Kindergarten Writing Lesson
Lesson Theme: Unit 3 Transportation – “How To” Books – Procedural Text
Writing Objectives: Students will learn how to write a how to book.Standards (Texas Essential Knowledge and Skills):
K.13A plan a first draft by generating ideas for writing through class discussion
K.13B develop drafts by sequencing the action or details in the story
K.13C revise drafts by adding details or sentences
K.13D edit drafts by leaving spaces between letters and words
K.13E share writing with others
K.14A dictate or write sentences to tell a story and put the sentences in chronological sequence
K.14B write short poems
K.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations.
K.16A understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(i) past and future tenses when speaking
(ii) nouns (singular/plural)
(iii) descriptive words
(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over)
(v) pronouns (e.g., I, me)
K.16B speak in complete sentences to communicate
K.16C use complete simple sentences
K.17A form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression)
K.17B capitalize the first letter in a sentence
K.17C use punctuation at the end of a sentence
K.18A use phonological knowledge to match sounds to letters
K.18B use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut")
K.18C write one's own name
K.19A ask questions about topics of class-wide interest
K.19B decide what sources or people in the classroom, school, library, or home can answer these questions
K.20A gather evidence from provided text sources
K.20B use pictures in conjunction with writing when documenting research
Enduring Understanding:
· Students will determine what kind of book to write.
· Students will identify topics of a story.
· Students will be able to create a draft of their work.
· Students will be able to revise and edit their draft.
· Students will be able to share their work using complete sentences. / Essential Questions:
· Why should we reread our work?
· How does adding details make my work better?
· Why do I need to do my best work?
· Why does having a partner read my work help make my writing better?
Vocabulary
How to, steps, first, then, next, last, revise, edit, draft, tasks
Journal
Journals should be used when needed to teach the mechanics and conventions of writing. Entries in the journals may not happen daily or even weekly. These journal pages will act as a reference for the students when they are writing during Writer’s Workshop.
Writer’s Workshop – WW
Writer's Workshop is a teaching technique that invites students to write by making the process a meaningful part of the classroom curriculum on a daily basis. Students are exposed to the organization and thought required to create a story or write about a favorite topic. The Writer's Workshop format includes story planning, revision, teacher editing, and direct instruction in the mechanics of grammar. The goal is to move pre-emergent/ emergent readers into the writing process by eliciting a story from a drawing, recording the student's words in dictation form on the drawing, and encouraging the student to move from drawing to writing by guiding the student in the use of phonics to sound out words.
Writer’s Workshop:
10 minutes: establish purpose/read mentor text
5 minutes: discuss lesson with class
5-20 minutes: writing time (must establish stamina)
10 minutes sharing
5 minutes: In the beginning of the school year you will use this time to check procedures and routines and
re-teach if necessary
*Shared and interactive writing should be incorporated throughout the day in addition to the independent Writer’s Workshop.
Materials and Resources
Books: “How to Carve a Pumpkin” page in The Pumpkin Book by Gail Gibbons, Ms. McCaw Learns to Draw by Kaethe Zemach, How to Teach a Slug to Read by Susan Pearson, How to Make Salsa by Jaime Lucero, Bunny Cakes by Rosemary Wells, How to Make a Bird Feeder by Liyala Tuckfield, Growing Vegetable Soup by Lois Ehlert
Materials:
Pumpkin and pumpkin carving supplies
Chart Paper
Four to five page how to booklet for each student
How to graphic organizer * Click here for template
Class book
Anchor Charts – Created with Students
Writing Lessons
When modeling writing, remind children about conventions of writing: capital letters at the beginning of a sentence, spaces between words, period at the end of the sentence. You may refer to Jessica Meacham for specific lessons or Lucy Calkins books.
Lesson 1: Introducing How To Books
· Activity: Teacher will bring in supplies to carve a pumpkin while students help with directions or observe the carving. When you have finished have the students orally give you the steps it took to carve a pumpkin and write them down in a class chart. Cut the chart apart and have students put it in order and read it – does it work?
· Book: “How to Carve a Pumpkin” page in The Pumpkin Book by Gail Gibbons
· Mini Lesson: Discuss the difference between their steps and Gail Gibbons steps. Talk about when you are making steps for someone to follow it is important that you give clear details in sequential order. Introduce and explain that this type of writing is usually referred to as a how to book or chart.
· Model Your Thinking: “When I am writing the steps to carve a pumpkin I need to make sure I start from the beginning. I ask myself ‘what materials do I need?’ and list them. I then will write or draw the steps I took to carve my pumpkin.”
· Students will go back and add details to their original class chart. (Ex: Cut the pumpkin – where do you cut the pumpkin?)
Lesson 2: Brainstorming “How To” Topics
· Book: Choose a book from the Materials and Resources section above or from your own library.
· Mini Lesson: Have students offer suggestions for types of “how to” books that include a variety of tasks such as how to ride a bike, baking, playing sports, art, helping someone, etc. Create an anchor chart that students will be able to reference when selecting a topic.
· Model Your Thinking: “Let’s create a chart of ALL the topics that we could write a “how to” book. If I get stuck on what to write about or if I need a new topic to write about I can look at this chart to help me think. This chart will be placed on the wall for us to use when writing.”
· Students will contribute to the class discussion and help with the chart. Have the students help come up with the topics and pictures to use to allow them to be able to recall the information on the chart by themselves.
Lesson 3: Class “How To” chart and book
· Book: How to Teach a Slug to Read by Susan Pearson or another book from your library
· Mini lesson: Have the class review what is needed for a “how to” book. As a class create a “how to” chart using the “how to” graphic organizer linked above. When completed demonstrate how to move the information from the chart to a book.
· Model your thinking: “Yesterday we learned about what important things we need to include in our “how to” charts and books. Today we are going to fill in a graphic organizer to help us make sure we have included all the important steps on how to complete this task. When we finish we will all work together to use the information on the graphic organizer to write a “how to” book on this task.” Teachers can pick the task or can take suggestions from the class.
· Students will help the teacher fill out the graphic organizer and class book.
Lesson 4: Students select their topic and complete personal graphic organizer * Journal
· Book: Choose a book from the Materials and Resources section above or from your own library.
· Mini Lesson: Students will pick topic to make a “how to” book. They will fill out their graphic organizer that can be glued into their journal.
· Model Your Thinking: “I am going to think about something that I am an expert at and know the steps it takes to complete that task. I will choose the four main steps to complete the task. Once I have those steps I am going to fill out my graphic organizer.
· Students will work independently on their “how to” graphic organizers.
Lesson 5: Students will work together to edit their graphic organizers
· Activity: Teachers will share their graphic organizer that contains pre-planned errors with the students. The class will edit the teacher’s graphic organizer together. Discuss constructive ways to help their partner improve on their own graphic organizers.
· Mini Lesson: Teachers will pair students and have them complete the activity described on their partner’s “how to” graphic organizer. Students will do exactly what is said on the paper to see where the writer might need to add or change a step that has been written. For example, if your partner wrote about how to tie your shoes, attempt to tie your shoes following their steps.
· Model Your Thinking: “When I was following my friend’s how to graphic organizer I realized that I wasn’t able to move on to the next step without doing another step first. I told my friend that I think they needed another step between the two I just tried to follow.”
· Students will follow the steps of the partner’s work and give feedback on what works and what they might need to change or add. Students will edit and revise their own work.
· Sharing: Select 2-3 students to share their graphic organizer in front of the class. The audience’s job is to listen quietly. Students ask author questions.
Lesson 6: Students will write their How To Booklet *WW Booklet
· Book: Choose a book from the Materials and Resources section above or from your own library.
· Mini Lesson: Students will move the information from their “how to” graphic organizer to their “how to” book.
· Model Your Thinking: “It is now time for me to move the information that I have been working on in my graphic organizer to my very own “how to” book. I want to make sure I create a cover that fits with the topic I am writing about. I will first make the cover and add my name. I will then take the information from my graphic organizer and put it into my book. I will use several pages in my book – I will write one step on each page. I will also make sure I have good pictures to help the reader when they are following the steps.”
· Students will write their “how to” books using their graphic organizer.
· Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Students ask author questions.
ãAustin ISD K Department, 2014/ 2015 Page 1