Post on 12-Jan-2016
Interdisciplinary Writing Unit - Interdisciplinary Writing Unit - KindergartenKindergarten
Paula McKenzie
READ 7140
Summer 2008
Writing, I think, is not apart from living. Writing is a kind of double living.
The writer experiences everything twice. Once in
reality and once in that mirror which waits
always before or behind.
Bowen, C.D. (1957). Atlantic. Retrieved June 1, 2008, from http://www.quotegarden.com/writing.html
Introduction to Unit
• Grade – Kindergarten
• Genre: Narrative
• Content area: Reading
Georgia Grade 3 Writing Assessment
• Student writing samples evaluated by teachers using analytic scoring.
• Four genres of writing: - narrative - informational - persuasive - response to literature
Georgia Grade 3 Writing Assessment
• Writing samples are taken throughout the year in each of the genres.
• Instruction should include the writing process: prewriting
drafting
revisingeditingpublishing
• Rubrics are used for scoring writing samples.
• Samples are assessed at 3 performance levels:
Exceeds Meets Does not meet
Georgia Grade 3 Writing Assessment
Georgia Grade 3 Writing Assessment
Assessment involves four domains:
•Ideas
•Organization
•Style
•Conventions
Georgia Grade 3 Writing Assessment
• Student writing record form used to record data.
•Parents and students receive copies.
•Data placed in student’s permanent file.
Pre-Assessment
Materials:
Paper
Pencil
Crayon
Directions:
Students given materials.
Prompt- Draw and write about an exciting day at school.
30 minute time limit.
Grouping Options
Instructional Grouping – Teacher Need
Whole group:
•introduction
•explanation of genre
•form of writing
•practice
-takes place during carpet time.
Instructional Grouping – Teacher Need
Small group
used for assessment and instruction
Individual
used for assessment
Grouping Options
Instructional Grouping – Student Need
Developmental
Individualized or small group instruction with scaffolding
Cultural and Linguistic
Small group/individualized instruction as needed
Use of pictures and picture books
Narrative Lesson 1 - Shared Writing
What is narrative writing?
• Used to record personal experiences
• Story telling
• Fiction/non-fiction
• Story elements
Lesson 1 – Narrative Writing
Form: Response to literature
Topic: Students use drawing and writing to describe story elements –
Characters – people or animals in story
Setting – where story takes place
Beginning – what characters are doing
Numeroff, L. (2002). If you take a mouse to school. New York,
NY: Laura Geringer Book
Middle – what happens to character
End – how story ends
Narrative Lesson 1 - Shared Writing cont’d
Narrative Lesson 1 - Shared Writing
What is shared writing?
•Sharing of ideas by teachers and students
•Teachers model and serve as scribes
What is a response to literature?
Writing or drawing about a story you’ve read or heard.
Lesson 1 Instructional Procedures•Response to literature
-whole group discussion about book
•Use story map to record ideas
•Elements of narrative (story) writing
•Shared writing – teacher as scribe
•Prepare to write
Name ____________________________________________
Simpson, C. (2007). Story Log. Unpublished story log. Pine Grove Elementary.
Characters
Setting
Beginning Middle End
Lesson 1 - Assessment
•Students complete story map
•Students complete checklist
•Teacher scaffolds as needed and assesses
Student Writing Rubric Topic Yes I Need
Help No
I drew detailed pictures of the characters.
?
I used letters and words to write about the characters.
?
I drew a detailed picture of the setting.
?
I used letters and words to write about the setting.
?
I drew a detailed picture of the beginning of the story.
?
I used letters and words to write about the beginning of the story.
?
I drew detailed pictures of the middle of the story.
?
I used letters and words to write about the middle of the story.
?
The student writing rubric is continued on the following page. The rubric will be copied as a 2-sided document for student use.
Student Writing Rubric Cont’d
McKenzie. P. (2008). Student writing checklist. Unpublished rubric, Valdosta State University.
I drew detailed pictures of the middle of the story.
?
I used letters and words to write about the end of the story.
?
McKenzie. P. (2008). Writing rubric for shared writing. Unpublished rubric. Valdosta State University.
Elements
Meets
Needs Work
Not Evident
Characters
Student drew a detailed picture of the character and used letters and phonetically spelled words to describe the characters
Student drew a picture, but did not use letters or phonetically spelled words to describe the characters.
Student did not a draw picture, use letters or phonetically spelled words.
Setting
Student drew a detailed picture of the setting and used letters and phonetically spelled words to describe the setting.
Student drew a picture, but was able use letters and phonetically spelled words to describe the setting.
Student did not draw picture or use letters or phonetically spelled words.
Events
Student drew a detailed picture of the beginning, middle and end. The student used letters and phonetically spelled words to describe these elements.
Student drew pictures of the beginning, middle and end, but was unable to use letters or phonetically spelled words to describe these elements.
Student did not draw picture or use letters or phonetically spelled words.
Teacher Scoring Rubric
Accommodations/Modificatons
Developmental Needs
•Extra time
•Individualized instruction
•Compartmentalized work with reward
Accommodations/Modificatons
Cultural/Linguistic Needs
•Pictures of children playing and working at school
•Picture books
•Small group
Neubecker, R.(2007). Wow! school! New York. Hyperion
Grouping Options – Lesson 2
Instructional Grouping – Teacher Need
Whole group:
introduction
explanation of genre
form of writing
practice
takes place during carpet time.
Grouping Options – Lesson 2
Instructional Grouping – Teacher Need
Small group
used for assessment and instruction
Individual
used for assessment
Instructional Grouping – Student Need
Developmental
Individualized or small group instruction with scaffolding
Cultural and Linguistic
Small group/individualized instruction as needed
Use of pictures and picture books
Narrative Lesson 2 Shared Writing
Form: Response to literature
Topic: Students use drawing and writing to describe story elements –
Characters – people or animals in story
Setting – where story takes place
Beginning – what characters are doing
Narrative Lesson 2 – Shared Writing cont’d
Middle – what happens to character
End – how story ends
Lesson 2 Instructional Procedures•Response to literature
-whole group discussion about imaginative story
•Use story map to record ideas
•Elements of narrative (story) writing
•Shared writing – teacher as scribe
•Prepare to write
Name ____________________________________________
Simpson, C. (2007). Story Log. Unpublished story log. Pine Grove Elementary.
Characters
Setting
Beginning Middle End
Lesson 2 - Assessment
•Students complete story map
•Students complete checklist
•Teacher scaffolds as needed and assesses
Student Writing Rubric Topic Yes I Need
Help No
I drew detailed pictures of the characters.
?
I used letters and words to write about the characters.
?
I drew a detailed picture of the setting.
?
I used letters and words to write about the setting.
?
I drew a detailed picture of the beginning of the story.
?
I used letters and words to write about the beginning of the story.
?
I drew detailed pictures of the middle of the story.
?
I used letters and words to write about the middle of the story.
?
The student writing rubric is continued on the following page. The rubric will be copied as a 2-sided document for student use.
Student Writing Rubric Cont’d
McKenzie. P. (2008). Student writing checklist. Unpublished rubric, Valdosta State University.
I drew detailed pictures of the middle of the story.
?
I used letters and words to write about the end of the story.
?
McKenzie. P. (2008). Writing rubric for shared writing. Unpublished rubric. Valdosta State University.
Elements
Meets
Needs Work
Not Evident
Characters
Student drew a detailed picture of the character and used letters and phonetically spelled words to describe the characters
Student drew a picture, but did not use letters or phonetically spelled words to describe the characters.
Student did not a draw picture, use letters or phonetically spelled words.
Setting
Student drew a detailed picture of the setting and used letters and phonetically spelled words to describe the setting.
Student drew a picture, but was able use letters and phonetically spelled words to describe the setting.
Student did not draw picture or use letters or phonetically spelled words.
Events
Student drew a detailed picture of the beginning, middle and end. The student used letters and phonetically spelled words to describe these elements.
Student drew pictures of the beginning, middle and end, but was unable to use letters or phonetically spelled words to describe these elements.
Student did not draw picture or use letters or phonetically spelled words.
Teacher Scoring Rubric
Accommodations/Modificatons
Developmental Needs
•Extra time
•Individualized instruction
•Compartmentalized work with reward
Accommodations/Modificatons
Cultural/Linguistic Needs
•Pictures of children playing and working at school
•Picture books
•Small group
Capucilli, A. (2003). Biscuit goes to school. New York, NY: Harper Trophy.
Poydar, N. (2000). First day hooray! New York, NY: Holiday House.
Prelutsky. J. (2006). What a day it was at school. New York, NY: Scholastic Inc.
Grouping Options – Lesson 3
Instructional Grouping – Teacher Need
Whole group:
introduction to lesson/interactive writing
review of genre
review of form of writing
practice
takes place during carpet time.
Grouping Options – Lesson 3
Instructional Grouping – Teacher Need
Small group
used for assessment and instruction
Individual
used for assessment
Instructional Grouping – Student Need
Developmental
Individualized or small group instruction with scaffolding
Cultural and Linguistic
small group/individualized instruction as needed
use of pictures and picture books
Narrative Lesson 3Interactive Writing
What is interactive writing?
•similar to shared writing
•students and teachers work together
•teacher facilitates
•students act as scribe
Lesson 3 Instructional Procedures•Response to literature
-whole group discussion about story map
•Use story map to help with writing
•Illustrate beginning of story
•Use writing paper and prompt to write to write about beginning of story
•Teacher facilitates
•Students act as scribe
Story Writing Paper Name______________________________________
I f mouse came to our school he
Lesson 3 - Assessment
•Students given writing paper
•Students use story map to help with illustrating and writing
•Students complete prompt
•Teacher works with small groups as needed and assesses
Student Writing Checklist Topic Yes I
Need Help
No
I used my story map to help me draw and write.
?
I drew detailed pictures about the beginning of my story.
?
I used letters and words to complete the writing prompts.
?
I used a left to right writing pattern.
?
I used correct punctuation at the end of my sentences.
?
McKenzie. P. (2008). Student writing checklist for story writing lesson. Unpublished rubric, Valdosta State
Teacher Scoring Rubric
Standards
Exceeds
Meets
Not Evident
Drawing
Student drew a detailed picture of the beginning of their story using information from their story map.
Student drew a picture related to the beginning of the story.
Student did not a draw picture.
Sentences
Student wrote sentences showing consistent use of letters and words from their story map.
Student wrote sentences about the beginning of the story using some letters and words from their story map.
Student did not use letters or words to write.
Writing Pattern
Student used left to right pattern of writing consistently.
Student used left to right writing pattern most of the time.
Student did not write.
Conventions
Student consistently used capitalization and punctuation in appropriate places.
Student used capitalization and punctuation in appropriate places most of the time.
Student did not use capitalization or punctuation.
McKenzie. P. (2008). Writing rubric for story writing. Unpublished rubric. Valdosta State University.
Accommodations/Modificatons
Developmental Needs
•Extra time
•Individualized instruction
•Student dictates and teacher writes using highlighter
•Student and teacher read sentence
•Student traces sentence with pencil
•Compartmentalized work with reward
Accommodations/Modificatons
Cultural/Linguistic Needs
•Small group/pairing with peer
Grouping Options – Lesson 4
Instructional Grouping – Teacher Need
Whole group:
introduction to lesson/interactive writing
review of genre
review of form of writing
practice
takes place during carpet time.
Grouping Options – Lesson 4
Instructional Grouping – Teacher Need
Small group
used for assessment and instruction
Individual
used for assessment
Instructional Grouping – Student Need
Developmental
Individualized or small group instruction with scaffolding
Cultural and Linguistic
small group/individualized instruction as needed
use of pictures and picture books
Lesson 4 Instructional Procedures•Response to literature
-whole group discussion about story map
•Use story map to help with writing
•Illustrate middle of story
•Use writing paper and prompt to write about middle of story
•Teacher facilitates
•Students act as scribe
Story Writing Paper Name______________________________________
While eating breakfast mouse I t reminded him that
Lesson 4 - Assessment
•Students given writing paper
•Students use story map to help with illustrating and writing middle of story
•Students complete prompt
•Teacher works with small groups as needed and assesses
Student Writing Checklist Topic Yes I
Need Help
No
I used my story map to help me draw and write.
?
I drew detailed pictures about the middle of my story.
?
I used letters and words to complete the writing prompts.
?
I used a left to right writing pattern.
?
I used correct punctuation at the end of my sentences.
?
McKenzie. P. (2008). Student writing checklist for story writing lesson. Unpublished rubric, Valdosta State
Teacher Scoring Rubric
Standards
Exceeds
Meets
Not Evident
Drawing
Student drew detailed pictures of the middle of their story using information from their story map.
Student drew a picture related to the middle of the story.
Student did not a draw picture.
Sentences
Student wrote sentences about the middle of the story showing consistent use of letters and words from their story map.
Student wrote sentences about the middle of the story using some letters and words from their story map.
Student did not use letters or words to write.
Writing Pattern
Student used left to right pattern of writing consistently.
Student used left to right writing pattern most of the time.
Student did not write.
Conventions
Student consistently used capitalization and punctuation in appropriate places.
Student used capitalization and punctuation in appropriate places most of the time.
Student did not use capitalization or punctuation.
Accommodations/Modificatons
Developmental Needs
•Extra time
•Individualized instruction
•Student dictates and teacher writes using highlighter
•Student and teacher read sentence
•Student traces sentence with pencil
•Compartmentalized work with reward
Accommodations/Modificatons
Cultural/Linguistic Needs
•Small group/pairing with peer
Grouping Options – Lesson 5
Instructional Grouping – Teacher Need
Whole group:
introduction to lesson/interactive writing
review of genre
review of form of writing
practice
takes place during carpet time.
Instructional Grouping – Teacher Need
Small group
used for assessment and instruction
Individual
used for assessment
Grouping Options – Lesson 5
Instructional Grouping – Student Need
Developmental
Individualized or small group instruction with scaffolding
Cultural and Linguistic
small group/individualized instruction as needed
use of pictures and picture books
Lesson 5 Instructional Procedures
•Response to literature
-whole group discussion about story map
•Use story map to help with writing
•Illustrate end of story
•Use writing paper and prompt to write about end of story
•Teacher facilitates
•Students act as scribe
Story Writing Paper Name______________________________________
After mouse I t reminded him that
Lesson 5 - Assessment
•Students given writing paper
•Students use story map to help with illustrating and writing end of story
•Students complete prompt
•Teacher works with small groups as needed and assesses
Student Writing Checklist Topic Yes I
Need Help
No
I used my story map to help me draw and write.
?
I drew detailed pictures about the end of my story.
?
I used letters and words to complete the writing prompts.
?
I used a left to right writing pattern.
?
I used correct punctuation at the end of my sentences.
?
McKenzie. P. (2008). Student writing checklist for story writing lesson. Unpublished rubric, Valdosta State
Teacher Scoring Rubric
Standards
Exceeds
Meets
Not Evident
Drawing
Student drew detailed pictures of the end of their story using information from their story map.
Student drew a picture related to the end of the story.
Student did not a draw picture.
Sentences
Student wrote sentences about the end of the story showing consistent use of letters and words from their story map.
Student wrote sentences about the end of the story using some letters and words from their story map.
Student did not use letters or words to write.
Writing Pattern
Student used left to right pattern of writing consistently.
Student used left to right writing pattern most of the time.
Student did not write.
Conventions
Student consistently used capitalization and punctuation in appropriate places.
Student used capitalization and punctuation in appropriate places most of the time.
Student did not use capitalization or punctuation.
McKenzie. P. (2008). Writing rubric for story writing. Unpublished rubric. Valdosta State University.
Accommodations/Modificatons
Developmental Needs
•Extra time
•Individualized instruction
•Student dictates and teacher writes using highlighter
•Student and teacher read sentence
•Student traces sentence with pencil
•Compartmentalized work with reward
Accommodations/Modificatons
Cultural/Linguistic Needs
•Small group/pairing with peer
Remember…
• Writing is a process
• Modeling is very important at this stage (kindergarten)
• Scaffolding will provide the needed support for students to succeed
• Review with current research….
• Happy Writing!