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Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
ELA Common Core
State Standards Resource Packet
Kindergarten Growing as Small Moment Writers
Unit 5 07/31/2013
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Writing Unit of Study Kindergarten – Growing as Small Moment Writers, Unit 5
Table of Contents Mentor Text ............................................................................................................................................................... 1 Student Writing Samples ........................................................................................................................................... 2 Paper Sample ............................................................................................................................................................. 6 Detail Hand ................................................................................................................................................................ 7 How to Write a Story ................................................................................................................................................. 8 Ways to Practice my Story Bookmark ........................................................................................................................ 9 Editing Checklist ....................................................................................................................................................... 10 Proficiency Checklist ............................................................................................................................................... 11 Class Profile of Teaching and Learning Points ......................................................................................................... 12 Some Possibilities for Purposeful Use of the Share Time ........................................................................................ 13
1 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Mentor Texts – Kindergarten, Unit #5 Growing as Small Moment Writers
This is a suggested list to consider when collecting possible mentor text. Please review books you have
available that also meet the criteria and add to the list.
Kindergarten grade Small Moment text criteria: 1) Small moment, focus on a real life story, 2) Readable
with teacher assistance, 3) Students can relate to story (important moments from their lives), 4) Easily
identifiable plot line – events easy to Identify and list, 5) Details included (), 6) Qualities of good writing
- storyteller’s voice, internal thinking, sequential narrative, focus, in the moment endings, etc., 6) High
interest level.
Mentor Texts – Growing as Small Moment Writers
Literature – Trade Book Suggestions
Title Author Notes to Teacher
Bippity Bop Barbershop
Natasha Anastasia Tarpley
Hello Ocean Pam Munoz Ryan
Hot Dogs Beverly Randall (Rigby)
Night Shift Daddy Eileen Spinelli
Peter’s Chair Ezra Jack Keats
The Big Kick Beverly Randall (Rigby)
Wake Up, Dad! Beverly Randall (Rigby)
Teachers College (www.readingandwritingproject.com) Code: TC
Author Topic/Title Notes to Teacher Ana To the Dressing Store
Elias Picture
Calkins, L. Curricular Plan for Writing Workshop
Websites Code: WWW
www.readingandwritingproject.com (Teacher’s College)
http://tc.readingandwritingproject.com
http://tc.readingandwritingproject.com
http://tc.readingandwritingproject.com
http://tc.readingandwritingproject.com/
____________________________________________________ _________________________
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Name Date
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Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Name Date
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Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Name Date
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Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Detail Hand
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
How to write a story?
Think
Picture
Say
Sketch
Write
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Ways to Practice My Story
Ways to Practice My Story
*Self
*Partner
*Story Hand
*Story Across Pages
--Touch pages
Biondo, May 2011
Ways to Practice My Story
*Self
*Partner
*Story Hand
*Story Across Pages
--Touch pages
Biondo, May 2011
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Kindergarten Small Moments Editing Checklist
Name: _________________________________________
I checked
for…
My partner
checked
capital “I”
i I
word wall words
spaces between words
all the sounds in words
end punctuation
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Kindergarten–Growing as Small Moment Writers Unit Proficiency Checklist
Name: ____________________________________________Date: ____________________________
Proficiency checklists guide teachers on what to provide instruction and additional assistance on during the unit, as well as beyond the unit. See Proficiency Guidelines in the K-2 Writing Assessment Package for additional information.
What are this writer’s strengths? What are the next teaching points for this writer?
Approaching Proficiency with Growing as Small Moment Writers
Does not yet meet requirements for Proficient
Proficient (Meets Standards) with Growing as Small Moment Writers
Proficient students must meet all bold and 2 of 3 un-bolded proficient criteria
(T) Writes at least 3 focused small moment stories a week, across 3-5 pages, with multiple sentences per page (Session 1)
(P) Shows evidence of ALL rehearsal steps for how to write a story (think, picture, say, sketch, write) (Session 1, 2)
(P) Evidence of oral rehearsal (story hand, touching pages) (Session 2) (P) Demonstrates knowledge of workshop routines (partnerships) (Session 2) (T) Focused “Zoomed” Small Moment (One time, one place) (Session 3, 4) (T) Sequential narrative “Bit-by-Bit” (Session 5, 10) (T) Adds details (thoughts, feelings) (Session 10, 11) (L) Hear and record most beginning and ending sounds (Session 6, 9) (L) Writes some high frequency/sight words correctly (Session 7, 16) (P) Evidence of Revision in pictures or words, rereading (observed in partnerships)(Session 8,
12, 13) (T) Sequential narrative that ends in the moment (close-in ending) (Session 14)
See page 26 of the ELA CCSS document for all Kindergarten Language Standards
Exceeding Proficiency with Growing as Small Moment Writers
Students must meet all the Proficient and Exceeding Proficiency criteria (L) Hear and record all beginning and ending sounds and most middle sounds (Session 6, 9) (L) Writes most high frequency/sight words correctly (Session 7, 16) (P) Multiple Written Revisions (Session 8, 12, 13)
T-Text Types and Purposes R-Research to Build and Present Knowledge P-Production and Distribution of Writing L-Language Created by Melissa Wing, Genesee Intermediate School District, Kathy Smith, Bendle Public Schools, Pam Bachner and Aimee Torok, Grand Blanc Schools. (Updated July 2013)
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Optional Assessment/Conferring Tool – Kindergarten Unit 5: Growing as Small Moment Writers Class Profile of Teaching and Learning Points
Student Names W
rite
rs f
ind
sm
all m
om
ents
an
d
stre
tch
th
ose
mo
men
ts o
ut
acro
ss p
ages
.
Wri
ters
reh
ears
e u
sin
g a
sto
ry
han
d a
nd
to
uch
ing
pag
es
Wri
ters
fo
cus
in o
n o
ne
a sm
all
mo
men
t.
Wri
ters
rer
ead
as
they
wri
te t
o
mak
e su
re t
hey
hav
e fo
cuse
d in
o
n o
ne
smal
l mo
men
t.
Wri
ters
te
ll w
hat
hap
pen
ed
firs
t, n
ext
and
last
(se
qu
enti
al
nar
rati
ve).
Wri
ters
sp
ell w
ord
s b
y st
retc
hin
g th
em o
ut.
Wri
ters
wri
te k
no
wn
wo
rds
in a
sn
ap.
Wri
ters
act
ou
t th
eir
sto
ries
wit
h
par
tner
s to
hel
p t
hem
rev
ise.
Wri
ters
use
str
ateg
ies
to s
pel
l
new
wo
rds.
W
rite
rs a
dd
th
eir
th
ou
ghts
ab
ou
t
wh
at h
app
ened
. W
rite
rs a
dd
fe
elin
gs t
o t
hei
r
sto
ries
. W
rite
rs r
erea
d t
hei
r w
riti
ng
to
chec
k fo
r al
l th
e im
po
rtan
t p
arts
.
Wri
ters
an
d r
ead
ers
use
th
e
sam
e st
rate
gies
.
Wri
ters
wri
te ‘e
nd
in t
he
mo
men
t’ s
tory
en
din
gs.
Wri
ters
ch
oo
se a
sm
all m
om
ent
sto
ry t
o im
pro
ve a
nd
mak
e it
easi
er t
o r
ead
. W
rite
rs r
erea
d t
o m
ake
sure
snap
wo
rds
are
spel
led
co
rrec
tly.
Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.
Each lesson has a share component. Modify based on students’ needs. The following are other share options.
Some Possibilities for Purposeful Use of the Share Time
Name Purpose Method
Follow-Up on Mini-Lesson
To reinforce and/or clarify the teaching point
Share an exemplar model (student or teacher)
Share a student who had difficulty and the way in which he/she solved the problem
Share the story of a conference from the independent work time
Provide another opportunity for active engagement
Provide a prompt to initiate student conversation, “Turn and tell your partner…”
Problem Solving
To build community and solve a problem
Review To recall previous strategies /prior learning
To build repertoire of strategies
To contextualize learning
Pose a “review” question to the class: “Today we learned one revision strategy. What other revision strategies do you use?” These strategies may be listed on a chart.
Looking Ahead to Tomorrow
Introduce a new teaching point – set-up for the next mini-lesson
Celebratory Celebration of learning
Boost student morale
Promote membership in the “literacy club”
Share the work of 2-3 students
Provide an opportunity for a whole class share: “You are all such amazing writers - you wrote so much today! Writers, hold up your open notebooks so that we can see all of the great work you have done.”
Source: Teachers College Reading and Writing Project