Norwalk-La Mirada Unified School District Grade K

Transcription

1 Norwalk-La Mirada Unified School District Grade K Common Core Writing Unit of Study Unit 2 Interactive Writing 20 Instructional Days Unit Overview (Descriptor): Through interactive writing, children become apprentices, working alongside a more expert writer, their teacher. Everyone in the group has the opportunity to see a clear demonstration of the process of producing a piece of writing from thinking about and composing the message to using the written product. Even children who can read and write very little independently have a chance to see themselves as writers and readers. McCarrier, Pinnell, and Fountas, Interactive Writing This unit is designed to build on the students understanding of how written language works, introduced to students in unit 1. They will continue to work collaboratively to determine a purpose for writing, compose while considering audience and form, and decide on a message. Students will begin using writing tools and resources in their environment (name charts, alphabet charts, marker) independently. With guidance and support, students will begin constructing the message and rereading it before sharing it with the appropriate audience, to prepare them to begin working as independent writers in writer s workshop. Throughout the day, students should continue to be provided writing opportunities and an environment that encourages progression through the developmental writing stages (scribbles, letter-like forms, strings of letters, beginning sounds, consonants represent words, etc.). 1

2 Anchor Standard(s) o CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. o CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. o CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. o CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Kindergarten o W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. o W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. o RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. o RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. o SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. o L.K.1a Print many upper- and lowercase letters. First Grade o W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. o W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. o RF.1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). o RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. o SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. o L.1.1a Print all upper- and lowercase letters 2

3 o 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). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. o L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 3

4 Learning Goals: Writers actively participate in the routines of interactive writing. (Routine) Writers use tools (marker, marker cap, individual whiteboard, eraser, alphabet charts, name charts, chart paper, correction tape, environmental print) during interactive writing. (Routine) Writers understand that print carries meaning. (RF.K.1) Writers begin to understand that print carries a message that is consistent each time it is read. (RF.K.1) Writers determine a purpose for writing. (W.K.2) Writers compose by considering audience, form, and the message they want to communicate to their audience. (W.K.2) Writers construct their message considering printer s code, letters, and how print works. (RF.K.1b) Writers begin to understand that writers write and give information about topics they know and care about. (W.K.2) Writers demonstrate a beginning ability to reread and improve (edit and revise) a piece of writing. (W.K.5) Tier II (Transferable)- Academic Vocabulary: After/Before Uppercase/Lowercase letter(s) First sound/last sound Interactive writing Label(s) Letter(s) Message Plan Reason (Purpose) Sentence Shape Sign Sound(s) Space(s) Stretch Who (Audience) Tier III (Content/Context Specific)- Academic Vocabulary: Alphabet Chart Edit Reread Revise Think-Pair-Share Tools Topic Whiteboard Assessment (Diagnostic, Formative, Summative): Diagnostic: Students write their own name, draw a self-portrait and possibly write a sentence. For those who need them, additional lines could be added to the back of the assessment document (template provided at the end of this unit). Formative: Anecdotal records of behaviors observed during interactive writing lessons. Consider what each child knows how to do, needs to know how to do, and implications for upcoming instruction. Summative: Anecdotal records collected during interactive writing. 4

5 Professional Resources: Reading and Writing in Kindergarten by Rosalie Franzese Interactive Writing: How Language & Literacy Come Together, K-2 by McCarrier, Pinnell, and Fountas Sharing the Pen: Interactive Writing with Young Interactive Writing With Young Children by Tompkins & Collum Common Core Standards for English Language Arts Possible Texts: Freight Train by Donald Crews Whose Hat is This? by Sharon Katz Cooper My First Soccer Game by Alyssa Satin Capucilli I Read Signs by Tana Hoban 5

6 Day 1 Writing: Administer Diagnostic Writing Assessment Interactive Writing Daily Lessons Give students a copy of the Diagnostic Writing Assessment. Ask students to draw a self-portrait and do their best to write their own name (and possibly a sentence) on the line under their self-portrait. As appropriate, add additional lines (provided at the end of this unit) for writing on the back of the assessment document for students who are ready to write scribbles, letters, words, and/or sentences. Use this assessment to help determine the areas to focus instruction during this unit. Compare today s writing sample to the diagnostic sample from writing unit 1. Analyze the picture and the students ability to write their names and any additional writing to determine which skills students have acquired prior to this unit: Knowledge of the printer s code o Shape and formation of letters o Upper and lowercase o Letter clusters o Spacing between letters and words o Punctuation o Arrangement of text on a page (left to right, top to bottom) Knowledge of how print works o Print vs. pictures o Directional movement o Concept of a word o Concept of first and last o Spaces defining words o Write some high-frequency words Learning about letters o Features (what it looks like) o How to form it (motion) (See Chapter 7 of Interactive Writing by McCarrier, Pinnell, and Fountas) 6

7 Day 2 Writing: Introduce interactive writing routines (distribution of materials) Remind students that we have been writing together every day so that we can share with others the things we think and say. As a class, we ve been writing signs, labels and other messages to help both us and those who visit our class. We ve been learning how to use our tools correctly by watching one of our friends write during interactive writing while the rest of us use our own imaginary tools to write. Today, everyone will get his or her own tools to use during interactive writing. (Note: If students began using individual whiteboards in unit 1 skip this lesson.) Model for students how to correctly: Pass out, collect, and put away all materials. Correctly use the marker, marker cap, eraser, and *individual whiteboard. Explain to students how you would like materials passed out and collected. Have a small group of students demonstrate how to pass out and collect the interactive writing tools (individual whiteboards, markers, and erasers). Acknowledge students who distribute/collect the materials correctly. Pass out materials to all students, acknowledging students who remember how to pass out the tools correctly. Once students have tools, give them a short amount of time for free exploration of the materials before collecting them and putting them away. *If individual whiteboards are not available laminated sheets of paper, or a sheet of paper inserted in plastic sheet protectors can be used in their place. 7

8 Day 3 Writing: Students practice whiteboard routines using the name chart Remind students that we write together every day so that we can share with others the things we think and say. Remind students that when we write, we have tools, which we need to use correctly. Display name chart for students and review how the names are organized on the chart. Tell students that today they will use the name chart to help them as they write on their own whiteboards. Pass out materials to all students, acknowledging students who remember how to pass out the tools correctly. Lead students through the routines of using the name chart to help them as they write. The lesson might sound like this: If I wanted to write the word and, I would think about the first sound in the word /a/. Let s stretch the word together a-n-d Students: a-n-d What is the first sound in the word and? Students: /a/ Whose name starts with the /a/ sound? Students: Alex, Amy, and Angel Let s listen to those names /a/ a-n-d /a/ A-l-e-x. Is that the same sound at the beginning? (Depending upon the needs of your students you may or may not want to discuss the fact that Amy and Angel s names have a different sound at the beginning.) Students: Yes What is the letter at the beginning of Alex s name? Students: /a/ Yes, let s write an /a/ on our whiteboards because it s the first sound in the word and. Now let s all point to the letter and say it s sound /a/. Students: /a/. Repeat this process with the rest of the sounds in and. As time and focus permit, lead students through sounding out and writing the sounds of additional words. Remind students that we will continue using the name chart to help when we are writing. Have one row model for the class how to return materials. Have the rest of the class return their materials. 8

9 Day 4 Writing: Students practice whiteboard routines using the alphabet chart Remind students that we write together every day so that we can share with others the things we think and say. Remind students that when we write, we have tools, which we need to use correctly. One of the tools we ve been using is the alphabet chart. We will continue using the alphabet chart as we work on writing on our own whiteboards. Pass out materials to all students, acknowledging students who remember how to pass out the tools correctly. Lead students through the routines of using the alphabet chart to help them as they write. The lesson might sound like this: Sample Alphabet Chart If I wanted to write the word sit, I would think about the first sound in the word /s/. Let s stretch the word together s-i-t. Students: s-i-t What is the first sound in the word sit? Students: /s/ Teacher Which word starts with the /s/ sound? Students: Sun Yes Yes, let s write the /s/ on our whiteboards because it s the first sound in the word sit. Now let s all point to the letter and say it s sound /s/. Students: /s/. Repeat this process with the rest of the sounds in sit. As time and focus permit, lead students through sounding out and writing the sounds of additional words. Remind students that we will continue using the alphabet chart to help when we are writing. Have one row model for the class how to return materials. Have the rest of the class return their materials. 9

10 Day 5 Writing: Writers select a purpose and audience for their writing In today s lessons, you will model how to select a purpose, audience, and form for the message you are composing together. (Note: Students are not expected to take on the language [purpose, audience, and form] in this unit, the intent is that they will begin to internalize these steps writers go through as they compose.) An important part of writing is determining an authentic purpose for your writing. Model for students how you think of a purpose for the writing and how that determines the audience and form. (For example: Yesterday, Mr. Morton (audience) came in and brought us some paper towels because we were out of them. I was thinking that we should write him a note (form) to thank him (purpose). OR Today in math we are going to be graphing our favorite on a chart (purpose) for our classroom (audience). I think we need to write the title (form) for the graph. ) Example forms: Morning message Survey/question for students to answer A letter/note To record information To create a title for a chart or bulletin board Signs or labels Titles for charts Daily news Response to texts Summary of day s learning Other Sample Alphabet Chart Once the purpose and audience are selected, have students help you determine and construct the message. Once it is written, have students help you reread in order to edit and revise the text. At the conclusion of the lesson, summarize the learning, which has occurred. (F & P pg. 8) The lesson might sound like this: Yesterday, Mr. Morton came in and brought us some paper towels because we were out of them. I was thinking that we should write him a note to thank him. Give students time to Think-Pair-Share about a possible messages for the letter. After listening in to partnerships as they share, select a student to share the message they think should be in the letter. 10

11 Mary: Josue, tell us what message you think we should write in our letter to Mr. Morton. I think we should write, Thanks for the towels. Let s say Josue s message all together. Thanks for the towels. Can you count the number of words in the message? How many words do you count? (Using their fingers, the children count.) Four. That s what I counted too, four. I m going to draw a line for each of those four words on our chart paper. (Draw a line for each word in the sentence, as you reach the end of the line, tell students that you ve run out of room for the next word, so you will go back to the beginning of the next line to write the next word.) OR Please draw those lines on your boards too. Now we are ready to begin writing. How do we start our sentence? We start with a capital letter because it s the first word of the sentence. What s the first word of our message? Thanks. What sound do you hear at the beginning of the word thanks? If you have a student in your class whose name starts with /th/, you may want to help students make that connection with the name chart. If not, then this is a word you will show the students how to write on your whiteboard and then Josue will add it to the chart, while the other students add it to their whiteboards. Josue will point to the word on our chart, while all of you point to the word on your board and we ll all read it together. Thanks What is the next word of the message? for What sound do you hear at the beginning of the word for? It s like fan (teacher points to the alphabet chart) and Frank (pointing to name chart). /f/! Let s write /f/. Be sure to leave a space after the word Thanks before the /f/. It s important to leave a space between words so it s easy to read them. (The children write f on their boards.) Now point to the letter f and say the word slowly as you move your finger across the paper where the rest of the word will go. What do you hear as you say the word? /r/. 11

12 Students: Students: Students: Students: There s also an /ō/before the r. Teacher models adding o on the whiteboard. Teacher asks Josue to add the/ō/to the chart paper. (Continue to have students write just the words or parts of words they already know, and the teacher will support them by providing what they don t yet know.) Say the word for again slowly and let me know what you hear at the end of the word. /r/. Yes. Let s write the /r/, like in rabbit on our alphabet chart. Let s reread what we ve written so far. While Josue points to the words on our chart, you all point to the words on your board. Thanks for. Thanks for. What word comes next in our letter to Mr. Morton? the. Is there anywhere in the room where we could find the word the? Help students locate the word in the room. Now, Josue, write the word the on the chart paper. Remind students to leave a space in between the word for and the word the. As the student is writing, the other students write the word on their whiteboards. Let s reread what we ve written so far. While Josue points to the words on our chart, you all point to the words on your board. Thanks for - the. Thanks for the. What word comes next in our letter to Mr. Morton? towels. What sound do you hear at the beginning of the word towels? It s like turtle. (teacher points to the alphabet chart) and Tony (pointing to name chart). Josue will add /t/ to the chart, while the other students add it to their whiteboards. The rest of the word towels goes like this. Write towels on the small whiteboard and then have Josue and the rest of the children add it to their writing. Now let s read our letter to Mr. Morton as Josue points to the words. Thanks for the towels What do we need to add to the end of our sentence so that Mr. Morton will know that our sentence is finished? A period. Josue, will you add a period on to the end of our sentence while everyone else adds a period to the end of his or her sentences? Now let s read our letter to Mr. Morton again, as Josue points to the words. Thanks for the towels. Today, as we were writing, we learned that we write for others to read. Today we wrote for Mr. Morton. We wrote a letter to thank him for his help. As we were writing, we started with a capital letter, we left spaces between our words and we ended our sentence with a period so Mr. Morton would know that our sentence was finished. After children have written the entire message, teach or reinforce some of the following skills: One-to-one matching the whole class reads while the child who composed the message points to each word. 12

13 Provide practice with distinguishing various features of a letter ask children to locate specific letters within the message: the letter that has a vertical line and a circle d.) Encourage children to use pictures as a source of information and support for reading have the child who composed the message illustrate the message. Rereading the text in order revise and/or edit: Improving it and/or making it easier for others to read. Based on a Rosalie Franzese lesson, Reading and Writing in Kindergarten, pg. 123 Note: The goal of interactive writing is to help students write the part of the word(s) they are able to write, and guide them through writing the specific letters you are focusing on during the lesson. Students should write the portion they are capable of writing and the teacher should model what they have not yet taken on independently. Sentences should be an appropriate length for the needs of the class. 13

14 Days 6-11 Writing: Writers write messages for others to read The upcoming lessons should continue to focus on writing for various purposes, audiences, using a variety of forms. Begin daily lessons by rereading texts created on previous day(s). The message contents should be based on students needs identified through observations (Focusing on early-writing skills, such as letter-sound correspondence, identification, formation of familiar letters and words, and rereading to predict). Continue to use the structure established in yesterday s lesson: 1. Determining an AUTHENTIC PURPOSE 2. Considering as you COMPOSE: Audience (Who will read this writing) Form (Morning message, survey/question for students to answer, letter/note, record information, create a title for a chart or bulletin board, signs or labels, titles for charts, daily news, response to texts, summary of day s learning, other) 3. CONSTRUCTING the message to focus on or more of the following: Learning about the printer s code Shape and formation of letters Upper and lowercase Letter clusters Punctuation Spacing between words and lines Arrangement of text on a page (left to right, top to bottom, continuing over pages and paragraphs) Learning how print works Print vs. pictures Directional movement Concept of a word Concept of first and last Using spaces to define words Learning about letters Name of letter Features (what it looks like) How to form it (motion) Distinguish a letter from others 4. REREADING (See Chapter 7 of Interactive Writing by McCarrier, Pinnell, and Fountas) More support for selecting a lesson focus can be found in the chart at the end of the unit. 14

15 Day 12 Writing: Writers choose topics they know a lot about The remaining lessons use the structure established in previous interactive writing lessons to help prepare students for writing workshop unit 1 (Launching the Writing Workshop). In that unit students will be expected to use a combination of drawing, dictating and writing to compose informative and narrative texts within the structure of writing workshop. Tell students that writers choose topics that they know and care about and can use their writing to teach others about their topic (purpose). Model for students the process of thinking through what topics that you (they) know enough about that they could teach others about them. For example: I have spent a lot of time on our playground here at school. I could teach someone about the playground, but I don t spend much time on the big playground so I couldn t teach someone about that. Guide students through a discussion of topics that they are so familiar with that they could teach others about them. Give students time to Think-Pair-Share about possible topics. After listening in to partnerships as they share, select several students (one at a time) to share their topics. Lead students through the interactive writing lesson to generate a list of topic ideas. Release responsibility as appropriate. Sample chart: Topics o Kindergarten playground o Park o Cafeteria o Birthdays 15

16 Days Writing: Writers write about topics they know a lot about Continue to use the structure established in previous interactive writing lessons to help prepare students for writing workshop unit 1, (Launching the Writing Workshop). Remind students that writers choose topics that they know and care about and can use their writing to teach others about their topic (purpose). Model for students selecting one of the topics from the list generated during the previous lesson. The lesson might sound like this: The other day I was thinking about all that I know about our playground. I know so much that I could teach someone else about it. I know that it has swings and monkey bars. There are tricycles to ride and jump ropes for jumping around. Let s write about some of those things that can be on a playground. Can you think of a sentence about the slide? Turn and share your sentence with your partner. Select a student to share. We can go on the swings. Let s count the number of words in the sentence? How many words do you count? (Using their fingers, the children count.) Six. That s what I counted too, six. I m going to draw a line for each of those six words on our chart paper. (Draw a line for each word in the sentence, as you reach the end of the line, remind students that you ve run out of room for the next word, so you will go back to the beginning of the next line to write the next word.) Continue leading students through the process of writing the sentence. As time permits, repeat the process to add a second sentence (i.e. We climb on the bars.) On Days 14-20, repeat today s lesson with a new topic or spend one more day adding more information to the previous day s topic. 16

17 Working with Emergent Readers in Interactive Writing Emergent-1 Children are just beginning to know that print exists and to notice it in the environment and in books. Similar to oral language. One line of print. Messages created and reread over several days to make longer text. Clear spaces. Familiar topics. Simple words. Words that link to names. Labels. Emergent-2 Children know about print & have started to use it. Texts created during interactive writing Similar to oral language but incorporate some words, and phrases from literature. 1-2 lines of print. Clear spaces. Familiar topics. Simple punctuation. Mainly simple words with a few words borrowed from literature. Focus of interactive writing Emergent-3 Children are beginning to read and write simple sentences. Similar to oral language but increasing use of written language characteristics. 2-4 lines of print. Clear spaces. Familiar topics, with some content drawn from literature. Help children compose and remember text by repetition. Bring children s attention to print. Talk about where to start and where to go. Talk about how to make letters (verbal description). Have children say words slowly. Link letters, especially consonant sounds to names. Have children write in consonants they hear and/or connect to names. Emphasize easy high-frequency words. Write in uppercase/capital and lowercase. Use and bring attention to simple punctuation. Assist in composition of several lines of print, one at a time. Use writing to plan activity. Emphasize rereading and pointing. Link consonant and vowel sounds to first and last names. Have children locate and write highfrequency words with fluency. Use punctuation periods, questions, exclamation points, and quotation marks. Make connections with name chart and word wall. Interactive Writing: How Language & Literacy Come Together, K-2 (page 206), McCarrier, Pinnell, & Fountas 17

18 First Name Chart Possible Phase 1 First letter highlighted 18

19 First Name Chart Possible Phase 2 First phoneme highlighted 19

20 First Name Charts Possible Phase 3 Initial, final, or medial phoneme highlighted 20

21 Diagnostic Writing Assessment Kindergarten Interactive Writing Unit #2 September, 21