Unit 5 Title: Personal Narrative and Informative Writing Grade Level: Kindergarten Timeframe: 5-6 weeks

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1 Unit 5 Title: Personal Narrative and Informative Writing Grade Level: Kindergarten Timeframe: 5-6 weeks Unit Overview: In the first half of the unit students will focus on developing a complete narrative with a beginning, middle and end. The Common Core State Standards for narrative writing (W.K.3) place a new emphasis on students providing a reaction to what happened. This is addressed in Lessons 12 and 13, Inside vs. Outside Story, where students learn to provide a reaction to what happened in their narrative. Students will also attempt to add description, use transition words and improve use of conventions including spelling, punctuation, and capitalization. In the second half of the unit students focus on gathering information from provided sources to answer a question. This unit focuses on animal riddles. Students will continue to work on using conventions correctly to make writing more readable. Students will need a collection of nonfiction texts about animals in order to conduct research. These can be from the teacher s classroom library, the school library, or through the public library. It is recommended looking for books with simple text and clear pictures so that they are accessible to young readers. Sample anchor charts, graphic organizers, and checklists are located in the supplemental materials. To incorporate the Common Core State Standard W.K.6, to "explore a variety of digital tools to produce and publish writing," you may choose to: Take digital photographs of shared experiences. Create a PowerPoint of writing with voice recordings. Use story-making applications from ipads or other tablets. Type final projects. Share writing over school announcement system. Have students project the written pieces using a document camera. NOTE: The writing process for opinion writing was previously taught in Units 1 and 4. In Unit 5, opinion writing (W.K.1) is embedded as a response to reading in the Reading Unit. Enduring Understanding We are learning through our writing that we can tell a story that has a beginning, middle and end. We are learning that by doing research on a topic we can answer questions in our writing. Essential Questions Why does my story need a beginning, middle and end? How do I find information? How do I share information in my writing? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): 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. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

2 W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Supporting Standards RF.K.1 a,b,c Recognize that print represents the spoken language and words are represented by specific sequences of letters, and separated by spaces. SL.K.5 Create an illustration to add details to a description. L.K.1 Produce and expand complete sentences in shared language activities. 21 st Century Skills Standard and Progress Indicators: Have multiple exchange discussions about writing pieces. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks or cooperatively play. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. High Frequency Words Taught in Unit: Week 1: ride, pretty, who, soon Week 2: funny, jump, please, ate Week 3-6: Review and reteach words not mastered from previous units Academic Vocabulary Taught in Unit: Week 1: small moment, description, beginning, middle, end Week 2: checklist, visualize, sketch, transition words Week 3: inside story, outside story, punctuation, edit, editing checklist Week 4: graphic organizer, fact, riddle, clues Week 5: period, question mark, author Application in Centers: Writing Center: Students write in a variety of forms (lists, cards, letters, stories) Work on a piece from writing workshop Use books from read aloud as models for writing Tell a friend a story Pocket Chart Center Put words or sentences from familiar texts in order Create words with letters Create sentences with words Write the Room List words that begin with the same letter List words that share the same blends List words that begin with capital letters

3 Word Wall Center Rainbow writing Writing- poems, sentences, or stories using as many word wall words as possible Physical movement to spell words Instructional Plan Pre-assessment: Unit 4 EUA writing sample analysis to inform conferencing and small group instruction Reflection SLO - SWBAT Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection Day 1 SWBAT use pre-writing strategies before writing about important moments in their lives. W K.3, W.K.8 Day 2 SWBAT add description in true stories from our lives to create a clear picture for the reader. W K.3, W.K.5, L.K.1.f Day 3 SWBAT telling a story across their fingers to help them produce stories that have a beginning, middle and end. W.K.3, W.K.5 Retell Students orally rehearse small moment story by retelling to partner Student draft Partner share: I can add to describe. Oral retelling Anecdotal notes and Unit Checklist for sequential oral retelling of story Lesson: Personal Narrative Unit 5 (Lesson 1) Small Moment Marker Teacher-prepared writing sample Brainstorming Lesson: Personal Narrative Unit 5 (Lesson 2) Adding Description with previous lesson s story recorded Markers Personal writing workshop notebook Lesson: Personal Narrative Unit 5 (Lesson 3) Telling A Story Across Your Fingers Pencil Writing/sound card Personal writing workshop notebook Day 4 SWBAT identify beginning, middle and sequencing of events on graphic organizer. Lesson: Personal Narrative Unit 5 (Lesson 4) Identifying Beginning, Middle and End

4 end in a narrative. Choose a class story to use as a model Chart size labeled with Beginning, Middle, End Student graphic organizer that follows this lesson (enlarge to 11 x 17 to make it easier for students) Crayons Day 5 SWBAT draw the beginning, middle, and end in a story. sequencing of events on graphic organizer. Lesson: Personal Narrative Unit 5 (Lesson 5) Drawing Beginning, Middle and End Choose a class experience to use as a model Chart size with Beginning, Middle, and End Student graphic organizer from Lesson 4 (enlarge to 11 x 17 to make it easier for students) Step-by-Step drawings of fox and pig see Teacher Resources Crayons Day 6 SWBAT Writing the Beginning, Middle and End sequencing of events on graphic organizer. Lesson: Personal Narrative Unit 5 (Lesson 6) Writing the Beginning, Middle and End Chart size with Beginning, Middle, and End Student graphic organizer from Lesson 4 (enlarge to 11 x 17 to make it easier for students) Step-by-Step drawings of the story from previous lesson see Teacher Resources Crayons

5 Day 7 SWBAT revise using a beginning, middle and end checklist Student Draft Self-assessment using checklist Lesson: Personal Narrative Unit 5 (Lesson 7) Beginning, Middle and End Checklist Chart size graphic organizer with Beginning, Middle, and End (from previous lesson) Sample story written on graphic organizer Markers Day 8 SWBAT visualize beginning, middle and end of own small moment inclusion of beginning, middle and end in draft of story. Revising Lesson: Personal Narrative Unit 5 (Lesson 8) Visualizing Beginning, Middle and End of Own Small Moment Chart size with Beginning, Middle, and End Student graphic organizer from Lesson 4 (enlarge to 11 x 17 to make it easier for students) Crayons Day 9 SWBAT write beginning, middle and end of own small moment inclusion of beginning, middle and end in draft of story. Lesson: Personal Narrative Unit 5 (Lesson 9) Writing Beginning, Middle and End of Own Small Moment Chart size with Beginning, Middle, and End Student graphic organizer from Lesson 4 (enlarge to 11 x 17 to make it easier for students) Crayons Day 10 SWBAT use transition words to connect ideas, alert the reader that something is coming, or show sequence. W.K.3 inclusion of beginning, middle and end in draft of story. Lesson: Personal Narrative Unit 5 (Lesson 10) Using Transition Words Story written on chart paper Pencil Writing/sound cards

6 L.K.6 Personal writing workshop notebook Write transition words on paper to be used as a resource in the room (sample list follows this lesson) Day 11 SWBAT add feelings and thoughts to their stories. inclusion of beginning, middle and end in draft of story. Revising Lesson: Personal Narrative Unit 5 (Lesson 11) Inside vs. Outside Story Part 1 Sample outside story prewritten on beginning, middle and end paper Pencil Writing/sound card Personal writing workshop notebook Plaidypus Lost by Janet Stevens and Susan Stevens Crummel, Curious George s Dinosaur Discovery (Journeys Big Book, Lesson 20) or another teacher selected title TIP: Read selected text as a read aloud to the class prior to Writing Workshop Day 12 SWBAT add feelings and thoughts to their stories. Day 13 SWBAT add punctuation at the end of each sentence. L.K.2.b inclusion of beginning, middle and end in draft of story. Exit slip: Student writes 2 of 3 types of sentences - a telling sentence, a question sentence and/or an Revising Personal N arrative Spring (Lesson 11 ) Inside vs. Outside Story Part 2 Pencil Writing/sound card Personal writing workshop notebook The Inside Story chart (sample poster follows this lesson) Revising Lesson: Personal Narrative Unit 5 (Lesson 12) Punctuation at the End of Sentences Pencil

7 Day 14 SWBAT use the Editing Checklist to make their writing readable. L.K.2.a, L.K.2.b, L.K.2.c Day 15 SWBAT Share writing with an audience (family members and/or reading buddies/ administrators /specialists). W.K.1.5 excitement sentence Class Story Evidence of self and peer editing using Editing Checklist Precise praise Assess published piece with End of Unit Checklist Writing resources (i.e. alphabet chart/sight words/word wall lists) Writing workshop notebook or folder Yo! Yes! by Chris Rascka, Leo the Late Bloomer by Robert Kraus (Journeys Big Book, Lesson 22) TIP: Read selected text as a read aloud to the class prior to Writing Workshop Three index cards with a different punctuation mark on each Three sentence strips with sentences written on them: a telling sentence, a question sentence and an excitement sentence Editing Lesson: Personal Narrative Unit 5 (Lesson 13) Using an Editing Checklist Two different sample pieces of writing (can be teachercreated or student work from a previous lesson) Editing Checklist (following this lesson) two copies for instruction, plus enough for each student Editing Lesson: Personal Narrative Unit 5 (Lesson 14) Celebrating Our Progress Students writing piece for publishing celebration Students grouped with a family member or with reading buddies, etc. Index cards for adults to write a compliment to the writer Publishing Benchmark Assessment: Published personal narrative with normative scoring and grade level analysis Day 16 SWBAT make a list of animals they might like to research. W K.2 List Template Student list with chosen animal circled. Lesson: Informative Writing Unit 5 (Lesson 1) Making a List of Topics Phyllis Limbacher Tildes, Animals: Black and White (or other informational riddle book)

8 Day 17 SWBAT use books to learn more information about questions they have on a topic. W K.2, W.K.7, W.K.8 Anchor Chart Sticky note with one fact that student learned. NOTE: This title is available through TumbleBooks List Template- copies for teacher model and each student and markers Lesson: Informative Writing Unit 5 (Lesson 2) Using Resources to Collect New Information Animal books One particular book you ll use for an example ( bald eagle is in lesson example) Medium-sized sticky notes for teaching Small sticky notes for students for partners on the carpet Blank paper (one per student) Completed list templates from Lesson 1 Day 18 SWBAT organize similar information into categories. W K.2, W.K.7, W.K.8 Teacher review of student graphic organizer Brainstorming Lesson: Informative Writing Unit 5 (Lesson 3) Organizing Information s from Lesson 2 with sticky notes still attached Student papers with sticky notes from Lesson 2 Animal books organized to look like the graphic organizer you will use (see attached template, four organized sections) Class set of enlarged organizer to 11 x17 Medium-sized sticky notes for your graphic organizer Day 19 SWBAT identify that the organizational structure of a riddle gives information or clues, asks a question and gives an answer. W K.2, W.K.7, W.K.8 Riddle Anchor Chart student graphic organizer Brainstorming Lesson: Informative Writing Unit 5 (Lesson 4) Identifying the Structure of a Riddle Organization and graphic organizer from previous lessons Enlarged graphic organizers for each group from previous lesson Animal books Two enlarged examples of riddles from your mentor text

9 Day SWBAT turn notes into complete sentences. W K.2, W.K.7, W.K.8 Day 22 SWBAT Write a question using a question word. W K 2 W K 1.d Day 23 SWBAT reread to check if writing makes sense. Student Draft Exit ticket: student created clues for a riddle (If necessary, use this framework to scaffold students writing their own: I am. I eat. ) Student Draft Student created riddle- clues with question Editing Checklist Self-assessment with Editing Checklist Sticky notes Markers Lesson: Informative Writing Unit 5 (Lesson 5) Turning Notes Into Complete Sentences Materials from previous lessons My Little Riddle Stationery, Eileen Feldgus Kid Writing, p. 194 or teacher created stationery Enlarged copy of stationery Markers organized to look like the paper choice you will use to model lesson Paper choice Sentence strips to attach to the graphic organizer Lesson: Informative Writing Unit 5 (Lesson 6) Writing a Question Markers organized to look like the paper choice you will use to model lesson Materials from previous lessons including blank stationery Lesson: Informative Writing Unit 5 (Lesson 7) Reread and Touch Each Word Writing resources (i.e. alphabet/sound chart, sight word/word wall list) Editing

10 Day 24 SWBAT edit for ending punctuation. L.K.2.b Day SWBAT share with an audience. W K 1.6 Editing Checklist Self-assessment with Editing Checklist Sticky notes End of Unit Checklist Lesson: Informative Writing Unit 5 (Lesson 8-9) Checking Ending Punctuation Highlighters Copies of a riddle from your mentor text One enlarged copy of a riddle from your mentor text for the entire class. Editing Lesson: Informative Writing Unit 5 (Lesson 10) Sharing with an Audience Class set of riddles Sticky notes and blank papers for new work Day Interim Benchmark Assessment: Student published riddles with normative scoring To incorporate the Common Core State Standard W.K.6, to "explore a variety of digital tools to produce and publish writing," you may choose to: Take digital photographs of shared experiences. Create a PowerPoint of writing with voice recordings. Use story-making applications from ipads or other tablets. Type final projects. Share writing over school announcement system. Have students project the written pieces using a document camera Publishing NOTE: During testing week teachers may decide to have students choose additional drafts of riddles to revise and publish or revisit specific lessons from the unit based on identified areas of need. Summative Written Assessments Benchmark Assessment: Model Curriculum End of Unit Benchmark Assessment Task 1 Writing: Choose two writing pieces to evaluate for each student, one narrative and informative. Choose these pieces from the writing children typically do in your classroom. These may be self-chosen topics or teacher-provided prompts. The Developmental Writing Continuum K-1 rubric is to be used to score writing. Summative Performance Assessment Two drafts and two finished pieces are to be added to the student s portfolio. Model curriculum writing requirements are to be added to the student s portfolio.

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