Kindergarten Writing Curriculum Map

Written 2011

Essential Questions What tools do good writers use?

Content
September:
-Introduce writing supplies (how to use ABC chart, pencils, crayons, journals)

Standard

Skills

Assessment
*Samples of student work from beginning of month to end of month.

Strategy/Activity
*Journal writing *Morning message (Responsive Classroom-How to use pencils, writing supplies. *Predictable charts/class books, ex. My name is I see, In Fall I . *Write names in shaving cream or on student backs. *Oral storytelling w/ partner.

Resources Sept.
*WORDO (Name Bingo, *Children make their own name boards)

What does good writing look like?

*Concepts of Language Standard Print #2. Demonstrate command of the conventions *Directionality of standard English capitalization, (left-right, toppunctuation, and spelling when writing. a.Capitalize the first word in a sentence and the bottom) Write name pronoun I. -Dictation b.Recognize and name end punctuation. c.Write a letter or letters for most consonant words have and short- vowel sounds (phonemes). meaning. d. Spell simple words phonetically, drawing on *Sense of knowledge of sound-letter relationships storytelling w/ partner Writing Standard *Ask/answer #2 Use a combination of drawing, dictating, questions.
and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Language Standard; Conventions of Standard English: 1. Demonstrate command of the conventions

-Dictation of Standard English grammar and usage

*Observation

when writing or speaking. a.Print many upper- and lowercase letters.

Speaking and Listening Standard 4. Describe familiar people

-Predictable charts -Random letter writing -Initial sound -Writing first name -Oral storytelling

*Share information about self.

*Turn & talk *Ask peers to share each others stories

*Responsive classroom The Morning Meeting Book sharing chapter

#1 Participate in collaborative conversations

with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

1a.Follow agreed-upon rules for discussions

(e.g., listening to others and taking turns speaking about the topics and texts under discussion). 1b. Continue a conversation through multiple exchanges. # 6.Speak audibly and express thoughts, feelings, and ideas. *

Essential Questions Where do writers get their ideas?

Content
October: Launching Writers Workshop -Write about what you know.

Standard
Writing Standard: 2. Use a combination of drawing, dictating,
and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Skills
*Write from your own experience *Connection between writing & illustration. *Labeling *Writing initial consonant sound. *Writing using inventive spelling *Teach that writing/drawing is ongoing. *Adding to picture/story using teacher modeled writing. *Its okay to take chances.

Assessment
*LASW for an increase in details and pictures or words. *Students talk about differences in work from Sept. to Oct. during conferences. *Selfassessments.

Strategy/Activity *Setting the tone

for Writers Workshop (introduce mini lessons, introduce journals-decorate, set routines in place *Using basic shapes to teach drawing *Revisiting a piece of writing and adding details. -*Museum Walk of how papers were used horizontally, vertically. *Partners talk about reasons why they chose to orient paper. *Choose paper based on how many words will

Resources Oct.
*Calkins Unit of Study Launching the Writing Workshop book.1 *Wordless books: Tuesday by David Wiesner, The Red Book by Barbara Lehman, Pancakes for Breakfast by Tomie DePaola *Mentor texts: Corduroy, by Don Freeman, Big Mamas and Shortcut, by Donald Crews. *Stories to use for modeling; simply ordinary

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.

How do writers expand their work?

-Add to picture/writi ng-When you are done you have just begun. Add to picture, add to words,

Speaking and Listening Standard: #5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

start a new piece. - Use picture to help create story - Draw hard to make ideas-Draw your best and keep going. - Ongoing writingfinished/unfi nished work.

Language Standards Conventions of Standard English: 2. Demonstrate command of the conventions

of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

be written, planning for writing.

stories. Ex. Trying to reach the ice cream in the frozen foods section.

Essential Questions What are multiple ways to present your writing?

Content
November: -Introduce a variety of papers: words on top, words on bottom, large picture box with one line, smaller picture box with multiple lines. -Stretching and writing words. -Stretching and writing

Standard

Skills
*Planning for writingdiscusses paper choice w/ partner. *Sounding out words like a ghost would stretching out the word hooouse *Using spelling resources word wall, sounding out, story books, alphabet, stretch yourself to write more. -

Assessment
Observations *Conferences *LASW from Oct. Nov. *Use of student friendly rubrics *District-wide writing assessment due end of November.

Strategy/Activity
*Use white boards to practice ghost writing- sounding out words first, tapping. *Teacher models think aloud for paper choice. *Interactive writing/shared writing of Morning Message. *Model how to move on when your not sure of spelling *Teach strategies for: Not changing a

Resources
*Fundations and Quick Word booklets. *Paper choices (see CD in units of study).

What resources can be used to assist with spelling?

Language Standards Conventions of Standard English: 2. Demonstrate command of the conventions

of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

words with initial sounds -Spelling the best you can.

story because you cant spell a word Not changing topics because someone else is writing about that topic- write about what you know.

Essential Questions Why do we write?

Content
December: -Introducing booklets -List and letter writing *Extra week teacher choice.

Standard

Skills
*Letter writing genre, multiple purposes for letter writing/list writing. Extends into January.

Assessment
* First of three student/teacher rubrics 1 of 3. *Distinguish the difference between different genres (letters, cards, wish list, emails). *Self-selecting to write outside

Strategy/Activity
*Create list for Christmas, Hanukah, Chinese New Year *Letters to Santa, class, school or staff members. *Invitation writing, holiday cards, thank you notes. *Letters to parents about Gifts for

Resources
*Conferring Handbook, *Sample letters and sample lists.

**Ongoing Research project to build and present knowledge. (Teachers choice when project begins).

*Gather information *Recall #5. With guidance and support from adults, experiences explore a variety of digital tools to produce *Express and publish writing, including in collaboration opinions with peers. *Generate Research to Build and Present questions. Knowledge: Writing Standard-Production and Distribution of Writing:
#7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). #8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

of instructional time. *Technology assistance for voice threads, video tapping. *All students have a finished product.

Kids program. *Research family traditions *All about Me books *Research community helpers *Cameras, videos, *Tech person, *Computers *Blank CDs, *Parent support.

Writing Standard:
#2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topi

Essential Questions How does a good writer edit?

Content
January: -Teacher Choice 2 weeks. - Widening writing

Standard

Skills
*Letter writing *Model/teach rereading of picture/story *Pointing to each word, one-

Assessment
*Looking at Student Work *Compare writing samples from Sept. to Jan. (compare

Strategy/Activity
*Sample of a Bare Bones story everyone has experienced, all students help to fix it up.

Resources
*Spacers for writing, ex. two fingers, spacemen. *Bare bones story for

possibilities Writing for Real World. -Fixing-up writing

Writing Standard-Production and Distribution of Writing:

#4 With guidance and support from adults respond to questions and suggestions from peers and add details to strengthen writing as needed.

one correspondence *Spaces between words.

old work with new work).

modeling or writing that needs fixing-up.

Essential Questions How does conferenc ing make

Content
February: -How to confer with a partner-

Standard
Language Standards Conventions of Standard English: 1e. Use the most frequently occurring

Skills
*Ability to present writing orally. *Know

Assessment
*Published pieces. *Observing speaking &

Strategy/Activity
*Writing celebration -published work. *Write a Meet the

Resources
*Personal word walls. *Books with good meet the

you a better writer?

ongoing for 2 wks. -Editing and fixing things up -Authors celebration

What does published work look like?

important information needed for meet the Writing Standard-Production and Author page. Distribution of Writing: *Giving constructive #4 With guidance and support from adults, feedback, either respond to questions and suggestions from peers and add details to strengthen writing through as needed. questions/comm #5. With guidance and support from adults, ents. explore a variety of digital tools to produce *Asking the and publish writing, including in collaboration right questions, with peers. asking Language Standards Conventions of appropriate Standard English: questions, #2. Demonstrate command of the conventions giving positive of standard English capitalization, feedback/sugge punctuation, and spelling when writing. s-tions. prepositions.
a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

listening skills. *Observation of students giving feedback to peers. *Observation of student conferences and students working
independently.

Author page *Teacher models how to have a conference *Students practice turn & talk.

author pages. *Authors as Mentors book pg. 129, *Meanest Thing to Say, by Bill Cosby, *Appalachia by Cynthia Rylant *Owl Moon, by Jane Yolen.

Essential Content Questions

March: Small Moment Writing Understandi ng small moment story Discovering small moment storycombined units -Stretching one small moment Stretching & writing wordscombined units.

Standard
Language Standards Conventions of Standard English: 1d. Understand and use question words (interrogatives) (e.g. who, what where, when, why, how. f. Produce and expand complete sentences in shared language activities. Speaking and listening Standard 3. Ask and answer questions in order to seek get information or clarify something not understood. b. Use frequent occurring nouns and verbs. c. Form regular plural nouns orally by adding / s / or / es /.

Skills
*Practice selecting small moment for retell. *Know the importance of asking questions to gain information.

Assessment
*Oral storytelling of small moment and a written small moment. *Second rubric 2 of 3. *Student work

Strategy/Activity *Use a graphic

organizer to choose a small moment story. *Blank book to practice small moment story telling. *Penpals Interviews *Learning buddies

Resources
*Book suggestion: Roller Coaster by Marla Frazee, *Blank books, and graphic organizers. *Lucy Calkins Book 3, Session IX.

Essential Content Questions What April does the structure of a story look like?

Standard Speaking and Listening Standard 2. Confirm understand 4. Describe familiar

Skills *Organize events (Begin, Middle, End) *Problem solution *Character setting

Assessment *Observation *Conversation (turn and talk)

Strategy/Activity *Story mapping *Stories with a clear beginning, middle, ending

Resources *Making Meaning Unit 4 Retelling

Essential Content Questions Why do May we use poetry? What does rhymatic poetry look like?

Standard Writing Standard 3a. With prompting and support write or dictate poems.

Skills *Rhyme

Assessment *Student work

Strategy/Activity *With learning buddies *Mothers Day poem *Spring poems

Resources *Lucy Calkins book 7 Session 1 Session 2 Session 3 Session 4

Essential Content Questions How do June good writers reflect?

Standard Review -Writing Celebration

Skills *Reflection

Assessment *3 of 3 Rubric Completed Portfolio

Strategy/Activity *Classroom *Parents *Learning Buddies

Resources *Letter to first grade teacher

Topics to include in curriculum map: Fundations, Opinion writing, Feelings-internal stories, Reading Response, Authors as Mentors.