Kindergarten Quarter 2

Kindergarten Quarter 2

Quarter 2Writing Common Core Standards Kindergarten
Writing
Text Types and Purposes
W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (continues into 2nd quarter)
Connection to Foundational Skills in Reading
RF.K.1Demonstrates understanding of the organization and basic text features.
RF.K.2 Demonstrates understanding of spoken words, syllables and sounds. (phonemes)
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. / Technology
KCT3.1 Recognize technology as a tool to help complete a task.
KIL1.2 Recognize that information can be represented in a variety of ways.
KCT1.2 Use input/output devices to operate various technologies.
KSI1.2 Demonstrate respect for the work of others.
KNC3.1 Identify technologies used in the home. / Language
L.L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Write a letter or letters for most consonant and short- vowel sounds (phonemes).
-Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
6 Traits of Writing
The following traits are suggested focus areas:
Ideas
Voice
Conventions (e.g.- letters/sounds, words, directionality, spaces as developmentally appropriate)
Speaking/Listening Standards
Comprehension and Collaboration
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
2. Continue a conversation through multiple exchanges.

SL.K.2 Confirm understanding of a text read aloud or information presented orally through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something not understood.
Presentation of Knowledge and Ideas
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional details.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Connection to Foundational Skills in Reading
Standard:
RF.K.1 Demonstrates understanding of the organization and basic text features.
RF.K.2 Demonstrates understanding of spoken words, syllables and sounds. (phonemes)
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Content Objectives / Guiding Questions / Vocabulary / Resources
I can think of ideas.
I can draw /write about my ideas. / What are you an expert at?
What do you know about?
What are your favorite things?
What are some things you have done?
Can you tell me about ______? (oral language first)
Can you share your idea with a friend? (oral language)
How could you draw that?
What would go in that picture? / -lower and upper case
-sound
-spaces
-letter vs. word
-sentence
-illustration/picture
-top/bottom
-left/right
-idea/plan
-brainstorm
-author
/ Sample Mini-Lesson Ideas: (guided by student need)
-Model going from thoughts/ideas to oral language.
-Model going from oral language to writing?
-Anchor chart –list for what children are experts at
-Anchor chart-list for what students know about/favorite things / Resources:
Mentor Text for Ideas:
Whistle for Willie by Ezra Jack Keats
Snowy Day by Ezra Jack Keats
Goggles by Ezra Jack Keats
Peter's Chair by Ezra Jack Keats
Rattletrap Car by Phyllis Root
The Relatives Came by Cynthia Rylant
Officer Buckle and Gloria by Peggy Rathmann
Teaching Press Learn to Write Series (this is a book collection of different forms of writing that encourages independent writing)
Mentor Text List

I can write wordsthat match my pictures. / Can you tell me about your picture? (oral language)
Can you add some writing to your picture?
What letter would ____ start with? Can you write that letter? / -Model drawing a picture and writing words/labels that describe
-Use a mentor text to show how authors write words that go with pictures / Resources


Launching Writer’s Workshop

I can write the sounds I hear in words. / Can you say the word you are trying to write?
Can you say that word slowly to hear the sounds?
What sound do you hear first? What letter makes that sound? Can you write it? / -Model saying a word slowly and writing the letters that represent sounds
-Model rereading the word that was written and point to sounds (blending them back together)
-Model saying a sound and looking at the ABC chart to locate which letter to write / Professional Reading
Writing Workshop by Ralph Fletcher and JoAnn Portalupi
What You Know by Heart by Katie Wood Ray
Wee Can Write by Carolyn McMahon and Peggy Warrick
Kid Writing a Systematic Approach to Phonics, Journals and Writing Workshop by Eileen Feldgus
About the Authors by Katie Wood Ray
Already Ready by Katie Wood Ray and Matt Glover
Mastering the Mechanics by Linda Hoyt and Teresa Therriault
Mentor Text by Lynne Dorfman and Rose Cappelli
Learn to Write Series by Creative Reading Magic by Mem Fox
I can write words I know. (e.g. names, “mom” “I” “my” ) / Have you ever seen the word ______? Do you know what it looks like?
Can you write it like it looks?
Can you find that word in our room to help you write it? (environmental print)
Does that look right? / -Model using word wall/environmental print while writing
I can write words the way they look in a book. (i.e.- left-to-right, top-to bottom) / Where do I start writing?
Where do I go at the end of the line/page?
How many words are you writing? Do you know what to put between the words to help the reader?
Can you leave a space after the word to help the reader?
Where would the next word go? / -Model and think-aloud how to write words left to write and top to bottom
- Model leaving spaces between words
-Clap and count the number of words/spaces before writing a sentence.
Assessment
Writing Samples- See Quarterly Assessment for Writing Document-assessment prompt ideas
DRA word analysis tasks
Observation of student behaviors: Is student able to express an idea? Can the student express a complete idea (oral language sentence)? Does the student attempt print? Does student draw a picture to match idea? Does student use sounds to write words? Does student write from left to right? Does student write from top to bottom? Can student accurately reread their writing? Does the student use spaces? Does the student write a complete idea?
Assess writing level using the Kindergarten Developmental Rubric and the K-2 Rubric
Developmental Kindergarten Writing Rubric:
Writing Rubric K-2
Text Types and Purposes
Standard:
W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (continues into 2nd Quarter)
Content Objectives / Guiding Questions / Vocabulary / Resources
I can tell about an event.
I can draw about an event.
I can write about an event. / What is something that has happened to you?
(e.g. lost a tooth, first day of school)
What is something you have done? (e.g. rode bike to a park, made cupcakes)
Where is someplace you have visited?(e.g. visiting grandparents, went to the zoo, a vacation) / Narrate/narrative writing
Event
Order
Voice
Idea
Feeling
Response/reaction / Mini-Lesson Ideas:
-Model coming up with an ideas to write about and then choosing one
-Think-aloud about an event that happened and model how to think of words to write about it
-Model how to draw pictures with details that are important to the event
-Create an anchor chart about classroom events / Resources:
Forms of Narrative
Retell
Recount
Explanation
Personal story
News report
Postcard
Letter
Poem
Biography
Autobiography
Mentor Texts for Narrative Writing:
Roller Coaster by Marla Frazee
My Name is Yoon by Helen Recorvits
Night Shift Daddy by Eileen Spinelli
The Relatives Came by Cynthia Rylant
Wimberley Worried by Kevin Henkes
Shortcut by Donald Crews
Peters Chair by Ezra Jack Keats
One Green Apple by Eve Bunting
I can write about how I felt about an event? / How did you feel when ______happened?
How would you show in your picture what you were feeling?
What words could tell how you felt?
What did you do or say when that happened? How would you show that in your drawing or writing? / -Use mentor texts to show how authors described feelings about an event
-create an anchor chart of feeling words with pictures and model using them in writing
-Model thinking aloud about feelings during an event (and writing)
-Model using thinking bubbles and speech bubbles in drawings/writing to express feelings about an event / Mentor Text for Voice:
Don't Let the Pigeon Drive the Bus by Mo Willems
The Pigeon Finds a Hot Dog by Mo Willems
Pigeon Wants a Puppy by Mo Willems
Knuffle Bunny by Mo Willems
Knuffle Bunny Tooby Mo Willems
Pinkalicious by Victoria Kann and Elizabeth Kann
When I Was Little by Jamie Lee Curtis
No David by David Shannon
Click Clack Mooby Doreen Cronin
I Wanna Iquana by Karen Kauffmann-Orloff
Olivia by Ian Falconer
Julius - Baby of the World by Kevin Henkes
The Great Fuzz Frenzy by Janet Stevens
Farmer Duck by Martin Waddell
Bostie Barker Bites by Peggy Rathmann
Gogglesby Ezra Jack Keats
I can tell more about what happened in an event.
I can draw pictures about an event.
I can link (sequence) events together to tell about an experience.
I can write events in the order that they happened. / Can you tell me more about what happened?
Can you draw what happened?
Can you draw/show the event in many pictures?
Are your events in order?
Can you tell the event across many pages?
Can you write about the event to match your pictures? / -Model using many pages to write/draw a story (touching each page and orally saying what happens as a way of planning before writing)
-Use post-it notes to plan pages and put them in the order they happened / Writing Apps
Art Maker
Stories About Me
Scribble Press
White Board App
Inkflow
White Board/Voice Recording Apps
ShowMe
Educreations
Voice turned into print App
Dictation
I can tell about my reaction to the experience. / How did you feel when ______happened?
How would you show in your picture what you were feeling?
What words could tell how you felt?
What did you do or say when that happened? How would you show that in your drawing or writing?
Did your feelings change during the events? How did you show this in your drawing/writing? / -Guide students to dramatize the story they are writing so that they can show their reaction – then model how to put that into writing / Websites


of narrative and topic ideas (p. 122)
Assessment
Writing Samples- See Quarterly Assessment for Writing for assessment prompt ideas
See Significant Task for Kindergarten Document for sample assessment lesson
Assess writing level using the Kindergarten Developmental Rubric and the K-2 Rubric
Developmental Kindergarten Writing Rubric:
Writing Rubric K-2