K – Narrative Benchmark – Fall



Dysart Unified School District

Kindergarten

2013-2014

Interactive Narrative Writing Benchmark

With

Teacher Directions & Guide

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OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and use as a model for their writing.

Common Core Standards state, “Students write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. With practice, students will expand their repertoire and control of different narrative strategies.”

Guidelines and Information:

• Read the resources and answer questions in class (whole group, pair, individually)

• Discuss in class. This is about the process and not just a final product.

• All documents and/or multi-media materials have been determined grade-level appropriate.

Writing Standards:

LAK.W.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.

LAK.W.7

Participate in shared research and writing projects (e.g., explore a number of books by a favorite

author and express opinions about them).

LAK.W.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Listening and Speaking Standards

LAK.SL.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

LAK.SL.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

LAK.SL.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

LAK.SL.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

Language Standards

LAK.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAK.L.1a

Print many upper- and lowercase letters.

LAK.L.1b

Use frequently occurring nouns and verbs

LAK.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAK.L.2a

Capitalize the first word in a sentence and the pronoun I.

LAK.L.2b

Recognize and name end punctuation.

LAK.L.2c

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

LAK.L.2d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Suggested Timeline and Protocol for Teachers – Narrative

|Day 1 |Day 2 |Day 3 |Day 4 |

|EXERCISE 1: |EXERCISE 1: |EXERCISE 1: |EXERCISE 1: |

| | | | |

|Unit 1 Lesson 3 Day 1 |Unit 1 Day 1 |Re-read “Please, Puppy, Please.” |Review and give writing prompt to|

| |Re-visit | |students. |

|Read Aloud: |“I Have a Pet.” |Unit 1 Lesson 3 Day 2 | |

|“I Have a Pet” | |The teacher will reread and emphasize |As a resource, hang up or project|

| |Using the Grammar Chart you created |the things the puppy does. |the graphic organizer you made on|

| |from Lesson 3 on Day 1 (TE 180) | |Day 2. |

| |and the attached graphic organizer, |Using the attached four square graphic |Write the word Pet on the board |

| |highlight and record the animals |organizer, the students will draw things|as a resource for students. |

| |that can be pets from the chart and |the listed pets can do. | |

| |record it on the graphic organizer. | |Writing Prompt: Write and draw a |

| | | |story about a pet. |

| | | | |

| | | | |

| | | | |

| | | | |

Writing Guidelines

1. Remember Kindergarten is a developmental year. We want to challenge the students who are "ready" but do not want to frustrate those who are not. Allow your students to set personal goals so they know what is expected.

2. Do not overwhelm Kindergarten writers with too many corrections. We want them to be confident and willing to take risks.

3. Remember some Kindergarten students are not developmentally ready and can’t compete with the older, more secure writers. Writing should be fun... a celebration for all even those in the early stages.

4. The Kindergarten Common Core Writing Standards contain the phrase “with guidance and support.” However, during the final writing by the students, no teacher help or input should be given for district consistency.

Speaking and Listening Rubric – K-2

| |1 |2 |3 |

| |Not aware of skills needed |Aware of the skills needed |Going above the expectations |

|Listening |No eye contact |Eye contact |Constant eye contact and concentrated body |

| |Not paying attention |Faces the speaker |language |

| |Off task |Not engaging in side conversations |Shows understanding through head nodding and|

| |Interrupting |with others |leaning forward |

|Speaking |Interrupting |Speaking one at a time |Gains the floor in respectful ways |

| |Total silence |Producing complete sentences | |

| | |Speak audibly in coherent sentences | |

| | |Taking turns | |

|Making Connections |No paraphrasing |Paraphrasing |Goes beyond by adding to the conversation |

| |Total silence |Actively responding with care |Build on others’ talk in conversations by |

| |Monopolizes conversation |Engaged in conversation |linking their comments to the remarks of |

| | | |others. |

|Asking Questions |No response |Quality/open-ended questioning |Thoughtful, deeper questioning that promotes|

| |Total silence |Asking for clarification when needed |more intense thinking about the topic |

| | |Staying on topic/task |Build on the conversation by linking |

| | | |questions and comments to prior experience |

This should be discussed with the students, and the ideas should be used to promote good speaking and listening within the classroom.

Fall General Directions

It is suggested, and the documents note, starting this narrative writing lesson plan with Day 1 being a Tuesday and the final writing to be done on Friday.

As a class, discuss the theme and title, PROMPT, and THINK ABOUT what animals are pets. Read the prompt and get the students excited to write about a pet.

Teacher: As we read and watch short videos about pets, you should be thinking about our writing prompt and know how to write a story or narrative about a pet.

What is the Theme and Title: Pets

1. People have different pets.

2. It is important to know what pets do.

Writing PROMPT:

Write and draw a story about a pet. (Your students will complete their writing piece on Day 4.)

Students will spend four days discussing and engaging in activities around the topic “pets.”

At the end of that time, students will be given a verbal prompt: “Write and draw a story about a pet?” Children are asked to draw and write in response to the prompt.

DAY 1

Objectives:

1. I can orally define the word pet.

2. I can listen to the story I Have a Pet and talk about animals that are pets.

Materials:

• Book: I Have a Pet. (HMH Unit 1 Lesson 3 Day 1)

Vocabulary:

• Pet: an animal, such as a cat or a dog, which you keep and care for at home

Lesson:

1. The teacher will define the word pet.

2. The teacher will read the book: I Have a Pet.

3. The teacher will make connections between the story and the word pet.

4. The teacher will model and refer to the text to name different types of pets.

5. The teacher will have the students buddy-share different types of pets.

Assessment: Teacher will listen as students share definitions and types of pets.

DAY 2:

Objectives:

I can write and draw animals that are pets.

Materials:

• I Have a Pet

• Noun Chart from Grammar Unit 1 Lesson 3 Day 1

• Graphic Organizer Web

• Pencils

• Crayons

• Chart paper

Vocabulary: review the word pet with students.

Lesson:

1. The teacher will refer to the noun grammar chart already created during reading.

2. The teacher will explain how they are going to find all the animals on the chart that can be pets and highlight them.

3. The teacher will explain how a web is graphic organizer that organizes our ideas.

4. The teacher can use a small web on the doc camera or make one on chart paper.

5. The teacher will model pulling pet names off of the noun grammar chart and writing the word on the web and drawing the picture.

6. The teacher will prompt students to help pull pet names off of the chart and add them to the web.

7. The teacher should model writing the names and the drawings with details.

8. The students will copy the name and picture and add to their web.

Assessment:

1. Teacher will monitor students completing the chart and make sure they are using vocabulary about pets.

2. Teacher will give specific feedback to students as they are working on the chart.

DAY 3:

Objectives:

1. I can write pet names.

2. I can talk about what pets can do.

3. I can draw pictures of what pets can do.

Materials:

• Please, Puppy, Please

• Crayons

• Pencils

• 4 square graphic organizer

• Chart paper

Vocabulary:

Review word pet with students.

Lesson:

1. The teacher will reread Please, Puppy, Please.

2. The teacher will think aloud about the different characters in the story and how they interact with the puppy.

3. The teacher will refer to the text and the things the puppy does.

4. The teacher will talk about how different pets do different things.

5. The teacher will model and facilitate a discussion about what each of the pets on the graphic organizer (turtle, dog, cat, and fish) can do.

6. The teacher will have the students talk about one pet at a time and what it can do.

7. Then the teacher will model tracing the word and drawing a picture of what the pet can do.

8. The students will trace the word and then draw. The students can create their own idea or copy the teacher.

9. Repeat the process for all of the remaining pets.

Assessment:

1. Teacher will monitor students as they share about what pets can do.

2. Teacher will monitor students’ drawings and that the drawing matches the correct pet.

DAY 4:

Writing Prompt: Write and draw a story about a pet

Objective:

I can write and draw a story about a pet.

Materials:

• Writing Benchmark 1 Paper with Prompt

• Pencils

• Crayons

• Completed web graphic organizer from day 2

• Complete Four Square Chart from day 3

Vocabulary:

• Review the word pet with students.

• Write the word pet on the board for students.

Resources:

These resources can be hung up or projected during the writing benchmark:

• Completed web graphic organizer from Day 2

• Four Square Chart from Day 3

Lesson:

1. The teacher will remind students about the lessons from prior days.

2. Students will buddy-share what they have learned about pets and the pet they want to write about.

3. Teacher will give these prompts verbatim to the students.

“Today you are going to draw and write a story about a pet.

Think about the things we have talked about in class about pets.

Think about the things pets do.

The word “pet” is on the board to help you with your writing.

The charts we created are also hanging up to help you.

Remember to do your best writing and drawing.

Remember to add details to your picture and your words.”

4. Teacher will hand out papers.

5. Teacher may only repeat prompts from above during writing assessment, but there is no limit to the number of repeats.

Assessment: Collect assessment. Score according to assessment protocol which follows.

Kindergarten Writing Benchmark 1: Write and draw a story about pet.

____________________________________________________________________________

SCORING PROTOCOL

1. Collect final drafts from students.

2. During your PLC meetings, read and discuss the “Six Traits Primary Rubric” in iPlan under Writing Resources.

3. Evaluate and reflect on your students’ writing samples.

4. Focus on all 6+1 writing traits when scoring the students’ writing sample and choose the correct score for each trait. (Kindergarten students may score a 5 in each trait if they meet the rubric requirements. This may not occur until the last writing sample, and even then, the student may not score a 5 in all areas.)

5. Scores must be entered into iASSESS and into your grade book. (Grade book scores may reflect normal classroom grading practices.)

6. After students have had an opportunity to review your remarks or you have had time to conference with students about their papers, tests should be collected and stored for random sampling by the district.

7. If a sample is called for, it will be in May before students leave. If you have not been asked to submit a sample before students leave, YOU WILL BE ASKED TO DESTROY STUDENT PAPERS FOR SECURITY PURPOSES.

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Pets

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