Ps 203 Kindergarten writing Unit 1

?Topic/Theme Duration6-8 weeks Unit 1: Launching the Writing WorkshopEssential Question/sWhat does writing workshop look and feel like? How do writers use what they know about letters and sounds to help them begin to write? How do we write true stories from our lives? How do writers revise their writing? Standards W.K.2RI.K.1, RI.K.2SL.K.1, SL.K.4, SL.K.5L.K.1, L.K.2Key Student Learning ObjectivesI can put ideas on paper with pictures and wordsI can look back at my writing and see if I can add more to itI can come up with solutions to my problems and carry on writingI can picture what I want to write about first and then put all of the details onto the pageI can say words slowly and then write down the sounds I hearI can add more pages to my writing to teach moreI can work with my partner to add more to my writingI can use a checklist to make my writing the best before publishingI can get ideas for stories and practice story tellingI can plan stories page by pageI can add details to my writing and the pictures by thinking about where, who and whatI can stretch out the sounds I hear ad record the sounds in orderI can bring my stories to life by making my characters talkI can bring my stories to life by making my characters talkI can reread my stories, drawing on everything I know to improve themI can edit my writing by rereading my words and rewriting to make my writing more readable to myself and othersSequence of Key Learning ActivitiesRoutines and procedures for Writers Workshop are introduced and student quickly identify themselves as authors and illustrators. Students are exposed to both narrative and informational writing Introduce the writing workshop. Teach students how to go from finishing one piece to starting another and to do this with some independence. Students reread what they have written, realize they have more to say, then staple on more pages to make a book. Students plan across the pages of their booklets and will elaborate more. Label more of their pictures, to represent more sounds in a word, and to make two-word labels.Write to capture true stories from their lives. Students will write true stories, think about what happened and then draw and write what happened first, then turn the page and tell what happened next and then next.Students will select a few stories to publish and will learn to revise and edit as they make those stories the best they can be.Key Texts to be UsedCentral Texts Freight Train by Donald Crews Creak! Said the Bed by Phyllis RootBooks with stories and simple writing structures to learn sense of story mixed with writing skills Books with labels; Richard Scary, Lois Ehlert Bunny Cakes by Rosemary Wells AssessmentsConferring notes Checklist using the "essential mini-lessons" for measurable skills. Note which measurable skills have been mastered, and which are still areas of focus. Use this checklist to guide your conferring and use the commonalities to assist you in forming your small strategy groups. Compose simple sentences for a picture's description.Final Performance TaskAdminister the narrative on-demand writing assessment in the Writing PathwaysPublished Small MomentMeeting 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 rubricsProvide modified writing paper Provide appropriate writing partners ELL SupportsWord/Picture BanksThink-Pair-ShareCollaborative DialoguesKey Sentence FramesOpen Sort Tasks ................
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