ELA Common Core State Standards Resource...

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


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/

____________________________________________________ _________________________

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________


Name Date

------


Name Date

------

-


Detail Hand


How to write a story?

Think

Picture

Say

Sketch

Write


Ways to Practice My Story


*Self

*Partner

*Story Hand

*Story Across Pages

--Touch pages

Biondo, May 2011


*Self

*Partner

*Story Hand

*Story Across Pages

--Touch pages

Biondo, May 2011


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


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)


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.


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

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