Interdisciplinary Writing Unit - Kindergarten Paula McKenzie READ 7140 Summer 2008

Writing, I think, is not apart from living. Writing is a kind of double living. The writer experiences everything twice. Once in reality and once in that mirror which waits always before or behind. Bowen, C.D. (1957). Atlantic. Retrieved June 1, 2008, from

Introduction to Unit Grade – Kindergarten Genre: Narrative Content area: Reading

Georgia Grade 3 Writing Assessment Student writing samples evaluated by teachers using analytic scoring. Four genres of writing: - narrative - informational - persuasive - response to literature

Georgia Grade 3 Writing Assessment Writing samples are taken throughout the year in each of the genres. Instruction should include the writing process: prewriting drafting revising editing publishing

Rubrics are used for scoring writing samples. Samples are assessed at 3 performance levels: Exceeds Meets Does not meet Georgia Grade 3 Writing Assessment

Assessment involves four domains: Ideas Organization Style Conventions

Georgia Grade 3 Writing Assessment Student writing record form used to record data. Parents and students receive copies. Data placed in student’s permanent file.

Pre-Assessment Materials: Paper Pencil Crayon Directions:  Students given materials.  Prompt- Draw and write about an exciting day at school.  30 minute time limit.

Grouping Options Instructional Grouping – Teacher Need Whole group: introduction explanation of genre form of writing practice -takes place during carpet time.

Instructional Grouping – Teacher Need Small group used for assessment and instruction Individual used for assessment Grouping Options

Instructional Grouping – Student Need Developmental Individualized or small group instruction with scaffolding Cultural and Linguistic Small group/individualized instruction as needed Use of pictures and picture books

Narrative Lesson 1 - Shared Writing What is narrative writing? Used to record personal experiences Story telling Fiction/non-fiction Story elements

Lesson 1 – Narrative Writing Form: Response to literature Topic: Students use drawing and writing to describe story elements – Characters – people or animals in story Setting – where story takes place Beginning – what characters are doing Numeroff, L. (2002). If you take a mouse to school. New York, NY: Laura Geringer Book

Middle – what happens to character End – how story ends Narrative Lesson 1 - Shared Writing cont’d

Narrative Lesson 1 - Shared Writing What is shared writing? Sharing of ideas by teachers and students Teachers model and serve as scribes What is a response to literature? Writing or drawing about a story you’ve read or heard.

Lesson 1 Instructional Procedures Response to literature -whole group discussion about book Use story map to record ideas Elements of narrative (story) writing Shared writing – teacher as scribe Prepare to write

Lesson 1 - Assessment Students complete story map Students complete checklist Teacher scaffolds as needed and assesses

Accommodations/Modificatons Developmental Needs Extra time Individualized instruction Compartmentalized work with reward

Accommodations/Modificatons Cultural/Linguistic Needs Pictures of children playing and working at school Picture books Small group Neubecker, R.(2007). Wow! school! New York. Hyperion

Grouping Options – Lesson 2 Instructional Grouping – Teacher Need Whole group: introduction explanation of genre form of writing practice takes place during carpet time.

Grouping Options – Lesson 2 Instructional Grouping – Teacher Need Small group used for assessment and instruction Individual used for assessment

Instructional Grouping – Student Need Developmental Individualized or small group instruction with scaffolding Cultural and Linguistic Small group/individualized instruction as needed Use of pictures and picture books

Narrative Lesson 2 Shared Writing Form: Response to literature Topic: Students use drawing and writing to describe story elements – Characters – people or animals in story Setting – where story takes place Beginning – what characters are doing

Narrative Lesson 2 – Shared Writing cont’d Middle – what happens to character End – how story ends

Lesson 2 Instructional Procedures Response to literature -whole group discussion about imaginative story Use story map to record ideas Elements of narrative (story) writing Shared writing – teacher as scribe Prepare to write

Lesson 2 - Assessment Students complete story map Students complete checklist Teacher scaffolds as needed and assesses

Accommodations/Modificatons Developmental Needs Extra time Individualized instruction Compartmentalized work with reward

Accommodations/Modificatons Cultural/Linguistic Needs Pictures of children playing and working at school Picture books Small group Capucilli, A. (2003). Biscuit goes to school. New York, NY: Harper Trophy. Poydar, N. (2000). First day hooray! New York, NY: Holiday House. Prelutsky. J. (2006). What a day it was at school. New York, NY: Scholastic Inc.

Grouping Options – Lesson 3 Instructional Grouping – Teacher Need Whole group: introduction to lesson/interactive writing review of genre review of form of writing practice takes place during carpet time.

Grouping Options – Lesson 3 Instructional Grouping – Teacher Need Small group used for assessment and instruction Individual used for assessment

Instructional Grouping – Student Need Developmental Individualized or small group instruction with scaffolding Cultural and Linguistic small group/individualized instruction as needed use of pictures and picture books

Narrative Lesson 3 Interactive Writing What is interactive writing? similar to shared writing students and teachers work together teacher facilitates students act as scribe

Lesson 3 Instructional Procedures Response to literature -whole group discussion about story map Use story map to help with writing Illustrate beginning of story Use writing paper and prompt to write to write about beginning of story Teacher facilitates Students act as scribe

Lesson 3 - Assessment Students given writing paper Students use story map to help with illustrating and writing Students complete prompt Teacher works with small groups as needed and assesses

Accommodations/Modificatons Developmental Needs Extra time Individualized instruction Student dictates and teacher writes using highlighter Student and teacher read sentence Student traces sentence with pencil Compartmentalized work with reward

Accommodations/Modificatons Cultural/Linguistic Needs Small group/pairing with peer

Grouping Options – Lesson 4 Instructional Grouping – Teacher Need Whole group: introduction to lesson/interactive writing review of genre review of form of writing practice takes place during carpet time.

Grouping Options – Lesson 4 Instructional Grouping – Teacher Need Small group used for assessment and instruction Individual used for assessment

Instructional Grouping – Student Need Developmental Individualized or small group instruction with scaffolding Cultural and Linguistic small group/individualized instruction as needed use of pictures and picture books

Lesson 4 Instructional Procedures Response to literature -whole group discussion about story map Use story map to help with writing Illustrate middle of story Use writing paper and prompt to write about middle of story Teacher facilitates Students act as scribe

Lesson 4 - Assessment Students given writing paper Students use story map to help with illustrating and writing middle of story Students complete prompt Teacher works with small groups as needed and assesses

Accommodations/Modificatons Developmental Needs Extra time Individualized instruction Student dictates and teacher writes using highlighter Student and teacher read sentence Student traces sentence with pencil Compartmentalized work with reward

Accommodations/Modificatons Cultural/Linguistic Needs Small group/pairing with peer

Grouping Options – Lesson 5 Instructional Grouping – Teacher Need Whole group: introduction to lesson/interactive writing review of genre review of form of writing practice takes place during carpet time.

Instructional Grouping – Teacher Need Small group used for assessment and instruction Individual used for assessment Grouping Options – Lesson 5

Instructional Grouping – Student Need Developmental Individualized or small group instruction with scaffolding Cultural and Linguistic small group/individualized instruction as needed use of pictures and picture books

Lesson 5 Instructional Procedures Response to literature -whole group discussion about story map Use story map to help with writing Illustrate end of story Use writing paper and prompt to write about end of story Teacher facilitates Students act as scribe

Lesson 5 - Assessment Students given writing paper Students use story map to help with illustrating and writing end of story Students complete prompt Teacher works with small groups as needed and assesses

Accommodations/Modificatons Developmental Needs Extra time Individualized instruction Student dictates and teacher writes using highlighter Student and teacher read sentence Student traces sentence with pencil Compartmentalized work with reward

Accommodations/Modificatons Cultural/Linguistic Needs Small group/pairing with peer

Remember… Writing is a process Modeling is very important at this stage (kindergarten) Scaffolding will provide the needed support for students to succeed Review with current research…. Happy Writing!