Kindergarten Writing Lesson Lesson Theme: Unit 1 Families – Personal Narratives Writing Objectives: Students will learn how to write a personal narrative piece. Standards (Texas Essential Knowledge and Skills): K.13A plan a first draft by generating ideas for writing through class discussion K.13B develop drafts by sequencing the action or details in the story K.13C revise drafts by adding details or sentences K.13D edit drafts by leaving spaces between letters and words K.13E share writing with others K.14A dictate or write sentences to tell a story and put the sentences in chronological sequence K.14B write short poems K.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations. K.16A understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking (ii) nouns (singular/plural) (iii) descriptive words (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over) (v) pronouns (e.g., I, me) K.16B speak in complete sentences to communicate K.16C use complete simple sentences K.17A form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression) K.17B capitalize the first letter in a sentence K.17C use punctuation at the end of a sentence K.18A use phonological knowledge to match sounds to letters K.18B use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut") K.18C write one's own name K.19A ask questions about topics of class-wide interest K.19B decide what sources or people in the classroom, school, library, or home can answer these questions K.20A gather evidence from provided text sources Austin ISD K Department, 2014/ 2015 Page 1
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Kindergarten Writing LessonLesson Theme: Unit 1 Families – Personal NarrativesWriting Objectives: Students will learn how to write a personal narrative piece.Standards (Texas Essential Knowledge and Skills):K.13A plan a first draft by generating ideas for writing through class discussionK.13B develop drafts by sequencing the action or details in the storyK.13C revise drafts by adding details or sentencesK.13D edit drafts by leaving spaces between letters and wordsK.13E share writing with othersK.14A dictate or write sentences to tell a story and put the sentences in chronological sequenceK.14B write short poemsK.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or write information for lists, captions, or invitations.K.16A understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(i) past and future tenses when speaking(ii) nouns (singular/plural)(iii) descriptive words(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over)(v) pronouns (e.g., I, me)
K.16B speak in complete sentences to communicateK.16C use complete simple sentencesK.17A form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression)K.17B capitalize the first letter in a sentenceK.17C use punctuation at the end of a sentenceK.18A use phonological knowledge to match sounds to lettersK.18B use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut")K.18C write one's own nameK.19A ask questions about topics of class-wide interestK.19B decide what sources or people in the classroom, school, library, or home can answer these questionsK.20A gather evidence from provided text sourcesK.20B use pictures in conjunction with writing when documenting researchEnduring Understanding:
Students will build routines for their writing.
Students will identify topics on a story.
Students will be able to label parts of a picture.
Essential Questions: Why should we reread our work? How does adding details make my
work better? Why do I need to do my best work? Why is sharing my story with others
important?
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Students will understand the purpose and value of writing.
VocabularyJournal, label, topic, details, purpose
JournalJournals should be used when needed to teach the mechanics and conventions of writing. Entries in the journals may not happen daily or even weekly. These journal pages will act as a reference for the students when they are writing during Writer’s Workshop.
Writer’s Workshop – WWWriter's Workshop is a teaching technique that invites students to write by making the process a meaningful part of the classroom curriculum on a daily basis. Students are exposed to the organization and thought required to create a story or write about a favorite topic. The Writer's Workshop format includes story planning, revision, teacher editing, and direct instruction in the mechanics of grammar. The goal is to move pre-emergent/ emergent readers into the writing process by eliciting a story from a drawing, recording the student's words in dictation form on the drawing, and encouraging the student to move from drawing to writing by guiding the student in the use of phonics to sound out words.
Writer’s Workshop:10 minutes: establish purpose/read mentor text5 minutes: discuss lesson with class5-20 minutes: writing time (must establish stamina)10 minutes sharing5 minutes: In the beginning of the school year you will use this time to check procedures and routines andre-teach if necessary
*Shared and interactive writing should be incorporated throughout the day in addition to the independent Writer’s Workshop.
Materials and ResourcesBooks: Un día de picnic (Tesoros) The Picnic at Apple Park (Treasures) Roller Coaster by Marla Frazee; Night at the Fair by Donald Crews, Shortcut by Donald Crews; When Sophie Gets Angry, Really, Really Angry by Molly Bang;Materials:JournalsThree to five page booklet for each student
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Anchor Charts– Created with Students
Writer’s LessonsWhen modeling writing, remember to always remind children about conventions of writing: capital letter at the beginning of a sentence, spaces between words, period
at the end of the sentence. You may refer to jmecham for specific lesson or Lucy Calkins.
Lesson 1: Writing about small moments *Journal (Web) Book: Choose a book from the Materials and Resources section above or from
your own library. Mini Lesson: Read story and discuss. Teacher will complete a small moment
web. Model Your Thinking: “When we are trying to decide on a small moment to
write about, it is helpful to brainstorm first to find the idea that best works for our personal story. Let’s complete the small moment map together. Think about moments at school, with your family, moments that you’ve felt happy or sad, or about celebrating special days like your birthday.” Teacher completes chart.
Students will fill out their own small moments web.
Lesson 2: Writing about small moments * Journal (Map)
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Book: Choose a book from the Materials and Resources section above or from your own library.
Mini lesson: Read story and discuss. Review previous lesson and chart. Ask a child if they would like to share their small moment web. A small moment would be eating a hot dog during a baseball game - not the baseball game as a whole. This can be a tricky concept to narrow down, first brainstorm together small moment ideas. “Today we are going to choose our favorite small moments and write about it.” Create a map with child’s name in the middle. What was your favorite day or what would your favorite day look like? Who would you spend it with? Where would you go?What I sawWhat I heardWhat I feltWhat I learned from the experience
Writers use words to describe emotions. Model your thinking: “This is my small moment. I went to the beach with my
family. I saw fish, shells, palm trees, etc. I felt relaxed and joyful. I heard the ocean waves, seagulls and children playing.” Teacher models writing by stretching out words and completes the chart.
Students will fill out their own small moments maps.
Lesson 3: Writing about a small moment * WW Story Map Book: Choose a book from the Materials and Resources section above or from
your own library. Mini Lesson: Review previous lessons and charts. Demonstrate writing your
own small moment story. Model Your Thinking: “In the previous lesson we learned how to choose a
topic to write about. We completed our brainstorming charts and chose our favorite small moment. Today we are going to turn our small moment into a story.” First I will write as many details as I can remember about that day.” You may choose to do another chart with small moment in the middle and details around it or you may just list the details. Student will choose what they would like to write about and add as many details as possible.
Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Teacher models questioning during this time or students are encouraged to ask the author questions.
Lesson 4: Writing about a small moment: *WW Story Map Book: Choose a book from the Materials and Resources section above or from
your own library. Mini Lesson: Review previous lessons and charts. Demonstrate writing your
own small moment story. Model Your Thinking: “In the previous lesson we learned how to choose a
topic to write about. We completed our brainstorming charts and chose our favorite small moment. Today we will begin the process of turning our small moment into a story.” First I will write as many details as I can remember about my small moment.” You may choose to do another chart with small
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moment in the middle and details around it or you may just list the details. Student will choose what they would like to write about and add as many details as possible.
Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Teacher models questioning during this time or students are encouraged to ask the author questions.
Lesson 5: Writing about a small moment: Draw it out *WW Story Map Book: Choose from list above or from your own library. Mini Lesson: Review previous lessons and charts. Demonstrate writing your
own small moment story. Review small moment and details list. Model Your Thinking: “In the previous lesson we learned about choosing a
topic and writing details about it. Today we are going to continue to turn our small moment into a story.” First I will review the details I wrote about my small moment and will put them in the order that they happened. Model your thinking, “the first thing that happened on that day was….; then we …..; last ….. Student will choose what they would like to write/draw about and add as many details as possible.
Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Teacher models questioning during this time or students are encouraged to ask the author questions.
Lesson 6: Writing about a small moment: Draw it out *WW Booklet Book: Choose from list above or from your own library. Mini Lesson: Review previous lessons and charts. Demonstrate writing your
own small moment story. Review small moment and details list. Model Your Thinking: “We have completed our charts on what happened at
the beginning, middle and end of our small moment. Today we are going to make and publish our stories in a booklet. Model how to transfer their work into a booklet. For example: “I went to the beach with my family” – write on one page of the booklet and illustrate. “I saw shells, fish and children playing in the ocean.” – write and illustrate on a second page, etc. Students take each picture and write what is happening.
Sharing: Select 2-3 students to share their writing in front of the class. The audience’s job is to listen quietly. Students are encouraged to ask the author questions.
