Austin ISD



Kindergarten Writing Lesson Week 4Treasures Unit: Smart Start Week 3Lesson Theme: Stamina Please refer to the Introduction to Writer’s Workshop Document.Writing Objectives: Establishing Stamina within Writer’s WorkshopStandards (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 understand what stamina is and how to increase stamina when writing.Students will be able to include details to their pictures and writings to express their thoughts.Students will be able to select a topic to write about.Essential Questions:Why do I need to plan my writing?How can I add details to my work?What is a complete sentence?Why do I need to do my best work?Why is sharing my story with others important?What are strategies I can use to have more stamina in writing?VocabularyWriters workshop, journals, partners, authors, conferencing, publishing, revise, edit, staminaJournal*/Writer’s Workshop-WW*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 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.Beginning of the Year Writer’s Workshop Set-up:10 minutes: establish purpose/read mentor text5 minutes: discuss lesson with class5-20 minutes: writing time (day one-5 minutes; add a minute each day to total up to 20) *students should be writing independently for at least 10 consecutive minutes by this time10 minutes: sharingUltimate Goal which will begin week 6-Writer’s Workshop Framework: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: My Notebook by Marissa Moss; Marissa’s Notebook by Marissa Moss; Max’s Logbook by Marissa Moss; The Best Story by Ellen Spinelli; Arthur Writes a Story by Marc Brown, Pancakes for Breakfast by Tomie dePaolaMaterials:Class set of bookletsChart paperWriting toolsAnchor Charts – Created with Students3416171577850016548095778500977905778500 49174404127500341109-1460500Writing 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, Matt Glover, or Lucy Calkins books.Lesson 1: Choosing a TopicBook: The Best Story by Ellen SpinelliMini Lesson: Read the book and talk about the story and the problems. Make an anchor chart about different writing topics for students to refer to when they are writing. Model Your Thinking: “I don’t know what I want to write about today” “I know, I will look at our chart!” Pick a topic on the chart that is important to you and say “Sometimes the best stories are the ones that really happened to you or stories you feel strongly about.” Model write as you did in previous lessons: “Writing is telling on paper.” Make an “I can write about…” anchor chart. Brainstorm together topics you may write about.Student Task: Students will tell, draw, and write the stories they have from their lives and from their diverse cultural experiences. Encourage students to add details, labels, etc. Continue working on Stamina.Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Teacher models questioning or calls on 2 or 3 students to ask the author questions.Lesson 2: Working on StaminaBook: My Notebook by Marissa Moss or a book from your own libraryMini Lesson: Review previous learning. Today we are going to learn that writing takes time and muscles. Explain what stamina is. Discuss examples: football players, dancers and musicians need time to practice when they first start learning their skill. Writers also need time to practice to become better writers. As a class create an anchor chart of how to build stamina (see How Can I Build Stamina in Writing chart). Watch me as I work on my writing stamina by working the whole time.Model Your Thinking: Model writing the same way as you did in previous lessons. Emphasize writing the whole time. When you think you have finished you have only just begun. The teacher is checking to see what else they can do to add to their writing from the Stamina chart you made with the class. Student Task: Student will work on their writing stamina (make a muscle with your arms). As you walk around the room encourage the students to tell their story. Encourage to add details, color, etc.Sharing: Teacher selects 2-3 students to share. Teacher bases his/her selections on students who can provide ideas for other students. Teacher uses sharing time as a teachable moment using real student work as the model. This is a good time to point out that we all have different interests and are all uniqueLesson 3: Tell a story *WW BookletBook: Choose a book from the Materials and Resources section above or from your own library.Mini Lesson: Review stamina. Teacher will introduce the different components that are needed when telling a story. Model Your Thinking: “Today I’m going to teach you that writers don’t just name the parts in a story but that they tell a story. Read book and discuss. “I’m going to read it again.” (just open the book and point at the pictures, the bed, the lady, etc.) “Does that sound interesting to you?” (“No, it’s just naming the pictures.”)Once you are finished, ask students to think about the story they want to tell and write like the author of book you read. As you walk around the room encourage the students to tell their story. Guide them beyond just naming the pictures, encourage to add details, color, etc.Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Teacher models questioning. ................
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