Brownell Assignment 2, Part B FS16

Teaching Overview

Utilizing feedback from Assignment 2, Part A, as well as information you gathered about the literacy
resources, teaching, and learning present in your classroom, school, and the wider community, respond to
the prompts below. (You may use bullet points for your responses.) Then, complete the included table to
provide an overview for the unit you will implement and teach during the guided lead teach.

Name: Althea Davis

Grade Level: Kindergarten
School: Bret Harte
Mentor Teacher: Mrs. Megan Grib

1. Describe your genre in writing for guided lead teaching.

Narrative: telling a story that is true focusing on a sequence of events in a small amount of time.
Mentor texts: Knuffle Bunny by Mo Willems
Blackout! By John Rocco
My Fathers Hands
2. List the main Common Core State Standard grounding this unit and your planning.

CCSS.ELA-LITERACY.W.K.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.

3. Provide a rationale for why your overall goals and how your specific objectives (outlined in the table)
are important and worthwhile content or skills to learn. Be sure to include how they are relevant to
your students lives and in what ways you build upon students funds of knowledge and community
literacy practices.
The skill of being able to brainstorm ideas is important in the writing process because until now, they mostly have just been
practicing writing. They are not at a point where they need to work on the process of writing and planning before writing.
This is not only an important skill in writing, but planning and forethought is an important skill they need to learn in life as
well.
Brownell Assignment 2, Part B FS16

4. List the formative and summative assessment(s) you will use to determine if your students meet
your unit objectives for the unit. Be sure to include student exemplars as an appendix for this
document.
Idea chart for four ideas
Bubble map
Writing papers
Check list

5. Describe what you will do to scaffold differentiated instruction and explain how that choice
appropriately meets your students diverse learning needs.

Post student example and assessment as appendix

Dictate on to a post-it note

Week 2: majority writing

Bend III: sessions 12-17

Day 1 Day 2 Day 3 Day 4 Day 5
Date: 10/24/16 Date: 10/25 Date:10/26 Date:10/27 Date:10/28
Session 12 (read the book Zoom Session 16 Session 15 Session 14 Part 1
this day to Read Knuffle Bunny
demonstrate) SWITCH TO DAY
(Intro of session 13) 2
Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
Define: Narrative Students will be Students will Students will be Students will be
(purpose) able to plan (write be able to tell able to stretch out able to draw/
Brownell Assignment 2, Part B FS16

Students will be able or draw) the three parts of one word to hear at write to add
to tell a story from possible ideas for a true story. least 2 sounds in it details about the
their lives with small moments. and record the characters in
characters and what letters on their words or picture
they did/ said (Big stories. in their previously
story). written story.

Instructional Instructional Instructional Instructional Instructional

Practices/Format: Practices/Format: Practices/Format Practices/Format: Practices/Format:
I do: Model the I do: : I do: Demonstrate how I I do:
brainstorming process. Just like we stretch I do: I explain can stretch out a word Read mentor text
Standing in front of the out words when we what a true so I can hear every (Knuffle Bunny)
class on the rug, I will are trying to write story is. sound/ letter in the showing examples of
have a large piece of them to hear every Write How to word. With our class character details.
chart paper. sound, we can stretch write a True story, I do this to write Show example of
I pretend I am going to out moments so we story anchor a sentence adding yesterdays drawing
write my brainstorming. can know all the chart detail about character (or students drawing)
Today we are details. Think: or setting. We can of what could be
going to just Use idea of -Something that always add more added to the photo
come up with watermelon vs. Seed. happened details to our words. or story that involves
ideas for what we Big topic or little -something you Add the Pictures and character details
could write topic. (Give lots of did Words part of the (including dialogue).
about. This is examples.) Practice: telling anchor chart. Who, Today we will focus a
called Just one moment the story Where, what lot on the who part
brainstorming. from a whole event. happened of our story! (use
I will show them For example, instead We already did anchor chart)
in my own of a soccer game, the Think that could start a story.
thought process talk about when you part! We do: We do: Suggest
of what I think we scored a goal. Today we are What is one more things that I could
can write about Instead of before going to sentence we could add to our group
and document it school, talk about practice write in this story. What text. What are
what you did on the telling the parts id a detail we could add character traits or
Brownell Assignment 2, Part B FS16

on a large piece playground. of our story about this small things about the
of paper at the Instead of Winter, moment. ( Go page by characters I could
front of the room. talk about when you we have talked page). add?.
I will think aloud. sled down a hill. about beginning We write one more You do: Add
What can I write Instead of a bike ride, middle and end sentence. I have the something about the
about that I know talk about when you in a book students sound out the characters on each
a lot about? I saw a squirrel. before. FIRST letters in some words page in the picture
know the people We do: Im going to and have them come to and/ or in the words.
in the story and If our big topic is write the the board and write the
where it kindergarten, what beginning, AND letters they hear.
happened. I think could our small THEN Ill write You do:
I will write about moment be? the middle, AND Write another word or
the trip to the I will write their ideas THEN Ill write sentence by stretching
pumpkin patch down on the board in the end out words and letters
because all of my a bubble map just We do: We they hear in the word.
students know like they will do at decide things
about that! their seats. The that can and
I will make a list center will be cannot be in a
of ideas as they kindergarten. true story as
come to me or as well as the
the students tell Decide on a big idea characteristics
me. (Say this to write about of a true story.
aloud so people together.
can see an One student suggests You do:
organization) an idea. If you agree Students tell the
that this is something three parts of
we could write about, their story using
We do: Turn and talk put your hand on AND THEN to
about ideas you can your head. their partner
write about. What could a small next to them at
Find a person next to moment we would their table. Then
you and tell them a do? write three parts
possible idea for what Write this in a bubble of a true story
Brownell Assignment 2, Part B FS16

you could write about. map. at their table.

(If any of them struggle You do:
to find a partner, I will Fill out bubble map
assign them specifically. with ideas of small
This is our usual T&T moments from the
protocol.) big moment in the
What are some ideas middle.
you will write on your
paper. If your partner is
struggling, give her or
him an idea! Help your
partner. Remember we
learn from each other in
this class.
You do:
Go back to your desk.
Write/draw one idea in
each square.

Assessment: Assessment: Assessment: Assessment: Assessment:

Paper they write on Fill out bubble While going Conference with Conference with
that is outlined in chart with small around to students to dictate the students to
four boxes. Label moment each student, their events on each dictate details
each box as Idea 1, possibilities. the teacher page. added. Make sure
Idea 2, Idea 3 One will ask about each student adds
page of writing and what makes at least one detail
drawings. their story in drawing and
true and one detail in text
record their (label or story).
Brownell Assignment 2, Part B FS16

answers.
Student Exemplar: Student Exemplar: Student Student Exemplar: Student Exemplar:
See Appendix B See Appendix B Exemplar: (Dictation of inventive
Dictation: spelling) (dictation of
I did this last Page 1: inventive spelling)
night. We were The puddle(padl) was Page 1:
in my house deep (dib). I was sad (I wz sed)
watching TV and Page 2: Page 2:
I fell asleep I liked the shoes (hooz). Mom gave them to
Page 3: me (mum gb dem)
I scored a goal (gal). Page 3:
I cheered
(I gerd)
Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes:
Use sticky notes to Use Zoom as an Remind them to use Read Knuffle Bunny
annotate. explanation of small the tools in our and point out
moments. classroom (letter wall) character traits
to help them sound out (emptions on face,
the words. words said,
clothingetc)
Brownell Assignment 2, Part B FS16

Day 6 Day 7 Day 8 Day 9 Day 10

Date: Date:11/2 Date:10/26 Date:11/7 Date:
10/31 Session 16 Part 2 of Session Session 17 11/8
Session 14 Part 2 13 New book, new
Read Blackout! Read story. Put all of the
pieces together.
(Not sharing. Still
practicing writing
mostly all day)
Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
Students will be Students will be Students will be Students will be Students will be
able to able to add able to touch able to reread able to write a
draw/write speech bubbles each page as their stories to three page
where the to their previous they tell three change or add (three part)
characters were storys parts of their one detail to story with
by adding drawings. story. make it characters,
details to the better. setting, and
setting to their dialogue.
story.

Instructional Instructional Instructional Instructional Instructional

Practices/Format: Practices/Format: Practices/Format: Practices/Format: Practices/Format:
I do: I do: Read I do: I do: I go back to I do: Re-read our
Read Blackout Blackout! And point Draw a picture of my writing from class story from
pointing out out the dialogue. I something the previous days. I the last week.
specific details in demonstrate what interesting in my reread it and Review the steps of
setting. adding a speech life that I am model how I notice writing and
We do: Discuss: bubble looks like inspired by (leave what I can change techniques to write
what does the from my previous a lot of room for to make it more words.
Brownell Assignment 2, Part B FS16

setting in the book story. adding details) accurate or more We do: Turn to
tell you about the We do: They Model in three descriptive (help partner and come
story? How do the suggest what parts. we have the reader feel like up with completely
details add to the dialogue I could talked about they were there). original new (true)
story? add to our class beginning middle We do: Read my story idea and tell
You do: story. They come and end in a book fathers hands and teacher what their
Think of something up and add the before. The first note when there partner said.
you can add to dialogue page Im going to are details that You do:
your story in the themselves. write the really help us feel Go to seat and
setting. Add to the You do: beginning, AND like we are part of write new story
drawing and the The students go THEN on the next the story. with three parts
words. back to their page Ill write them You do: and details.
Today we will focus stories and add middle, AND THEN Go back to the (call them to seats
on our where speech bubbles to on the last page Ill writing from with If you are
part of our story! the characters to write the end yesterday and re- writing about what
Add detail to the add dialogue. We do: Speak the read what they happened to you
setting. number of the wrote in order to today...yesterday
page as I flip add/change one last year.
through them. detail to make it
Answer questions better.
about what order
the events should
be in. Would it
make sense if I sat
down at my desk
and then walked
into school?
You do:
Write/ draw your
idea on each page
of the three-page
book given to each
student. Use ideas
Brownell Assignment 2, Part B FS16

from yesterdays
bubble map
Summative Assessment: Assessment: Assessment: Summative
Assessment: Teacher Conference with The teacher will Assessment:
Use student conferences and students to ask what the Students will write
narrative checklist new story in three
dictates the dictate their student added
to assess the parts. Through
writing thus far students speech events on each or changed and conferencing, they
(see appendix A). bubbles. page. dictate that will tell the story
information on a and the process of
table on a writing it to the
separate sheet teacher who will
take notes and use
of paper.
checklist for skills.
(See appendix A)

Student Exemplar: Student Exemplar: Student Exemplar: Student Exemplar: Student Exemplar:
Dictation example: Dictation on
See appendix B (dictation example. separate paper: See Appendix B
Bubble from Student uses I added a smile on
characters mouth inventive spelling) her face because
YAY Page 1: she is happy
I stepped in a mud
puddle
Page 2:
I found new shoes
Page 3:
I kicked the ball.
Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes:
While reading Leave lots of room
blackout! Point out for adding details letting them choose whether
or not to begin a new piece
the speech bubbles in whole class each day when we had our
and how they add story. 30-minute meeting online.
Brownell Assignment 2, Part B FS16

dialogue to the The number of pieces each

student works on is
story. dependent on the students
needs. If they are completely
finished with the details of
their story for that day and
are approved by the teacher,
they can begin a new piece.
Most of the students will work
on two pieces total, one for
the first 9 lessons adding and
changing the details
described in the lesson, and
one on the final day as a
summative assessment.
Brownell Assignment 2, Part B FS16

Appendix A
Brownell Assignment 2, Part B FS16

generating a true story from ones life using vague representational drawings DRAWING AND THINKING about a story in a
sequence (first, next, at the end) orally TELLING stories that sound like stories while pointing to their pictures Lots of labels! You
want kindergartners to label everything they can!

to generate a tiny moment story from ones life (not a watermelon story, big topic but a seed story, smaller topic) to use vague
representational drawings DRAWING AND THINKING about a story in a sequence (first, next, at the end) using booklets sketch
to stretch, sketching the story first (helps to retain the sequence) continued labeling with stretching beginning sounds for additional
words using some details in the writing (feelings, color, names)

Appendix B

Day 1 Student exemplar

Idea 1

Sokr gem
Idea 2
Skawry tym (story time)

Idea 3
Witr (winter)

Idea 4
Mi sur rip (My summer trip)

Day 2 Student exemplar

Brownell Assignment 2, Part B FS16

Kicking
the ball
into the
goal

Socce
Eating Winning
snack r goal
Game

Warmin
g up

Day 6

Kindergarten Not yet Starting to Yes

Overall I told drew and X
wrote whole story
Lead I had a page that X
showed what
happened first
Transitions I put my pages in X
order
Ending I had a page that X
showed what
happened last in my
story
Brownell Assignment 2, Part B FS16

Organization My story had a X

page for the
beginning, a page
for the middle, and
a page for the end

Development
Elaboration My story indicated X
who was there,
what they did, and
how the characters
felt.
Craft I drew and wrote X
some details about
what happened

Spelling I could read my X

writing
Spelling I wrote a letter for X
the sounds I heard

Spelling I used the word X

wall to help me
spell

Day 10

Kindergarten Not yet Starting to Yes

Overall I told drew and X
wrote whole story
Lead I had a page that X
Brownell Assignment 2, Part B FS16

showed what
happened first
Transitions I put my pages in X
order
Ending I had a page that X
showed what
happened last in my
story
Organization My story had a X
page for the
beginning, a page
for the middle, and
a page for the end

Development
Elaboration My story indicated X
who was there,
what they did, and
how the characters
felt.
Craft I drew and wrote X
some details about
what happened

Spelling I could read my X

writing
Spelling I wrote a letter for X
the sounds I heard

Spelling I used the word X

wall to help me
spell
Brownell Assignment 2, Part B FS16