFT March 2010

Informational Writing Winter (Lesson 11) Using Transition Words in a How-To Piece Minilesson Teaching Point: Writers will use transition words to show the readers the sequence of how-to steps. TIP: You may want to reread the book: The Little School Bus from Scott Foresman Unit 1 Lesson 1 prior to teaching this lesson. Standard(s): ELA.K.WRT. 1.3 Make an effort while writing to re-read one s own writing. ELA.K.WRT. 1.4 With teacher support, begin editing process. Materials: How-to template Transition words written on cards Teacher sample or previously written shared write Connection: Today, as writers, we will be learning another way to tell the reader the order of how to do something. Teach (modeling): Lets go back and reread our How-To. This time I am going to add transition words where the numbers are. Transition words are words that show the sequence of how to do something. Some transition words you see a lot are first, next, and last. It is important to know that a comma usually follows transition words. Commas and transition words are great buddies. Tape the transition words over the numbers as you reread the How-To piece. Active Engagement (guided practice): Writers, turn and talk tell each other what transition words I used. Explain how transition words help a reader. What punctuation mark is usually seen with a transition word? Bridge to Independent Practice: Post the list of transition words where writers can easily see them. Remind students to use transition words to sequence their ideas. Writers today you can go back to a how-to you have already written and add transition words where you have numbers. Kindergarten Writing Informational Winter IWW-23 DRAFT March 2010

Closure: Writers, remember to use transition words to show the reader the order in which to do things. A transition word is usually followed by a comma. Reflection: Resources & References: (adapted from, acknowledgments) Book: The Little School Bus SF Unit 1 Week 1 Kindergarten Writing Informational Winter IWW-24 DRAFT March 2010

Informational Writing Winter (Lesson 12) Word Boundaries: Keep Letters in a Word Close Together (Review as Needed) Minilesson Teaching Point: Keeping letters in a word close together. Standard(s): ELA.K.WRT. 2.2 Write by moving from left to right and from top to bottom. Materials: Chart paper (or whiteboard, document camera, overhead) Copies of Teacher Writing Sample (i.e. sentence from morning message or create your own) Pencils Writers Folders or Notebooks Highlighters (optional) Connection: As writers, it s important to keep the letters close together to make a word. This makes it easier for the reader to read your writing. Today, we re learning how to write the letters close together to write words. Teach (modeling): Words are made up of letters, so when I write, I need to think about the sounds in each word. As I write, I ll talk about what I m thinking. Write first word in sentence (i.e. The dog is brown and white). I need to help my readers see which letters go together to make a word. I m writing the word The. Notice how the letters t-h-e are close together. That tells my reader that is one word. Do you see how I keep all the letters in a word close together? Finish writing the sentence, selecting another word to model aloud. When I finish writing my message, I will re-read my sentence again to make sure that all the letters in each word are close together. TIP: Add keep letters in a word close together to a class writing chart. Active Engagement (guided practice): Writers, count how many words are in my sentence. Remember, we keep letters in a word close together so we know they belong together. Students turn and talk. Bridge to Independent Practice: Students receive copies of teacher writing sample to circle individual words. When finished, count the words in the sentence (independently or with a partner). Kindergarten Writing Informational Winter IWW-25 DRAFT March 2010

Closure: Writers, letters in a word need to be close together so we can tell they belong together. Choose several students to show their writing who are using appropriate spacing. Reflection: Resources & References: (adapted from, acknowledgments) Linda Hoyt and Teresa Therriault, Mastering the Mechanics: K-1, (p.52). Kindergarten Writing Informational Winter IWW-26 DRAFT March 2010

Informational Writing Winter (Lesson 13) Word Boundaries: Leave Space Between Words (Review as Needed) Minilesson Teaching Point: Leave space between words when writing. Standard(s): ELA.K.WRT. 2.2 Write by moving from left to right and from top to bottom. Materials: Chart paper (or whiteboard, document camera, overhead) Copies of selected Student Writing Sample Pencils Writers Folders or Notebooks Highlighters (optional) Connection: As writers, it s important to leave space between words to let the reader know where a word begins or ends. This makes it easier for the reader to read your writing. Today, we re learning how to use space between our words when writing. Teach (modeling): Words are made up of letters so when I write, I have to think about spacing. As I write, I ll talk to you about what I m thinking. I need to be sure that I left space between words so each word is separated. Write the first word of a sentence (i.e. the ). Now watch me leave a space before I start the next word. Finish writing the sentence, demonstrating another space between two words. When I finish my message, I will re-read my sentence again to make sure that I used space between my words. TIP: Add leave space between words to a class writing chart. Active Engagement (guided practice): Writers, talk about what you noticed about my spacing in my sentence. Students turn and talk. Bridge to Independent Practice: Students receive copies of teacher writing sample to highlight spacing between words (independently or with a partner). Kindergarten Writing Informational Winter IWW-27 DRAFT March 2010

Closure: Writers, we need space between words so we can tell where one word stops and another begins. This makes it easier for the reader to read our writing. Choose several students to show their writing who are using appropriate spacing. Reflection: Resources & References: (adapted from, acknowledgments) Linda Hoyt and Teresa Therriault, Mastering the Mechanics: K-1, (p.52). Kindergarten Writing Informational Winter IWW-28 DRAFT March 2010

Informational Writing Winter (Lesson 14) Word Boundaries: Appropriate Spacing Between Letters and Words (Review as Needed) Minilesson Teaching Point: Leaving appropriate space between letters and words when writing. Standard(s): ELA.K.WRT. 2.2 Write by moving from left to right and from top to bottom. Materials: Chart paper (or whiteboard, document camera, overhead) Copies of selected Student Writing Sample Copies of Teacher Writing Sample (i.e. sentence from morning message or create your own) Pencils Writers Folders or Notebooks Highlighters (optional) Connection: As writers, it s important to leave spaces between words to let the reader know where a word begins or ends. This makes it easier for the reader to read your writing. Today, we re going to look for space between words using a classmate s piece of writing. Teach (modeling): Select Student Writing Sample to share using the document camera. Have the author read the sample to the class. Based on selected sample, have students notice spacing between words. Active Engagement (guided practice): Writers, talk about what you noticed about your classmate s writing. Are the letters in the words close together? Is there space between words? Does the spacing help you read the work? Students turn and talk. Bridge to Independent Practice: Today, writers, look at your own writing and check the spacing. Make sure the letters in each word are close together and there is space between words (highlighters optional). Kindergarten Writing Informational Winter IWW-29 DRAFT March 2010

Closure: Writers, we need spaces between each word so we can tell where one word stops and another begins. This makes it easier for the reader to read your writing. Choose several students to show their writing who are using appropriate spacing. Reflection: Resources & References: (adapted from, acknowledgments) Linda Hoyt and Teresa Therriault, Mastering the Mechanics: K-1, (p.52). Kindergarten Writing Informational Winter IWW-30 DRAFT March 2010

Informational Writing Winter (Lesson 15) Periods at the End of Sentences (Review as Needed) Minilesson Teaching Point: Writers will learn how to put a period at the end of a complete sentence. Standard(s): ELA.K.WRT. 5.4 Demonstrate an awareness of punctuation. Materials: Chart paper Pencil Writing resources (i.e. alphabet chart/sight words/word wall lists) Writing Workshop notebook or folder Connection: Today, as writers, we will be learning how to put a period at the end of a complete sentence. Putting a period at the end of a sentence is like writing your name on your paper when you are finished with your work. You always make sure your name is on your paper when your work is complete. Sentences are like that, too! At the end of your sentence (the thought that you are writing about) you check to make sure you have put a period at the end to show you have finished that thought. Teach (modeling): Display a chart that has these questions: Who or what did something? What did they do? Writers, to create a complete sentence we need to tell who or what did something, and then tell what they did. If our work can answer both of these questions, we are ready to use a period to show that the sentence is finished. I ll start by writing, My husband. Let s check to see if I can add a period yet. Did I tell who? Yes, I did. Did I tell what that person did? No I can t use a period yet. My husband likes to start each day by taking Am I ready for a period yet? Did I tell what he did yet? No, I ll keep going. My husband likes to start each day by taking our dog for a walk. Let s check to see if I can add a period yet. Did I tell who or what did something? Yes, it was my husband. Did I tell what he did? Yes, he starts each day by taking our dog for a walk. I am ready for a period at the end of the complete sentence. TIP: If needed, please link this lesson with complete sentences from Winter Personal Narrative unit for additional support. Active Engagement (guided practice): Writers, turn and talk about my sentences. How many periods did I use? How do we know when we are ready for a period? Kindergarten Writing Informational Winter IWW-31 DRAFT March 2010

Bridge to Independent Practice: Place a familiar text on a sentence strip in a pocket chart but do not include periods. Have children decide where the periods need to be placed. Closure: Remember, writers often use periods to end sentences when they tell us about who or what did something, and what they did. Choose several students who are using periods at the end of sentences to show their writing. Reflection: Resources & References: (adapted from, acknowledgments) Linda Hoyt and Teresa Therriault, Mastering the Mechanics K-1, (p. 98-99). Kindergarten Writing Informational Winter IWW-32 DRAFT March 2010

How to Make a Snowman 1. Roll 3 snowballs: big, medium and little. 2. Stack the snowballs from biggest to smallest. 3. Add things to make a face. Kindergarten Writing Informational Winter IWW-33 DRAFT March 2010

How to Plant a Seed 1. Put soil (dirt) almost to the top of a cup or a plant pot. 2. Poke your finger down into the soil. 3. Put a seed in the hole. 4. Cover the seed with the soil. 5. Water. Kindergarten Writing Informational Winter IWW-34 DRAFT March 2010

How to Blow a Bubble 1. Put the wand in the bubbles. 2. Pull out the wand. 3. Blow the bubble. Kindergarten Writing Informational Winter IWW-35 DRAFT March 2010

Book List for Letter Writing Ahlberg, Janet and Allan. The Jolly Postman and other People s Letters, LB Kids, ISBN: 9780316017763 Caseley, Judith. Dear Annie, Mulberry Paperback, IBSN 0-688-13575-7 Ada, Alma Flor. Dear Peter Rabbit, ISBN 9781416912330 Ada, Alma Flor. Your Truly Goldilocks, ISBN 9781416908371 Ada, Alma Flor. With Love Little Red Hen, ISBN 9781416908371 Cronin, Doreen.Click Clack, Moo, Scholastic, IBSN 0-689-83213-3 Keats, Ezra Jack., Letter For Amy, Puffin Books, ISBN 9780140564426 Levine, Nancy. Letter to a Young Pug, Viking Studio, 2006, IBSN 0-670-03809-1 Parr, Todd. It s Okay to Be Different, Megan Tingley Books, IBSN 0-316-66603-3 Parr, Todd. The Feel Good Book, Megan Tingley Books, 0-316-07206-0 (Todd Parr has written many great books which all end with a letter to the reader.) Selway, Martina. Don t Forget to Write, Ideals Children s Books, 1994, IBSN 0-8249- 8543-5 Stewart, Sarah. The Gardener Scholastic, IBSN 0-590-39629-3 Teague Mark. Detective La Rue Letter From the Investigation, Scholastic Inc., September 2004, ISBN 0-439-79168-5 Thaler, Mike. Never Mail an Elephant, Troll Associates, 1994, ISBN 0-8167-3018-0 Kindergarten Writing Informational Winter IWW-36 DRAFT March 2010

End of Unit Checklist: Informational Winter Marking Key: X = Independently / = With Support = Not Yet Demonstrating STUDENTS Writes a letter or cards including salutation, body, closing. Selects a topic and writes a two-step procedure. Uses sequencing or transition words. Draws pictures to match words. Attempts to use conventions to make writing more readable. Uses editing checklist to check conventions. Uses phonemic awareness and alphabetic principle to write. Uses resources. Uses beginning and ending consonant sounds in one-syllable words. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. Kindergarten Writing Informational Winter IWW-37 DRAFT March 2010

Kindergarten Writing Informational Winter IWW-38 DRAFT March 2010

Kindergarten Writing Informational Winter IWW-39 DRAFT March 2010

Kindergarten Writing Informational Winter IWW-40 DRAFT March 2010

Kindergarten Writing Informational Winter IWW-41 DRAFT March 2010

Kindergarten Writing Informational Winter IWW-42 DRAFT March 2010