Unit Map Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

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1 Unit Map Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale Essential Questions How can we catch our stories and put the whole story down on paper by drawing and writing, using everything we know about letters and sounds, to share our stories with friends and family? Guiding Questions 1. How can I establish a writing workshop that supports writing daily? 2. How can I encourage my students to use all they know about letters and sounds to spell words when they write? 3. How can I teach my writers that writers revise by adding details to pictures and filling in parts of the story that were missing? 4. How can I teach my writers that writers revise by asking what happens next? Common Core Standards and Indicators NY: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects K 5, NY: Kindergarten, Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. NY: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects K 5, NY: Kindergarten, Speaking and Listening Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

2 Content Skills Key Terms/Vocabulary Story Sketch Writing Letter / Word Turn & Talk Sequenced Learning Plans/Mini Lessons Bend I: Writers Write: Invite Children to Write (or Draw, or Pretend to Write) Right from the Start Today I want to teach you that every one of us in this classroom can be an author, and we can write stories like the stories that surround us in our meeting area. In order to write a true story, writers think of something that we do, get a picture in our mind, and we draw the story of what we did on our paper. Then, we write the story! That is we think, we draw, we write (Launching the Writing Workshop, p. 1). Today I want to teach you that writers have a saying, When you're done, you've just begun. When we finish one story, we get to work. Sometimes we add to the picture or to the words and sometimes we get a new piece of paper and start a new story. Our job, as writers, is to keep working on our writing for the whole writing workshop (Launching the Writing Workshop, p. 11). Today I want to teach you that writers, like carpenters and doctors, have special tools and special places to keep our tools. And, we always know where to find our tools. Writers have special places where we keep our tools so that when we get a good idea for a story, we don't have to waste time looking for a pen or paper or our writing folder - we know right where everything is so that we Assessments Performance: Authentic Task Pre-Assessment - One early sample of student writing Mid-Assessment - Conferring notes - Observations - Student writing/ Folders (volume) Post-Assessment - Published piece - Volume in folder

3 can grab our paper and start to write (Launching the Writing Workshop, p. 19). Bend II: Kindergarten Writers Use What They Know about Letters and Sounds to Spell Words When They Write Today I want to teach you that when writers want to put an idea on the paper, we picture something that we did, remembering what happened first and next, and then we draw the story on the paper. Sometimes we add words. After we have put the story of what we did onto the paper, we put our pens under what we have on the page and we tell the story that goes with our paper. As we do that, we often think of more stuff to add (Launching the Writing Workshop, p. 27).! Tip/Possible Teaching Share: As authors we reread our stories. We can point to what we ve put on the page our pictures, our words, and tell the story of what is on the page. This will help us to remember all of the work that we did. Today I want to teach you that when you go to draw something and have an uh-oh feeling because you aren't sure how to draw it, what writers do is we say, I'm going to just draw the best I can! And then we close our eyes and think about what the thing we want to draw looks like, and that helps us draw as best we can. We don t want to just give up! No way! We say, I'm going to just draw the best I can (Launching the Writing Workshop, p. 35). Today I want to teach you that writers use both pictures and words when we write. Some writers write words on labels beside the picture, and some write words in sentences at the bottom of the page. But every writer writes with pictures AND words (Launching the Writing Workshop, p. 43). Today I want to teach you that when writers want to write a word, we stretch that word out like a rubber band, saying it really slowly. We say it again and again, listening for the first sound. When we hear that sound, we put the letter that makes that sound onto

4 the paper (if we don't know that letter, we put a little mark on the paper). Then we say the word again and listen for the next sound, and we put another letter on the paper for that sound (Launching the Writing Workshop, p. 51). Today I want to teach you that when we are writing we sometimes want to use words that are REALLY hard to spell. When we get to those words, we work as best we can to spell the word, and then we move on and keep writing. We don t let one tricky word stop us when we are writing (Launching the Writing Workshop, p. 65).! Possible Tip: Today I want to teach you that when we don t know which letter to use for a sound, we say the sound we want to write as we look at the alphabet chart. We look for a picture of something that starts just like the word we want to write. When we find it, we copy that letter onto our paper (Launching the Writing Workshop, p. 73). Bend III: Kindergarteners Revise Their Writing, Sometimes Turning a Page into a Whole Book! Today I want to teach you that writers have systems for storing our work so we can return to our work another day. We don t just work on a story for one day and then forget it or lose it! No way! We make a plan for where we will store our writing so we can come back to it (Launching the Writing Workshop, p. 79). Today I m going to teach you that when authors have more to say, we get another sheet of paper and draw and write what happened next. Authors reread and add another sheet so we can tell what we did next. Today I want to teach you that writers don t only stretch out our words to hear the sounds, we also stretch our stories out, writing across a bunch of pages (Launching the Writing Workshop, p. 85). Today writers, I want to teach you that we make our stories come to life by adding feelings. We reread our stories, think about how we feel, and how the other people in our stories are feeling, and draw those feelings

5 on all of the faces, and then add words to our pictures or sentences to write about the feelings. Today I want to teach you that writers fix up and fancy up our writing before we publish it. We fix it up by rereading it, and thinking Does this make sense? Then we change the confusing parts (Launching the Writing Workshop, p. 103). Today I want to teach you that writers fix up our writing by making sure other people can read it. To do that, we reread our writing with our finger, and we check to make sure that our words look right (Launching the Writing Workshop, p. 109). Today, I want to teach you that writers celebrate their hard work and writing by sharing with others. One way we can celebrate is by Reading into the Circle. We chose a part of our piece and then read that one part to the class. When we re finished, we turn our head to the next person so she knows it s her turn until we get all the way around the circle. After we ve all had a chance to celebrate, we will get into little groups and read our pieces to our group (Launching the Writing Workshop, p. 115). Resources Texts Used(fiction, non-fiction, on-line, media, etc...) TC Units of Study, Unit 1 TC Primary Writing Series: Launching the Writing Workshop, Small Moments, Craft of Revision Writing Continuum Materials Used 1 page paper with a large box and one line (adapt paper to more lines according to observations) Writing Center: writing pens, stapler, date stamp, differentiated paper baskets Writing folders (pictures send home lists of things they can send pictures of) Word wall with names Possible charts (anchor chart, things to write about) Possible read alouds o The Kissing Hand, Bunny Cakes, The Carrot Seed, Caps for Sale, Shortcut, Big Mama s, The Snowy Day Differentiated Instructions: Small Group Low

6 Paper with 1 line Story telling Shared/ interactive writing Generating ideas Representational drawings Medium Paper with 1-2 lines Generating more ideas Adding detail to sketches Shared/ interactive writing High Paper with 2-3 lines Adding additional pages Adding detail to sketches and adding beginning letter labels Shared/ interactive writing << Previous Year Rubicon International All rights reserved Updated: 06/21/2011 Atlas Version 7.2.4