1. Kindergarten Interdisciplinary Writing Unit By Mary Boston, Michelle Chavarria, Mariah Elder

2. Georgia Writing Test Section 20-2-281 of the Quality Basic Education Act, as amended in 1991, requires that writing assessments be administered to students in grades three, five, eight, and eleven. Section 20-2-281Quality Basic Education Act The State Writing Assessment Advisory Council assisted the Georgia Department of Education in developing the writing component of the student assessment program. The council, consisting of educators with expertise in the instruction of writing skills and writing assessment, is made up of a Grades 3 and 5 Committee and a Grades 8 and 11 Committee. The goal of the Writing Assessment Advisory Council and the Department of Education was to create developmentally appropriate assessment procedures to enhance statewide instruction in the language arts. The statewide writing assessment serves the purpose of improving writing and writing instruction.

3. Developmental Writing Stages

4. Pre-commutative Use scribbles, letters, letter-like forms, numbers. Show no understanding of phoneme- grapheme (letter-sound) relationships. Show a preference for uppercase letters. Write from left-to-right, right-to-left, top-to-bottom, or randomly on the page. Know that the print carries the message

5. Example of Pre-communicative

6. Semi-phonetic Spelling: Sometimes have not developed directionality: write from left to right, top to bottom. Use letters to represent sounds. Use abbreviated 1, 2, 3 letter spellings; omit some important letters in words. Use letter-name strategy for spelling.

7. Example of Semi-phonetic Spelling

8. Select letters on basis of sound alone. Spelling represents all essential sound features. Spelling is readable (more or less). Phonetic Spelling:

9. Example of Phonetic Spelling

10. Transitional Spelling Include a vowel in each syllable. Apply many spelling rules; may overgeneralize. Spelling resembles English spelling. Spelling is easily read.

11. Example of Transitional Spelling

12. Correct Spelling Have internalized the alphabetic principle. Have learned basic spelling words. Spell words according to adult standards

13. Writers’ Workshop

14. Three Components of Writers’ Workshop Mini-lesson Work Session Author’s Chair

15. Mini-lesson 10-15 minutes Daily Whole group Modeling/Practicing Use a planning for instruction sheet to plan mini-lessons based on writing standards

16. Work Session 35-40 minutes Children have conferences with teacher at least two times a year Response groups

17. Authors’ Chair Children share their writing pieces 2-3 Children share a day Class asks questions or makes comments Questions and comments relate to the standards

18. Organization of Writers’ Workshop Study one genre each grading period Publish in each genre Genres’ Studied: Narrative, functional informational, Response to literature Convention standards taught Children have three folders: Work in progress, accumulative, portfolio Rubrics assess beginning, middle, ending writing samples

19. The Writing Process Pre-writing- Gathering and organizing ideas Drafting- Getting ideas on paper Revising- Fixing up the content Editing- Fixing up grammatical errors Publishing- Sharing with others

20. NCEE Writing Standards for Resulting Genres

21. Informing Others: Informational Writing Gather, collect and share information about a topic Maintain a focus-stay on topic Exclude extraneous information when prompted

22. Sharing Events, Telling Stories: Narrative Writing Contains a “story” that may be only a single event or several events loosely linked, which the author may react to, comment on, evaluate, sum up, or tie together Tell events as they move through time (control for chronological ordering) May include gestures, drawing, and/or intonations that support meaning May incorporate story book language (“and they lived happily ever after)

23. Getting Things Done: Functional Writing Tell someone what to do (i.e. give directions, send messages Explain things (i.e. why we do things) Name or label objects and places

24. Informational Lesson Grade level-Kindergarten Content Area- Social Studies Assessment-See Rubric

25. Informational Lesson GPS- ELAKW1 The student begins to understand the principals of writing. A. Writes or dictates to describe familiar persons, places, objects, or experience. B. Uses drawings, letters, and phonetically spelled words to create meaning D. Uses left to right pattern of writing. E. Begins to use capitalization at the beginning of sentences and punctuation at the end of sentences. GPS- SSKH1 The student will identify the purpose of national holidays and describe the people or events celebrated E. Martin Luther King Jr.

26. Informational Prewriting Model

27. Informational Draft Model

28. Informational Revising and Editing Model

29. Informational Published Model

30. Narrative Lesson Grade level- Kindergarten Content Area- Reading Assessment-See Rubric

31. Narrative Lesson GPS- ELAKW1 The student begins to understand the principals of writing. A. Writes or dictates to describe familiar persons, places, objects, or experience. B. Uses drawings, letters, and phonetically spelled words to create meaning D. Uses left to right pattern of writing. E. Begins to use capitalization at the beginning of sentences and punctuation at the end of sentences. GPS- Gains meaning from orally presented text. Connects life experiences to read aloud text.

32. Narrative Prewriting Model

33. Narrative Draft Model

34. Narrative Revising and Editing Model

35. Narrative Publishing Model

36. Functional Lesson Grade level- Kindergarten Content Area- Reading Assessment-See Rubric

37. Functional Writing GPS- ELAKW1 The student begins to understand the principals of writing. A. Writes or dictates to describe familiar persons, places, objects, or experience. B. Uses drawings, letters, and phonetically spelled words to create meaning D. Uses left to right pattern of writing. E. Begins to use capitalization at the beginning of sentences and punctuation at the end of sentences. GPS- Gains meaning from orally presented text. Connects life experiences to read aloud text.

38. Functional Prewriting Model

39. Functional Draft Model

40. Functional Revising and Editing Model

41. Functional Published Model

42. 4321 PrewritingIncluded at least four facts on the graphic organizer Included at least three facts on the graphic organizer Included at least two facts on the graphic organizer Included at least one facts on the graphic organizer DraftingUsed at least four ideas from the graphic organizer in draft. Used at least three ideas from the graphic organizer in draft. Used at least two ideas from the graphic organizer in draft. Used at least one idea from the graphic organizer in draft. RevisingMade all needed revisions Made most needed revisions Made some needed revisions Made few or none of the needed revisions EditingMade all needed corrections Made most needed corrections Made some of the needed corrections Made few or none of the needed corrections PublishingPublished paper reflected all revisions and corrections Published paper reflected most revisions and corrections Published paper reflected some revisions and corrections Published paper reflected few or none of the revisions and corrections Our Scoring Guide

43. References Root,T. Writing Methods. Retrieved June, 2005 from, http://coefaculty.valdosta.edu/troot/read714/writing_methods. htm http://coefaculty.valdosta.edu/troot/read714/writing_methods. htm Department of Education. Writing Assessments. Retrieved June, 2005 from, http://www.doe.k12.ga.us/curriculum/testing/writing.asp http://www.doe.k12.ga.us/curriculum/testing/writing.asp NCEE. (1999). Reading & writing grade by grade: Primary literacy standards for kindergarten through third grade. New York: National Center on Education & the Economy.