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Kindergarten Writing LessonLesson Theme: Unit 6 Neighborhood – Letter WritingWriting Objectives: Students will earn to write a letter for different purposes. Standards (Texas Essential Knowledge and Skills):K.13A plan a first draft by generating ideas for writing through class discussionK.13B develop drafts by sequencing the action or details in the storyK.13C revise drafts by adding details or sentences K.13D edit drafts by leaving spaces between letters and words K.13E share writing with othersK.14A dictate or write sentences to tell a story and put the sentences in chronological sequence K.14B write short poemsK.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 nameK.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 researchEnduring Understanding:Students will write a variety of letters for different purposes.Students will be able to share their work using complete sentences.Students can make the world better through writing. 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? Why do writers write letters?VocabularyInvitations, letter, information, heading, greeting, body, closing, signature, revise, edit, draftJournalJournals 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 – WWWriter'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 text5 minutes: discuss lesson with class5-20 minutes: writing time (must establish stamina)10 minutes sharing5 minutes: In the beginning of the school year you will use this time to check procedures and routines andre-teach if necessary*Shared and interactive writing should be incorporated throughout the day in addition to the independent Writer’s Workshop.Materials and ResourcesBooks: Russ and the Firehouse by Janet Elizabeth Rickert (Treasures), Alicia’s Happy Day by Meg Starr (Treasures), Bunny Mail by Rosemary Wells, Click, Clack, Moo Cows That Type by Doreen Cronin, Diary of Worm by Doreen Cronin, Dear Mrs. LaRue by Mark Teague, The Jolly Postman or Other People’s Letters by Allan Ahlberg, ?Feliz Cumplea?os, Caperucita Roja! By Alma Flor Ada, Happy Birthday, Little Red Riding Hood by Alma Flor AdaMaterials:Chart PaperCard StockPaperEnvelopesStationaryJournalAnchor Charts – Created with Students193282661595003652634368300050812704699000-177806159500Writing LessonsWhen 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: Parts of a letter *JournalBook: Click, Clack, Moo Cows That Type by Doreen CroninMini Lesson: Students will learn and record the parts of a letter in their journal. Include the heading, greeting, body of a letter, closing and signature. Remind students that this is a good place to reference when they are writing a letter. Model Your Thinking: “When I write a letter there are things I must always include for my letter to be complete. I like to think of my own body. At the top I have my head which reminds me to write a heading, then I have my mouth which is the greeting, next I have my body where I write my sentences, and then I have my closing and signature.” Students will create their parts of a letter anchor chart in their journal. A di-cut, stencil, or drawing of a child can be used to help the students remember the various components of a letter. Teacher will have a larger version of this anchor chart to hang in the room.Lesson 2: Writing Thank You notes * Class Chart PaperBook: Russ and the Firehouse by Janet Elizabeth RickertMini Lesson: Using the teacher’s anchor chart from the previous lesson, have students come up to the chart paper and compose a class thank you note together to a community helper or staff member. The teacher can help guide students in this process.Model Your Thinking: “When someone helps us or gives something to us, it is always a good idea to tell them ‘thank you’. I can write a letter using my anchor chart as a guide to make sure I don’t forget any part of the letter.”Students will work together as a class to create a thank you note to a person of the class’ choosing. Lesson 3: Writing Thank You notes *WW Stationary Book: Choose a book from the Materials and Resources section above or from your own library.Mini Lesson: Using their own letter writing anchor chart from their journal, students will identify someone real or imaginary to write a thank you letter to.Model Your Thinking: “When I want to write a letter, I can use my chart in my journal to help me remember all of the parts of a letter. Now you are going to think of someone like a grandparent or a character from a book to write a thank you letter to.”Students will write their thank you letter to the person of their choosing.Sharing: Students will display letter on their desk. Students will do a gallery walk. Students can send letters via mail or email. Lesson 4: Writing a friendly letter *WWBook: Choose a book from the Materials and Resources section above or from your own library.Mini Lesson: Teacher will create a list of reasons to write a letter based on students’ input (share information, love, to communicate, pen pal, etc.). Students will choose the reason for the letter and then write a letter to the person of their choosing and include whatever information (real or pretend) they would like to share.Model Your Thinking: “After I select the type of information I want to share, I will use my journal to help me remember all the parts I need to include in a letter.”Students will write their friendly letter to the person of their choosing.Sharing: Students can share their letters with the person they chose to write to or with another individual on campus. Lesson 5: Parts of an invitation *JournalBook: Choose a book from the Materials and Resources section above or from your own library.Mini Lesson: Students will learn what information to include on an invitation to an event. They will understand that it is important to include who the event is for, what type of event it is, where and when (time) the event will take place. They will write these four parts of an invitation in their journal and make a sample invitation they can refer to later. Model Your Thinking: “When I want to invite someone to an event I need to tell them important information. I want to include what type of party it is. I will pick a birthday party. I also want to include who it is for. This party will be for my grandma. I also want to include where and when the party will be. I will pick my house from 2:00 to 4:00.”Students will use two colors to highlight the information that should be included on all invitations. Students will write in their journals the four main parts of an invitation in black. They will fill in the information in a different color. This will help them to determine what information needs to be included on the next invitation they write. Lesson 6: Writing an invitation *WW Invitations Book: Choose a book from the Materials and Resources section above or from your own library.Mini Lesson: Students brainstorm and create a class list of different types of events for which an invitation would be needed. The students will select one type of event and will create an invitation. Model Your Thinking: “After I select the type of invitation I will use my journal to help me remember all the parts I need to include.”Students create an invitation. Sharing: Pair and share or table share your invitation. ................
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