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September - October
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We Are Writers
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| (5) |
KSL1 |
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| (5) |
KSL4 |
Describe familiar people, places, things, and events with detail. |
| (5) |
KSL5 |
Create and/or utilize existing visual displays to support descriptions. |
| (3) |
KW2 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information. |
| (3) |
KW3 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence. |
| (4) |
KW6 |
Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. |
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What do writers do?
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Behaviors of Writers
Combination of:
- oral expression of ideas (dictating, partner sharing)
- draw to express ideas
- add emergent writing and labels to drawings
- add details to drawing and writing (tell more about who, what, feelings)
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Behaviors of Writers
- Ideas
- Plan
- Stretch out words
- Pictures
- Details
- Dialogue
- Speech Bubbles
- Edit
- Alphabet Chart
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Behaviors of Writers
- Think of Ideas for writing
- Plan writing page by page
- Talk about ideas
- Write teaching books with drawings and emergent writing
- Write stories with drawings and emergent writing
- Stretch out words to spell
- Add details
- Add dialogue to writing
- Add speech bubbles
- Edit writing
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Units of Study Writing, Unit 1: Launching the Writing Workshop
Mentor Texts-
Creak! Said the Bed by Phyllis Root
Frieght Train by Donald Crew
Songs
ABC charts
Anchor Charts
Protocols for Student Engagement
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Kindergarten Writing Checklist -
Grade Level Report Card Rubrics
On Demand Unit Assessment
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November
|
Writing to Share Stories (Show and Tell)
|
| (5) |
KSL1 |
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| (5) |
KSL4 |
Describe familiar people, places, things, and events with detail. |
| (5) |
KSL5 |
Create and/or utilize existing visual displays to support descriptions. |
| (2) |
KW1 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that topic. |
| (3) |
KW2 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information. |
| (3) |
KW3 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence. |
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How do writers write show and tell books?
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Features of show and tell books
- Writing books with patterns
Continue with behaviors of writers
|
Behaviors of Writers
- Ideas
- Plan
- Pictures
- Details
- Dialogue
- Speech Bubbles
- Edit
- Alphabet Chart
|
Behaviors of Writers
- Think of Ideas for writing
- Plan writing page by page
- Talk about ideas
- Write teaching books with drawings and emergent writing
- Write stories with drawings and emergent writing
- Stretch out words to spell
- Add details
- Add dialogue to writing
- Add speech bubbles
- Edit writing
|
Songs
Anchor Charts
ABC charts
Suggested Mentor Texts:
The Ultimate Book of Vehicles: From Around the World-Anne-Sophie Baumann and Didier Balicevic
My Fridge: My First Book of Food (Duopress Labs)
On the Go by Roger Priddy
Best Little Word Book Ever by Richard Scarry
My First Farm: Let's Get Working! by Dawn Sirett
Big Book of Bugs by Yuval Zommer
Best Friends by Tina Athaide
Daisy's Party Dresses by Michele Dufresne
Look at Me! by Eleanor Flegg
Moms by Matthew Hugo
The Zoo by Rose Lewis
The Go-Karts (Rigby PM)
Now by Antoinette Portis
Protocols for Student Engagement
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Kindergarten Writing Checklist -
Grade Level Report Card Rubrics
On Demand Unit Assessment
|
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December/January
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Writing Interesting Narratives
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| (5) |
KSL1 |
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| (3) |
KSL2 |
Participate in a conversation about features of diverse texts and formats. |
| (3) |
KSL3 |
Develop and answer questions to clarify what the speaker says. |
| (5) |
KSL4 |
Describe familiar people, places, things, and events with detail. |
| (5) |
KSL5 |
Create and/or utilize existing visual displays to support descriptions. |
| (3) |
KW3 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event or events in a sequence. |
| (4) |
KW6 |
Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. |
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How does writing help you be a reader?
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Writing stories that people can read
Elements of writing that help a reader
- pictures and illustrations
- a beginning
- transition words
- a story title
- an ending
Continue with Writing Behaviors
- Add more pictures
- Write a beginning
- Use transition words
- Give a story title
- Write an ending
- Illustrate
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Behaviors of Writers
- Ideas
- Plan
- Pictures
- Details
- Dialogue
- Speech Bubbles
- Revise
- Edit
- Publish
- Alphabet Chart
|
Writing Behaviors
- Talk about ideas
- Stretch out words to spell
- Add details
- Add dialogue to writing
- Add speech bubbles
- Edit writing
- Revise
- Publish
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Units of Study-Unit 2-Writing for Readers
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Kindergarten Writing Checklist -
Grade Level Report Card Rubrics
On Demand Unit Assessment
|
|
February/March
|
How to Books
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| (5) |
KSL1 |
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| (3) |
KSL2 |
Participate in a conversation about features of diverse texts and formats. |
| (3) |
KSL3 |
Develop and answer questions to clarify what the speaker says. |
| (5) |
KSL4 |
Describe familiar people, places, things, and events with detail. |
| (5) |
KSL5 |
Create and/or utilize existing visual displays to support descriptions. |
| (3) |
KW2 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information. |
| (1) |
KW4 |
Create a response to a text, author, or personal experience (e.g., dramatization, art work, or poem). |
| (4) |
KW6 |
Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. |
| (1) |
KW7 |
Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing). |
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How do we write to teach others?
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Writing to teach others
Continue with Writing Behaviors
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Writing to Teach Others
Behaviors of Writers
- Ideas
- Plan
- Pictures
- Details
- Dialogue
- Speech Bubbles
- Revise
- Edit
- Publish
- Checklist
- Detailed steps
- Spelling tools
- Snap words
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- Write to teach others
- tell about topic step by step
- number the steps
- have a picture for each step
- include labels that teach
Writing Behaviors
- Plan
- Talk about ideas
- Stretch out words
- Draw pictures
- Add details
- Add dialogue (speech bubbles)
- Edit
- Take a chance to stretch out and spell words
- Use Alphabet Chart to stretch out and spell words
- Label
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Units of Study-Book 3- Information
Anchor Charts
Information Writing Checklist
Mentor Texts
Thematic Word Lists
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Kindergarten Writing Checklist -
Grade Level Report Card Rubrics
On Demand Unit Assessment
|
|
April/May/June
|
Sharing Opinions
|
| (5) |
KSL1 |
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. |
| (3) |
KSL2 |
Participate in a conversation about features of diverse texts and formats. |
| (3) |
KSL3 |
Develop and answer questions to clarify what the speaker says. |
| (5) |
KSL4 |
Describe familiar people, places, things, and events with detail. |
| (5) |
KSL5 |
Create and/or utilize existing visual displays to support descriptions. |
| (2) |
KW1 |
Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that topic. |
| (4) |
KW6 |
Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. |
|
How do writers share opinions to change the world?
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Elements of Opinion and Persuasive Writing
Behaviors of a Writer
|
Elements Opinion Writing and Persuasive Writing
- Opinion
- Reasons
- Problem
- Fix-It-Up Ideas
Behaviors of a Writer
- Ideas
- Plan
- Talk about ideas
- Stretch out words
- Pictures
- Details
- Dialogue
- Speech Bubbles
- Revise
- Edit
- Publish
- Alphabet Chart
|
Write an opinion
- Plan opinion and reasons
- Talk about ideas (opinion and reasons)
Writing Behaviors
- Stretch out words
- Draw pictures
- Add details
- Add dialogue (speech bubbles)
- Edit
- Take a chance to stretch out and spell words
- Use Alphabet Chart to stretch out and spell words
- Label
|
Units of Study-Book 4- Persuasive Writing
Anchor Charts
Writing Checklist
Editing Checklist
Mentor Texts
Thematic Word Lists
|
Kindergarten Writing Checklist -
Grade Level Report Card Rubrics
On Demand Unit Assessment
|
