August and September Unit 1 Launching Writing Workshop

Transcription

1 Unit 1 Launching Writing Workshop Page 1 August and September Unit 1 Launching Writing Workshop Overview of Unit: During this unit students will learn that they are writers. The teacher will be the positive energy that keeps students excited about writing stories about their lives. Students will learn how to orally tell stories from their life by planning, making a movie in their mind, telling across their hands, and touching and saying their story across their 3 page paper. The teacher will write dictations for the stories written by the kindergarten students. The dictations will allow the teacher to see how students are carrying stories across pages, writing about their lives, telling the same story every time they read the story, and share the stories with parents. **The skills and strategies listed may be used for mini-lessons, mid-workshop interruptions, interactive writing, individual conferences, strategy lessons, or small group instruction. Please assess your students and use the skill and strategies that will fit your class. It might be useful for some classrooms to teach skill and strategies that are used in other writing units. Goals for Unit 1: Retelling their story consistently to their neighbor. Text and illustration match Page-to-page is all about the same story The words/labels on the page at least 1 st letter matches sound Beginning sound and random letters True story about their life Different stories branch out a little Planning across their hand one day Using and then Using booklets First, and then, and then Write on a line Using the word wall Living like a writer eyes wide open Reading their story Management issues: independence, using charts Paper Choice Ideas: Plain Blank Paper Paper with large rectangle for sketch and lines to place name and date stamp

2 Unit 1 Launching Writing Workshop Page 2 Writing Center Area: Teaching the kids that writing is a process and to be thinking about where they are in the process.

3 Unit 1 Launching Writing Workshop Page 3 Alignment with Standards: K.1.1 Identify the front cover, back cover, and title page of a book. K.1.3 K.1.6 K.1.7 K.1.12 K.1.17 K.1.21 K.2.1 K.2.4 K.2.5 K.3.1 K.3.2 K.3.3 K.3.4 K.3.5 K.4.1 K.4.2 K.4.3 K.4.4 K.4.5 K.4.6 K.4.7 K.5.1 Understand that printed materials provide information. Recognize and name all capital and lowercase letters of the alphabet. Listen to two or three phonemes (sounds) when they are read aloud, and tell the number of sounds heard, whether they are the same or different, and the order. Example: Listen to the sounds /f/, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were the same. Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. Read their own names. Identify common signs and symbols. Example: Identify the meanings of common signs and symbols, such as stop signs or store signs, from the colors, shapes, logos, and letters on these signs or symbols. Locate the title and the name of the author of a book. Identify types of everyday print materials. Example: Walk around the school and identify the signs in the school, such as EXIT, Principal s Office, and Restrooms. Tell the difference between a storybook and a beginners dictionary. Identify the order (first, last) of information. Example: Listen to and look at the information in a book such as Going on a Whale Watch by Bruce McMillan. Then draw pictures representing the main events of a whale watching trip in the order in which they occurred. Distinguish fantasy from reality. Example: Listen to The Day Jimmy s Boa Ate the Wash, Trinka Hakes Noble s story about a class field trip to a farm, and Farming, Gail Gibbons nonfiction book about farming. Tell how these two books are different. Retell (beginning, middle, end) familiar stories. Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg. Identify characters, settings, and important events in a story. Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the folktale Jack and the Beanstalk. Identify favorite books and stories. Understand what is heard or seen by responding to questions (who, what, where). Discuss ideas to include in a story. Tell a story that the teacher or some other person will write. Write using pictures, letters, and words. Write phonetically spelled words (words that are written as they sound) and consonant-vowelconsonant words (demonstrating the alphabetic principle). Example: Write correctly simple words, such as man, cat, and run, and spell other words as they sound, such as whale as wal, jumps as jmps, and bigger as bigr, showing an understanding of what letters represent certain sounds. Write by moving from left to right and from top to bottom. Ask how and why questions about a topic of interest. Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology). Draw pictures and write words for a specific reason. Example: Draw a picture or write to a friend or a family member to tell about something new

4 Unit 1 Launching Writing Workshop Page 4 K.5.2 K.6.1 K.6.2 K.7.1 K.7.2 K.7.3 K.7.5 at school. Draw pictures and write for specific people or persons. Example: Write or dictate an invitation to a parent to attend a classroom event. Write capital and lowercase letters of the alphabet, correctly shaping and spacing the letters. Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. Example: Spell correctly common words, such as cat, or spell by how the word sounds, such as kat. Understand and follow one- and two-step spoken directions. Share information and ideas, speaking in complete, coherent sentences. Describe people, places, things (including their size, color, and shape), locations, and actions. Tell an experience or creative story in a logical sequence (chronological order, first, second, last).

5 Unit 1 Launching Writing Workshop Page 5 What Interactive Writing looks like and how it supports this unit: Consider creating a group writing that supports narrative writing skills like the students are writing during the launching unit Model using a word wall and alphabet chart to stretch words Create simple labels, name books, or label books that can be used for unit 3 shared reading in reading workshop What Word Study looks like and how it supports this unit: Please refer to the TC guide for planning word work activities. What Read Aloud looks like and how it supports this unit: Read books that focus on small moments and real life situations that students can connect with their life.

6 Unit 1 Launching Writing Workshop Page 6 Immersion Read Aloud small moment books and explore books (Use some big books) Small and Many Moment Personal Narratives Books and Authors: Authors Books Ezra Jack Keats Lois Elhert David Shannon Donald Crews Mo Willems Kevin Henkes Robert Munsch Tomie DePoala Rosemary Wells Knuffle Bunny (Mo Willems) Roller Coaster (Marla Frazee) Owl Babies (Martin Waddell) Puddles (Jonathan London) A Box of Treats (Kevin Henkes) What (skill): Writers notice how people write stories about their lives By looking through the books and identifying what the person wrote about from their life so they can learn how to write real stories about events from their own life. What (skill): Writers notice how writers write about one time from their life By looking through the books and identifying what one time the writer decided to write about so they can learn how to write about 1 time from their own life. What (skill): Writers notice how illustrators sketch their story across pages By looking through books and identifying the picture that is first, then next, and so on so they can learn how to sketch their pictures across pages in their own story. What (skill): Writers notice how illustrators make their pictures look real with lots of detail to help the reader By looking through books and noticing how the sketches contain lots of detail to make it easier to understand and read so they can learn how to sketch their pictures with lots of detail.

7 Unit 1 Launching Writing Workshop Page 7 What (skill): Writers notice how authors add labels to their important pictures By looking through books and identifying the labels and the important pictures that the labels go with so they can learn how to add labels in their own stories. Chart Idea

8 Unit 1 Launching Writing Workshop Page 8 Routines and Procedures (Continue to discuss management issues during mid-workshop interruption and teaching share time.) What is a reading mini-lesson and what does it look like? Everyday we will sit here on this rug and learn about writing. What (skill): Writers learn about what they will try as a writer during each minilesson By sitting, looking, and listening to the teacher as they teach something new that writers do so they can try it out in their writing. By listening with your eyes, ears, and heart so they can learn new things to do with their writing. What (skill): Writers show that they re really listening during the mini-lesson By sitting Magic 5 on the rug with their legs crisscross, hands in their lap, lips sealed, ears listening, and eyes on the teacher so they can learn new things to try with their own writing. What (skill): Writers move back to their reading spots quickly after the mini-lesson By getting up, walking to their seat, looking in their writing folder to see where they left on in writing the day before so they can use all the fabulous writing time to finish stories or write new stories. What (skill): Writers place their name on their story By finding the happy face and writing their name on the line next to it so others will know who the story belongs to. What (skill): Writers put the date on the paper By (using a date stamp 1 time / looking at the chalkboard to see what the date is) so that they can always remember when they started a piece of writing. What (skill): Writers have five minutes of no walk, no talk at the beginning of Writing Workshop By opening their folder and revisiting the stories that they have already made or are working on so that they can reread their writing from their folder and make writing plans for the day (it s good to set a timer for the 5 minutes, so that when it goes off, they know they can talk about their writing )

9 Unit 1 Launching Writing Workshop Page 9 What (skill): Writers talk about their writing during Writing Workshop By asking themselves, Do I need help with my story right now? Do I need help with an idea right now? so they know what they need to do when asking for help from their partner. (You may want to model talking not about writing and then model talking about writing). What (skill): Writers use quiet voices during Writing Workshop By talking in a voice that will not be heard at the other tables so that everyone can work without being disrupted. What (skill): Writers place stories in their writing folder By placing finished stories on the moon side of their folder and not finished stories on the sun side of their folder so they can keep their stories organized and ready to choose from for the next writing day. (Not Finished/Awake side) (Finished/Sleeping side) What (skill): Table helpers get the writing folder tubs By walking over to the tub, picking it up, and taking it back to their table so the other people at the table will be able to grab their writing folder and begin writing when they sit down. What (skill): Writers take care of writing tools and books By using the writing tools the right way and putting their stories carefully in their folders so they last a long time. What (skill): Writers keep writing and writing By finishing one story and beginning a new story until the timer sounds for the end of writing workshop so they can use their special writing time to write their stories. What (skill): Writers check their stories for sketches (and labels) before getting a new book By looking at each page in their story and saying to themselves Yes, I have sketches and labels. So they complete their story before starting a new book.

10 Unit 1 Launching Writing Workshop Page 10 What (skill): Writers listen to others sharing during sharing time By sitting, looking, and listening to the person sharing as they read their story so everyone is able to hear the person that is reading their story. By listening with your eyes, ears, and heart so everyone is able to hear the person that is reading their story. By sitting Magic 5 on the rug with their legs crisscross, hands in their lap, lips sealed, ears listening, and eyes on the person reading so everyone is able to hear the person that is reading their story. Teacher Conferences What (skill): Writers write while the teacher has conferences with students By writing their story and keeping their thought or question for the teacher in their head until they can raise their hand when the teacher has finished conferencing so the person the teacher is working with has a chance to have their special time with the teacher. What (skill): Readers understand the importance of conferences and what to do so they don t interrupt conferences By waiting until the teacher is finished working with a student so the person the teacher is working with has a chance to have their special time with the teacher.

11 Unit 1 Launching Writing Workshop Page 11 (Chart Idea) What a mini-lesson looks like: My job: I talk! Teach you about what writers do. Your job: You listen! Learn what you will be trying today as a writer. Our job: To grow as writers!

12 Unit 1 Launching Writing Workshop Page 12 Collecting Possibility: bring photos for writing toolbox to collect ideas What (skill): Writers get ideas for writing their stories By thinking about one time when they went somewhere so they can write about one time from their life. By thinking about one time with their family so they can write about one time from their life. By thinking about one time they lost a tooth so they can write about one time from their life. By thinking about one time they saw something By thinking of something they really love or are passionate about. They think of a one time story about that thing they really love or are passionate about. By thinking of one time they never want to forget. By thinking of a special person and one time with that special person. (Maybe you could have them bring in photos of special people in their lives for the chart.) By think of a time when they were happy, mad, or sad. What (skill): Writers think about who they are writing for before they get started on a new piece By thinking about a special person who they would like to write something for and then thinking of a story about one time with that special person. (Page 163 & 164 in About the Authors by Katie Wood Ray). What (skill): Writers think about where their story takes place By remembering and putting their mind back in the moment so they can remember where it took place and what was going on in the moment. By thinking of a special place and one time at that special place so they can remember where it took place and what was going on in the moment. What (skill): Writers think about who was in the story they remember By remembering and putting their mind back in the moment so they can remember who was there and what was going on in the moment.

13 Unit 1 Launching Writing Workshop Page 13 What (skill): Writers think about when their story took place By remembering and putting their mind back in the moment so they can remember when it happened and what was going on in the moment. What (skill): Writers remember the important parts that happened in their story By remembering and putting their mind back in the moment so they can remember all the important things that happened and what was going on in the moment. Charts Ideas

14 Unit 1 Launching Writing Workshop Page 14 Planning Individually or with a Partner Choosing or Drafting (Time to plan and write.) What (skill): Writers get a new book and plan their stories By touching each page and saying what is happening on each page before they write their story so they can get their brain ready and aware of what story they are going to sketch across the pages. By remembering and saying One day or One night or One time at the beginning of their story so they can remember exactly when the story took place and the detail they will add so readers know when the story took place. By turning to their neighbor and telling each part they plan to write in their book so they get their brain ready to write and sketch. What (skill): Writers stretch their stories across pages By saying across their fingers what happened first, next, and last. Each finger becomes a page in their book so they can get their brain ready and aware of what story they are going to sketch across the pages. By saying part of their story and moving the bear each time they say and then (Or next) so they can show how their story travels across the pages. By saying part of their story and moving their hands to touch head, shoulders, and hips each time they say and then (Or next) so they can show how their story travels across the pages.

15 Unit 1 Launching Writing Workshop Page 15 Sketches What (skill): Writers sketch their pictures across the book By remembering Who was in the part and What happened in that moment to show the reader what happened first, next, and next so the reader can understand the story. By drawing pictures to show what happened first, next, and last so the reader can see what is happening in the story by looking at the sketches. What (skill): Writers add movement marks to people and things in their pictures to show their readers what was moving in their story By looking at each person or thing in their picture and asking themselves, Was this person or thing moving? Then, if it was moving, they add movement marks to the parts of the person or thing that was moving so when others read their story they will be able to read and understand the story better. What (skill): Writers add the weather and time of day to their stories By looking at each page and asking themselves, What was the weather and time of day in this part? Then, they add details to show the weather and time of day. What (skill): Writers add the ground to their pictures first By asking themselves, Where was this happening and what was the ground like (carpet, grass, pavement)? They do this so that whoever reads their story will know where the story takes place and so that the characters aren t floating in the air. What (skill): Writers add to their pictures By adding feelings to their characters faces. They look at each person in their story and ask, How was this person feeling in this part of the story? Then, they add details like smiles, frowns, tears, eyes wide open, and more to let their reader know how the people were feeling.

16 Unit 1 Launching Writing Workshop Page 16 Labels, Words, and Sentences What (skill): Writers add labels to their stories By finding the most important pictures in their story and listening to the sound they hear at the beginning so readers will know the people and objects in their story. By using the letter chart to find the sounds that match the beginning sounds so readers will know the people and objects in their story. By thinking about What is in their story and then labeling the sounds that they hear so readers can understand their story better. By thinking about Who is in their story and then labeling the sounds that they hear so readers can see and understand who is in their story. What (skill): Writers use an ABC chart to help them write letters and words in their stories By thinking of the word they want to write, saying the word slowly, matching the sound/s they say/hear to a letter/picture on the ABC chart so readers can read their story. What (skill): Writers make a special part of their writing seem really important By repeating it (writing it again) in another place in their story (chapter 8 in Wondrous Words by Katie Wood Ray). What (skill): Writers make their writing feel real to their readers By using the specific name of things in their writing (instead of candy, write Starburst / instead of drink, write Sprite).

17 Unit 1 Launching Writing Workshop Page 17 What (skill): Writers make the pictures and words match in their stories By drawing the picture of what was happening first and asking themselves, What words will tell what was happening in my picture? What (skill): Writers go back to their old pieces and add to the words and pictures By looking at one page at a time and asking themselves, What else should be on this page? What (skill): Writers add speech bubbles to their pictures By looking at their picture, closing their eyes, and asking themselves, What were the people saying to each other on this page? What did I hear? What could they have said? So that whoever reads their story will know what the characters were saying. What (skill): Writers add thought bubbles to their pictures By looking at each character in their story and asking themselves, What was this character thinking about in this part? So their readers know what all of their characters were thinking in their story. Charts Ideas What to do when I feel finished: Add to my picture Add to my words Start a new story

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19 Unit 1 Launching Writing Workshop Page 19 * Revising (Fixing Time) Adding more detail to words and pictures (Most of these skill and strategies are repeated from the drafting section.) What (skill): Writers add more to their words and pictures By reading their story with a partner and asking the partner if there are any words or pictures missing, so they can make their story easier for others to read. What (skill): Writers go back to their old pieces and add to the words and pictures By looking at one page at a time and asking themselves, What else should be on this page? What (skill): Writers add speech bubbles to their pictures By looking at their picture, closing their eyes, and asking themselves, What were the people saying to each other on this page? What did I hear? What could they have said? So that whoever reads their story will know what the characters were saying. What (skill): Writers add the weather and time of day to their stories By looking at each page and asking themselves, What was the weather and time of day in this part? Then, they add details to show the weather and time of day. What (skill): Writers add the ground to their pictures first By asking themselves, Where was this happening and what was the ground like (carpet, grass, pavement)? They do this so that whoever reads their story will know where the story takes place and so that the characters aren t floating in the air. What (skill): Writers add to their pictures By adding feelings to their characters faces. They look at each person in their story and ask, How was this person feeling in this part of the story? Then, they add details like smiles, frowns, tears, eyes wide open, and more to let their reader know how the people were feeling.

20 Unit 1 Launching Writing Workshop Page 20 What (skill): Writers add thought bubbles to their pictures By looking at each character in their story and asking themselves, What was this character thinking about in this part? So their readers know what all of their characters were thinking in their story. What (skill): Writers make their writing feel real to their readers By using the specific name of things in their writing (instead of candy, write Starburst / instead of drink, write Sprite). What (skill): Writers make a special part of their writing seem really important By repeating it (writing it again) in another place in their story (chapter 8 in Wondrous Words by Katie Wood Ray). Chart Idea Ways to add to my story: What did I hear? What did I say? What did I see? How did I feel? Weather and Time of Day

21 Unit 1 Launching Writing Workshop Page 21 Editing (Fixing Time) Working on conventions, punctuations, spelling (word wall words), spaces, etc. What (skill): Writers check all of their words and pictures to make sure that people can read everything By rereading everything they ve written, making sure everything looks clear and correct. They do this by putting their finger on each word and picture one at a time, saying the word or picture, and asking, Can I read this? Will other people be able to read this? Does it look clear and correct? If not, they fix it up. What (skill): Writers help their readers know what their words are By getting as many letters down as they can. They do this by touching a word they already wrote, saying the word slowly (like a rubber band/like a turtle).stretching the word, listening for all the sounds, and adding any new sounds that they hear. What (skill): Writers make sure they have spaces between their words so that their readers can easily read what they ve written just like in published books. They do this by rereading each word they ve written and after each word checking to see if one of their fingers will fit between that word and the next word. If the finger covers any of the next word, they draw a line between the two words (or you can have them circle the words that are too close). The line will help them remember that they need a space there and it will help their readers know that those are two different words. What (skill): Writers make sure that the words they already know how to spell are spelled correctly (Word Wall words / star words whatever you call them ). They do this by looking at the words on the Word Wall, reading each one, looking back at their writing, and asking, Did I use this word in my writing? If I did, did I spell it correctly? Writers fix up any words from the Word Wall that they used in their writing.

22 Unit 1 Launching Writing Workshop Page 22 Publishing (Fancy time) Add covers, title page, other parts of a book, author blurbs, and bind books What (skill): Writers add color to their sketches By closing their eyes and remembering the story and what things look liked so they can add the correct colors to their sketches. By making the pictures look real to show detail and how people are feeling so others know what the pictures is and what is happening in the story. By coloring their very best and making their pictures the correct colors across the pages so others know what the picture is and what is happening in the story. What (skill): Writers use fancying writing tools carefully By adding color with them and putting the tools back in the correct spots so others can find the tools when they want to use them. By doing their best to stay in the lines of their sketches so their pictures look life like. By thinking what tool might be best for each item in their picture and asking themselves, Should I use a crayon, colored pencil, or etc. for this picture? so they can make their picture look life like. What (skill): Writers add a title to their front cover By reading their story and thinking about what their story tells/is all about so the title write on the front cover will help others know what the book will about when they read it. By using their best handwriting to add the title they chose so others can read what the title of the book is. By using a picture that helps others know what the book is about so readers understand what the book is all about.

23 Unit 1 Launching Writing Workshop Page 23 Celebrating At the end of the Unit, the teacher chose 1 child s piece to put in the hall to show the process through collecting, choosing and developing a seed idea, to drafting, revising, editing, and publishing with that one piece. This shows the value in the process, not just the product. All the other student work was displayed in another area. Again, an example of displaying the whole process.

24 Unit 1 Launching Writing Workshop Page 24 Letter #1 Parent Letters We had our first day of Writing Workshop today. The children learned that they are writers! We also discussed how writers write stories about their lives and remember events that happened to them by making a movie in their mind. Please check out your child s writing he/she completed today. It is attached and they all did a fabulous job!!! Special Note: Beginning writers need lots of encouragement from you and me. We start out telling our stories by making pictures. This is their writing and we want to tell them how wonderful their writing (drawing) looks. As your child continues to grow as a writer we will start to notice random letters and then some words will come. Please tell your child how excited you are to hear that he/she is a writer!!! Letter #2 Dear Families, Please check out chapter one from the professional book Already Ready by Katie Wood Ray and Matt Glover. This chapter will help you understand what we are doing in our kindergarten writing workshop and how your child is a writer and an illustrator just like famous authors and illustrators. Your child s published books from Unit 1 Launching and the attached writing rubric will give you some information about how your child is progressing as a writer and some of the skills taught during the writing workshop mini-lessons. Please allow your child to read his/her book to you and then use the dictation on the back of your child s book to check how

25 Unit 1 Launching Writing Workshop Page 25 he/she did reading his/her story. Some of our main goals at this point are to add enough detail and labels in the stories so he/she can reread the same story every time and to tell a real story from our lives. Please congratulate your child on his/her published book! He/She published 4 books during this first writing workshop unit. During Unit 2, we will focus on authors as mentors. We will improve our writing by studying the writing of Lois Ehlert and David Shannon. Some of the features in their writing will begin to show up in your child s writing. HAPPY LEARNING!!!