Kellie Thomason READ 7140 Valdosta State University Interdisciplinary Writing Units: Narrative Writing Expository Writing Kindergarten Kellie Thomason READ 7140 Valdosta State University

Georgia Writing Assessment: Third Grade Stage One: The Emerging Writer Stage Two: The Developing Writer Stage Three: The Focusing Writer Stage Four: The Experimenting Writer Stage Five: The Engaging Writer Stage Six: The Extending Writer

Stage 1: The Emerging Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: Little or no evidence of topic development, organization, and/or detail. Little awareness of the audience or the writing task. Errors in surface features that prevent the reader from understanding the writer’s message.

Stage 2: The Developing Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A topic that is beginning to be developed. The beginning of an organizational plan. Limited awareness of the audience and/or the task. Simple word choice and simple sentence patterns. Errors in surface features that interfere with communication.

Stage 3: The Focusing Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A clear topic although development of the topic is incomplete. An apparent plan with loosely organized ideas. A sense of audience and/or task. Minimal variety of vocabulary and of sentence patterns. Errors in surface features that interrupt the flow of communication.

Stage 4: The Experimenting Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A clear and developed topic although the development may be uneven. A clear plan with a beginning, middle, and end. The beginning and/or ending may be clumsy. Evidence of writing for an audience. Evidence of experimentation with language and sentence patterns. Word combinations and word choice may be novel. Errors in surface features that may interrupt the flow of communication.

Stage 5: The Engaging Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A topic that is well developed. A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose. Audience awareness techniques that engage the reader. Effective use of varied language and sentence patterns. Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

Stage 6: The Extending Writer Writing samples produced by students at this stage exhibit most or all of the following characteristics: A topic that is fully elaborated with rich details. Organization that sustains the writer’s purpose and moves the reader through the piece. Audience awareness techniques that engage and sustain the reader’s interest. Effective use of varied sentence patterns. Creative and novel language. Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

Developmental Stages of Writing in Children McCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006, from http://www.lindaslearninglinks.co m/index.html

Stage 1: Drawing Picture Writing

Stage 2: Scribbling

Stage 3: Random Letters

Stage 4: Semi-phonetic Spelling

Stage 5: Phonetic Spelling

Stage 6: Transitional Spelling

Stage 7: Conventional Spelling

Interdisciplinary Writing Unit: Narrative Writing Kindergarten Content Area Integration: Literature

Preassessment Prompt Give student a blank 8.5 x 11 paper and a pencil appropriate for each individual’s fine motor skills. Tell students to write a story about going somewhere? Where did you go? How did you travel? Who did you see? What did you do when you got home? Encourage the student to spell the best they can.

Narrative Writing Stories- beginning, middle, end Characters- people, animals, or items who take part in the story

Grouping Arrangements for Instruction Practice- Whole Group Instruction Conserves Time Ensures Consistency Increases Time-on-Task Assessment- Independent Assess individual knowledge, strengths, and weaknesses

Grouping Arrangements: Cultural/Linguistics Consider these elements: Family organization Family interests and activities Religious practices and beliefs Behavioral patterns Speech patterns Socioeconomic status (SES) (Houston, 2006)

Lesson 1: My Terrific Trip- Part I GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text. Students will: Write a story Complete graphic organizer Create booklet Practice Activity: Complete class graphic organizer Assessment Activity: Complete individual graphic organizer

Name:______________________ Title:________________________ My Story Graph Name:______________________ Title:________________________ Middle End Beginning (Printed on legal size paper for student copy.) Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Progress Toward Meeting Standard My Story Graphic Organizer Scoring Guide Student Name:_____________________ Meets Standard 3 Progress Toward Meeting Standard 2 Improvement Needed 1 Events: Drawing Draws a picture of a story with at least 3 events. Draws a picture of a story with at least 2 events. Does not draw story. OR Draws a picture of a story with only 1 event. Events: Dictating Dictates a story with at least 3 events. Dictates a story with at least 2 events. Does not dictate a story. OR Dictates a story with only 1 event. Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 2: My Terrific Trip- Part II GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text. Students will: Write a story Complete graphic organizer Create booklet Practice Activity: Create class booklet based on graphic organizer Assessment Activity: Create individual booklet based on graphic organizer

What My Story Needs 4 3 2 1 Events Characters Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Progress Toward Meeting Standard Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten Student Name___________________ Title____________________________ Exceeds Standard 4 Meets Standard 3 Progress Toward Meeting Standard 2 Improvement Needed 1 Events: Drawing Draws a picture of a story with at least 4 events. Draws a picture of a story with at least 3 events. Draws a picture of a story with at least 2 events. Does not draw story. OR Draws a picture of a story with only 1 event. Events: Dictating Dictates a story with at least 4 events. Dictates a story with at least 3 events. Dictates a story with at least 2 events. Does not dictate a story. OR Dictates a story with only 1 event. Characters Includes at least 2 or more characters. Includes at least 1 character. Includes at least 1 character, often self. Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 3: My First Day of School- Part I GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text. Students will: Write a story Complete graphic organizer Create booklet Practice Activity: Complete class graphic organizer Assessment Activity: Complete individual graphic organizer

Name:______________________ Title:________________________ My Story Graph Name:______________________ Title:________________________ Middle End Beginning (Printed on legal size paper for student copy.) Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Progress Toward Meeting Standard My Story Graphic Organizer Scoring Guide Student Name:______________________ Meets Standard 3 Progress Toward Meeting Standard 2 Improvement Needed 1 Events: Drawing Draws a picture of a story with at least 3 events. Draws a picture of a story with at least 2 events. Does not draw story. OR Draws a picture of a story with only 1 event. Events: Dictating Dictates a story with at least 3 events. Dictates a story with at least 2 events. Does not dictate a story. OR Dictates a story with only 1 event. Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 4: My First Day of School- Part II GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text. Students will: Write a story Complete graphic organizer Create booklet Practice Activity: Create class booklet based on graphic organizer Assessment Activity: Create individual booklet based on graphic organizer

What My Story Needs 4 3 2 1 Events Characters Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Progress Toward Meeting Standard Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten Student Name___________________ Title____________________________ Exceeds Standard 4 Meets Standard 3 Progress Toward Meeting Standard 2 Improvement Needed 1 Events: Drawing Draws a picture of a story with at least 4 events. Draws a picture of a story with at least 3 events. Draws a picture of a story with at least 2 events. Does not draw story. OR Draws a picture of a story with only 1 event. Events: Dictating Dictates a story with at least 4 events. Dictates a story with at least 3 events. Dictates a story with at least 2 events. Does not dictate a story. OR Dictates a story with only 1 event. Characters Includes at least 2 or more characters. Includes at least 1 character. Includes at least 1 character, often self. Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 5: One Day as a Caterpillar- Part I GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text. Students will: Write a story Complete graphic organizer Create booklet Practice Activity: Complete class graphic organizer Assessment Activity: Complete individual graphic organizer

Name:______________________ Title:________________________ My Story Graph Name:______________________ Title:________________________ Beginning Middle End (Printed on legal size paper for student copy.) Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Progress Toward Meeting Standard My Story Graphic Organizer Scoring Guide Student Name:______________________ Meets Standard 3 Progress Toward Meeting Standard 2 Improvement Needed 1 Events: Drawing Draws a picture of a story with at least 3 events. Draws a picture of a story with at least 2 events. Does not draw story. OR Draws a picture of a story with only 1 event. Events: Dictating Dictates a story with at least 3 events. Dictates a story with at least 2 events. Does not dictate a story. OR Dictates a story with only 1 event. Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 6: One Day as a Caterpillar- Part II GPS: ELAKR6 The student gains meaning from orally presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text. Students will: Write a story Complete graphic organizer Create booklet Practice Activity: Create class booklet based on graphic organizer Assessment Activity: Create individual booklet based on graphic organizer

What My Story Needs 4 3 2 1 Events Characters Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Progress Toward Meeting Standard Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten Student Name___________________ Title____________________________ Exceeds Standard 4 Meets Standard 3 Progress Toward Meeting Standard 2 Improvement Needed 1 Events: Drawing Draws a picture of a story with at least 4 events. Draws a picture of a story with at least 3 events. Draws a picture of a story with at least 2 events. Does not draw story. OR Draws a picture of a story with only 1 event. Events: Dictating Dictates a story with at least 4 events. Dictates a story with at least 3 events. Dictates a story with at least 2 events. Does not dictate a story. OR Dictates a story with only 1 event. Characters Includes at least 2 or more characters. Includes at least 1 character. Includes at least 1 character, often self. Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Interdisciplinary Writing Unit: Expository Writing Kindergarten Content Area Integration: Science

Preassessment Prompt Give students a pencil appropriate for each individual’s fine motor skills. Tell students to write about the similarities and differences between day and night. Encourage the student to spell the best they can. Day Night

Expository Writing Writing about facts Write as if teaching the reader Web Chart of Informational Writing

Grouping Arrangements for Instruction Practice- Whole Group Instruction Conserves Time Ensures Consistency Increases Time-on-Task Assessment- Independent Assess individual knowledge, strengths, and weaknesses

Grouping Arrangements: Cultural/Linguistics Consider these elements: Family organization Family interests and activities Religious practices and beliefs Behavioral patterns Speech patterns Socioeconomic status (SES) (Houston, 2006)

Lesson 1: Leaves GPS: Students will: Practice Activity: SKL2 H. Collect different leaves. Sort the leaves into groups according to size, color, shape, etc. Explain how even though leaves come from a tree, there are different kinds of leaves. Students will: Compare/contrast different kinds of leaves Practice Activity: Complete class classification chart Assessment Activity: Complete individual classification chart

Leaves, Leaves, Leaves Alike Different Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Alike Different Thomason, K. (2006). Leaves, leaves, leaves. Unpublished manuscript, Valdosta State University, GA.

Partially Meets Standard Similarities and Differences Scoring Guide Student Name: ________________________________ Exceeds Standard 4 Meets Standard 3 Partially Meets Standard 2 Improvement Needed 1 Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences. Lists 1 similarity and 1 difference. Lists 1 similarity or 1 difference. Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

2 Partially Meets Standard Similarities and Differences Scoring Guide Student Name: _________________ 4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard 1Improvement Needed Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults. Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults. Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults. Initial sounds not represented in spelling. Writing can only be read by child. Directionality Writes consistently from left to right, and top to bottom. Writes consistently from left to right, and mostly top to bottom. Writes mostly from left to right, and/or top to bottom. Needs to write from left to right, and top to bottom. Spacing Leaves space between words. Usually leaves spaces between words. Begins to leave spaces between words. Needs spaces between words. Letter Formation Accurately prints capital and lowercase letters. Usually prints capital and lowercase letters accurately. Needs practice printing capital and lowercase letters. Capitalization Capitalization (beginning of sentences, proper names) always used correctly. Capitalization (beginning of sentences, proper names) sometimes used correctly. Capitalization (beginning of sentences, proper names) used incorrectly. Capitalization (beginning of sentences, proper names) needed. Punctuation Ending punctuation (periods and question marks) always used correctly. Ending punctuation (periods and question marks) sometimes used correctly. Ending punctuation (periods and question marks) used incorrectly. Ending punctuation (periods and question marks) needed. Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 2: Seeds GPS: Students will: Practice Activity: SKL1 E. Collect seeds. Describe them. Compare seeds according to their similarities and differences. Make a picture by gluing seeds in a pattern around the border of a drawing. Students will: Compare/contrast different kinds of seeds Practice Activity: Complete class classification chart Assessment Activity: Complete individual classification chart

Seeds, Seeds, Seeds Alike Different Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Alike Different Thomason, K. (2006). Seeds, seeds, seeds. Unpublished manuscript, Valdosta State University, GA.

Partially Meets Standard Similarities and Differences Scoring Guide Student Name: ________________________________ Exceeds Standard 4 Meets Standard 3 Partially Meets Standard 2 Improvement Needed 1 Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences. Lists 1 similarity and 1 difference. Lists 1 similarity or 1 difference. Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

2 Partially Meets Standard Similarities and Differences Scoring Guide Student Name: _________________ 4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard 1Improvement Needed Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults. Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults. Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults. Initial sounds not represented in spelling. Writing can only be read by child. Directionality Writes consistently from left to right, and top to bottom. Writes consistently from left to right, and mostly top to bottom. Writes mostly from left to right, and/or top to bottom. Needs to write from left to right, and top to bottom. Spacing Leaves space between words. Usually leaves spaces between words. Begins to leave spaces between words. Needs spaces between words. Letter Formation Accurately prints capital and lowercase letters. Usually prints capital and lowercase letters accurately. Needs practice printing capital and lowercase letters. Capitalization Capitalization (beginning of sentences, proper names) always used correctly. Capitalization (beginning of sentences, proper names) sometimes used correctly. Capitalization (beginning of sentences, proper names) used incorrectly. Capitalization (beginning of sentences, proper names) needed. Punctuation Ending punctuation (periods and question marks) always used correctly. Ending punctuation (periods and question marks) sometimes used correctly. Ending punctuation (periods and question marks) used incorrectly. Ending punctuation (periods and question marks) needed. Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 3: Rocks GPS: Students will: Practice Activity: SKE2 B. Classify rocks into groups by observable physical attributes large/small, heavy/light, smooth/rough, dark/light, etc. Challenge a classmate to figure out physical attribute you chose to classify your groups of rocks. Students will: Compare/contrast different kinds of rocks Practice Activity: Complete class classification chart Assessment Activity: Complete individual classification chart

Rocks, Rocks, Rocks Alike Different Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Alike Different Thomason, K. (2006). Rocks, rocks, rocks. Unpublished manuscript, Valdosta State University, GA.

Partially Meets Standard Similarities and Differences Scoring Guide Student Name: ________________________________ Exceeds Standard 4 Meets Standard 3 Partially Meets Standard 2 Improvement Needed 1 Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences. Lists 1 similarity and 1 difference. Lists 1 similarity or 1 difference. Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

2 Partially Meets Standard Similarities and Differences Scoring Guide Student Name: _________________ 4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard 1Improvement Needed Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults. Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults. Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults. Initial sounds not represented in spelling. Writing can only be read by child. Directionality Writes consistently from left to right, and top to bottom. Writes consistently from left to right, and mostly top to bottom. Writes mostly from left to right, and/or top to bottom. Needs to write from left to right, and top to bottom. Spacing Leaves space between words. Usually leaves spaces between words. Begins to leave spaces between words. Needs spaces between words. Letter Formation Accurately prints capital and lowercase letters. Usually prints capital and lowercase letters accurately. Needs practice printing capital and lowercase letters. Capitalization Capitalization (beginning of sentences, proper names) always used correctly. Capitalization (beginning of sentences, proper names) sometimes used correctly. Capitalization (beginning of sentences, proper names) used incorrectly. Capitalization (beginning of sentences, proper names) needed. Punctuation Ending punctuation (periods and question marks) always used correctly. Ending punctuation (periods and question marks) sometimes used correctly. Ending punctuation (periods and question marks) used incorrectly. Ending punctuation (periods and question marks) needed. Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 4: All About Me- Part I GPS: SKE2 C. Write and include drawings in a “Me” book to discover how you are an individual- size, features, names, where you live, parents, etc. Students will: Write a story about themselves Complete a graphic organizer Create booklet Practice Activity: Complete class graphic organizer Assessment Activity: Complete individual graphic organizer

All About Me Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Birthday:____________________________________________________ Hair Color:__________________________________________________ Eye Color:___________________________________________________ Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.

Address:____________________________________________________ Favorite Sport:_______________________________________________ Favorite Food:_______________________________________________ Favorite Book:_______________________________________________ Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.

All About Me: Graphic Organizer Scoring Guide Student Name:_________________________ Meets Standard Partially Meets Standard Improvement Needed Items on graphic organizer Includes all 9 components of graphic organizer. Includes 5 to 7 components of graphic organizer. Includes 4 or less components of graphic organizer. Thomason, K. (2006). All about me: Graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 5: All About Me- Part II GPS: SKE2 C. Write and include drawings in a “Me” book to discover how you are an individual- size, features, names, where you live, parents, etc. Students will: Write a story about themselves Complete a graphic organizer Create booklet Practice Activity: Create class booklet Assessment Activity: Create individual booklet

All About Me Scoring Guide Student Name:__________________________________ Includes: Exceeds Standard Meets Standard Partially Meets Standard Improvement Needed Name Includes first, middle, and last names. Includes first and last names. Includes only first name or only last name. Includes no name. Birthday Includes month, day, and year. Includes month and day. Includes only month or only day. Includes no part of his/her birthday. Hair Color Includes hair color. Doesn’t include hair color. Eye Color Includes eye color. Doesn’t include eye color. Address Includes all components of address. Includes three or four components of address. Includes two or fewer components of address. Favorite Sport Includes favorite sport. Doesn’t include favorite sport. Favorite Food Includes favorite food. Doesn’t include favorite food. Favorite Book Includes favorite book. Doesn’t include favorite book. Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

2 Partially Meets Standard All About Me Scoring Guide Student Name: _________________ 4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard 1Improvement Needed Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults. Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults. Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults. Initial sounds not represented in spelling. Writing can only be read by child. Directionality Writes consistently from left to right, and top to bottom. Writes consistently from left to right, and mostly top to bottom. Writes mostly from left to right, and/or top to bottom. Needs to write from left to right, and top to bottom. Spacing Leaves space between words. Usually leaves spaces between words. Begins to leave spaces between words. Needs spaces between words. Letter Formation Accurately prints capital and lowercase letters. Usually prints capital and lowercase letters accurately. Needs practice printing capital and lowercase letters. Capitalization Capitalization (beginning of sentences, proper names) always used correctly. Capitalization (beginning of sentences, proper names) sometimes used correctly. Capitalization (beginning of sentences, proper names) used incorrectly. Capitalization (beginning of sentences, proper names) needed. Punctuation Ending punctuation (periods and question marks) always used correctly. Ending punctuation (periods and question marks) sometimes used correctly. Ending punctuation (periods and question marks) used incorrectly. Ending punctuation (periods and question marks) needed. Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Accommodations Pair Non-English speaking student with English speaking student Provide a wide variety of sizes of pencils and crayons Transcribe for students with less developed fine motor skills

References Bornstein, R. L. (1976). Little gorilla. New York: Clarion Books. Brooksher, R. and Mergele, D. (n.d.) Developing confident and successful kindergarten writers. Unpublished manuscript, (No other additional information.). Carle, E. (1969). The very hungry caterpillar. New York: Philomel Books. Goodall, J.S. (1988). Little red riding hood. New York: McElderry Books. Houston, G. (2004). How writing works: Improving organizational structure within the writing process. New York: Pearson. McCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006 from, http://www.lindaslearninglinks.com/index.html McCully, E.A. (1987). School. New York: Harper & Row. Tompkins, G. (2004). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Merrill Prentice Hall.