Ps 203 Kindergarten Unit
?Topic/Theme Duration6-8 weeksUnit 2: Writing for ReadersEssential Question/sWhat can writers do to write stories that readers can really read? What tools can writers use to help their writing be more powerful? How can writers work with partners to make their stories more fun to read? What can writers do to prepare their work for publication? Standards RF.K.1, RF.K.2, RF.K.3, RF.K.4SL.K.1L.K.1, L.K.2, L.K.5, L.K.6Key Student Learning ObjectivesI can write stories that readers want to readI can draw and talk about what I need in order to tell my storyI can use storytelling words in my storyI can go back to old anchor charts on narrative writing and use them in my new writingI can use checklists to prepare my writing for publication.I can work with partners to help make my stories more fun to read.I can write words and sentences so that they can be read by others.I can use tools to create more powerful writing. I can use capitalization, punctuation, and spelling when writing. I can use drawing, dictating and/or writing to narrate an event.I can use mentor texts to add strong leads or beginningsI can add an ending that leaves my readers with strong feelingSequence of Key Learning ActivitiesCreate and refer to anchor charts Use two-pocket folders for each student to organize writingUse whiteboards, post-its and alphabet charts for individual use and engagement study pages from exemplar writingProvide and present mentor texts as models Teach children to read like writers using mentor texts Create an on-going class book for modeling and trying out new skillsTap, sketch, or jot across the pages as a way of planning stories practice creating mental movies and acting out a story in order to make writing come alive Add dialogue to writing to bring characters aliveSet mini-writing goals as you move through the writing process Write long and strong to build stamina Provide editing checklist to improve writingPlan to celebrate the conclusion of classroom writing projectsKey Texts to be UsedCentral Texts Short Cut by Donald Crews A Day With Daddy by Nikki Grimes The Snowy Day by Ezra Jack KeatsAssessmentsDaily observation of students' participation during the active engagement segment of each mini-lesson. Students' conversation with partners during Turn and Talk segment of mini-lessons. Comments, corrections, and records from peer conferences between students. Observation of daily writing progress in writing notebooks and/or folders.Teacher-student conferencesOn-Demand Performance Assessment Final Performance TaskOn-Demand Performance Assessment Prompt Published Work Completed unit writing projects Meeting Students’ needsProvide support as needed during individual teaching sessions Provide feedback in small group settingProvide personal copies of teaching charts Provide modified and/or alternate grade level checklists and rubrics Provide modified writing paperProvide appropriate writing partners ELL SupportsWord/Picture BanksModel Academic LanguageThink-Pair-ShareKey Sentence Frames ................
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