Kindergarten Writing Performance



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Kindergarten Writing Performance

Note: The questions in bold were designed to help students learn skills necessary to meet the writing standards.


Suggestions for use:


  • Determine how many days you will need to cover the standards using the selection.

  • Incorporate the suggestions listed below into your daily instruction as appropriate.




Unit 1 School

Selection

Actions

Recommended that this is done the 3rd week of school.

Writing Practice:

Standards: RL 1, RL 2, RL 7, W 3, L 1f, L 1d, L 6

Prompt: Draw a picture of one thing you did to get ready for kindergarten.


  • Read selection.

  • After the children are familiar with the story, have a teacher-lead class discussion about what Henry did to get ready for kindergarten.

  • Use Student Structured Interaction (SSI) to allow students to share what they did to get ready for kindergarten using this sentence frame: “One thing I did to get ready for kindergarten was…”

  • Tell students that they will now draw a picture of what they did to get ready for kindergarten. Distribute blank paper and ask them to write their name at the top of the paper if possible. Have them draw their picture.

Note: Additional writing prompts can be found on the EGUSD CCSS Blog in the ELA tab for Kindergarten.

Look Out Kindergarten, Here I Come!

Below are additional questions to include to support reading standards. Note that at this point in the year, there may be more teacher modeling and thinking aloud as teachers are trying to put procedures in place for Structured Student Interaction.


  • Standard 1 is covered in the TE.

RL 2

  • How did Henry feel at the beginning of the story? How did he feel at the end of the story?

Assessment: Show me on your face how Henry felt at the beginning, middle, end of the story.
RL 7

  • Pg. 5 How is Henry in this illustration? How do we know? (What is your evidence?) (L 1d. “How”)

  • Pg. 7 What is Henry doing at this point in the story? (L 1d “What”)

Language frame. In this picture, Henry is________. (L 1f/L 6)

  • Pgs. 12, 13, 14 See manual T52 (Questions 8 and 9)

  • T54 Question 11 combine that with the following question: Look at the pictures, what clues tell you where Henry is? (L 1d “what”)

  • T56 Pg. 20 What does this illustration show you about Henry’s reaction to arriving at his classroom? What parts of the picture help you know that? (L 1d “What”)

  • Pg.25/T59 What does this illustration show you about how Henry is feeling now? What parts of the picture help you know that? (L 1d. “What”)
  • How do the words and pictures help you to know how Henry’s feelings changed throughout the story?


Language frame: First (next, last) Henry felt _____. (L 1f/L6)


  • How do the pictures show the events in the story? (L1d “How”)

Boomer Goes to School

RL 1 is covered in the TE. (L 1d)

RL 2

  • What are the main events of this story in order?

  • Have students draw two activities that Boomer did at the school in order.

RL 4/L 5d.

  • Look carefully at the illustration on pgs. 26 and 27. How does the illustration help us understand what “settling down” means? How is that similar to “staying still?” When we come in from recess how do we settle down? Language Frame: One way I settle down is_____.

  • Look carefully at the illustrations on pgs. 42 and 43. How does the illustration help us understand what “bounded” means? Why didn’t the author just say “ran?” What is the difference between bounded off the bus and ran off the bus? Students can demonstrate shades of meaning in front of the class.

RL 6

  • Who is telling the story? (RL 1.6- First Grade)

RL 7

  • Pgs. 28 and 29 How do the words and pictures together show how Boomer is feeling?

  • See Picture/text relationship on pg. T119
  • Be sure to model question #6 on T120


  • What do the pictures tell you that the text does not? Or How are the pictures showing something different than what the words say?(see T121)

I Brought a Worm




*Annabelle Swift, Kindergartner




Unit 2 Shadows

What Makes a Shadow?




Shadows

Read the selection to the students first, then go back and re-read the pages that pertain to the questions and ask the following questions.

RI 2

What are you learning about shadows from reading this selection?

What do you think the author wants the readers to know?

What details do these pages tell about the main idea?



RI 4

Focus on multiple meanings of the words block, shadow, and light. Use the sequence below to focus on the multiple meanings of these words. Change the sequence to match the word.



  • Start with the meaning that is most familiar to students. Bring in a block (from Go Math) show students and remind them of the definition.

  • Tell students that some words have more than one meaning.

  • Demonstrate blocking a student from coming by or blocking a doorway to illustrate the more abstract definition.

  • Point out the picture on page 4 discuss with students how the legs are blocking the light.
  • Show students with an overhead or LCD projector demonstrate how your hand can block the light to make different shadows as seen on pgs. 14-17.


  • Review the meaning of the words by turning to page 19 and ask students: How do the words and pictures on page 19 demonstrate the meanings of the words block, shadow and light (sunlight)? Be sure to incorporate Structured Student Interaction)

RI 5

Show the students how to hold the book correctly. Ask students what do you see on the front cover of the book. (See page T40-Browse bullet two).


RI 6

Explain why you thought the story had a photographer rather than an illustrator.


RI 8

What reasons does the author give for a shadow changing size? (pg. 8,9)



Optional Activity:

After reading the selection. Have students trace their shadows multiple times during the day so that they can note the size of their shadow during the day.


Writing Practice

Standards: W 2, L 1f, L 2, L 4a



Prompt: (For use after the vocabulary words have been taught.)

  • Review the multiple meanings for the word block. Let students know they will be writing about one of the meanings.

  • Engage students in a structured student interaction with the word block. Language frame: One meaning for the word block is______.

  • Provide paper that has a place for an illustration and/or lines depending on your class (see the EGUSD CCSS Blog)

  • Instruct students to draw their picture first and give them an opportunity to add words or letters to their picture. Walk around and write their explanation of the picture.

Bear Shadow


The Wolf and His Shadow





My Shadow




Nothing Sticks like A Shadow




Unit 3 Finding Friends

The Lonely Prince

  • Read selection.

  • After the children are familiar with the story, have a teacher-lead class discussion about what made the prince happy at the end of the story. (When you get incorrect answers, take students back to the illustrations to confirm or adjust their answer.)

  • Use Student Structured Interaction (SSI) to allow students to share what they did to get ready for kindergarten using this sentence frame: “One way to make a friend is…”

  • Tell students that they will now draw a picture of two things they have done to make a friend. Distribute blank paper and ask them to write their name at the top of the paper if possible. Have them draw their picture. (Teacher may want to walk around and write down dictated explanations of the pictures.)

  • Come back to the carpet with their picture and discuss how it made them feel. I made a friend by ___ and ____. It made me feel ______.

Note: Additional writing prompts can be found on the EGUSD CCSS Blog in the ELA tab for Kindergarten.

*Big Al




*Ginger



*The Lonely Prince





Making Friends




*Don't Need Friends




Unit 4 TheWind

Note: This is an appropriate place to incorporate Science Unit Chapter 4: Weather

Can You See The Wind?




Gilberto and the Wind




What Happens When the Wind Blows?

RI 5

Call on a student to point to the title of the book. Read the title to the students. Call on another student to point to the illustration.



RI 6

What did Daphne Butler (author) do to make this book?

Does this book have an illustrator or a photographer? How do you know? Why did the author choose to use photos instead of illustrations?

RI 9

Compare science flip book pg. 37 OCR pg. 31(hurricane), flip book pg.37 and OCR 43 (kite), flip book pg. 38 to OCR pg. 35(blizzard).



  • Ask: How are the two texts alike or similar?

  • Both informational texts had photographs that showed_____.


Writing Practice

Standards: W 2, L 1f, L 2, L 4a


Prompt:


  • Look back through the photographs in the OCR text and discuss and list (draw pictures) the effects of wind. You may also show video clips of weather from National Geographic/Weather channel.

  • What is one effect of the wind? (Do some structured student interaction with this. Language: I know the wind can_____ because I see/know_______.

  • Provide paper that has a place for an illustration and/or lines depending on your class (see the EGUSD CCSS Blog)

  • Instruct students to draw their picture first and give them an opportunity to add words or letters to their picture. Walk around and expect an oral complete sentence explanation of the picture.




The Wind




Wind Says Good Night




Unit 5 Stick to It

Bunny Cakes




The Great Big Enormous Turnip




Tillie and the Wall




To Catch A Fish




Wanda's Roses

RL 2 Retelling

Using the illustrations in the big book-Ask students to retell the selection citing key details. (First, next, last, finally) (pg. 1, 8-9, 18,25)

Another option: (use the retelling cards- copies from pages above)


RL 3

Look at the picture on page 1. What is the main setting of this story.



RL 7

• Look at the picture on page 25. How has the picture of the lot changed since the beginning of this story? Why did it change?

• Look at the picture on page 23. What moment in the story does this picture specifically show/support?
This selection can be tied into Science Ch. 1 Lessons 2 and 5.

In addition a suggested read aloud book is The Carrot Seed by Ruth Krauss (perseverance and determination).


Writing Practice:

Standards: RL 1, RL 2, RL 7, W 3, L 1f, L 1d, L 6

Prompt:

I did not give up when I ________because ________.

  • Review with students they have learned to do this year (tie your shoes, learn high frequency words, write letters, decompose numbers, add and subtract, ride a bike, ride a scooter, learn letter sounds, count to 50 etc.) Structured student interaction.

  • Draw a picture of the selected topic.

  • Have students copy the sentence frame and add words or fill in a sentence frame depending on the students.

Unit 6 Red, White, and Blue

A Flag For Our Country


Patriotism


Note: This ties in very well with Social Studies Unit 2 My Country

RI 5- Author/Illustrator

  • Point to the name of the author or this selection?

  • Why is this an appropriate selection to use photos rather than illustrations?

RI 4

Read page 5. Ask questions to help students comprehend the definition of patriotism. Other vocabulary will include loyal and proud.



  • What is the name of our country? (Refer to Social Studies flip book pages 15 and 16)

  • Define loyal using examples involving friendship.

  • Define proud as feeling good about something. Give examples, when you counted to 100, learned to ride a bike, doing well in school. Non-example when you make a bad choice. We proud of our country and what it has accomplished too.

  • OCR pg. 5 the countries symbols of patriotism and the symbols are pictured (RL7) in the Social Studies flip book Unit 2 page. 17.

  • Read the rest of the selection.

  • Ask students to tell you ways in which people show their patriotism. (RL 1 and RL7) (Structured Student Interaction)

Look carefully at the picture on page 14. How does the picture help you understand what patriotism means? (RL 7)


Writing Practice:

Standards: W3 L1a, L1f, L2, L5c

Prompt:

My favorite way to show patriotism is _____________.


  • Show students the PowerPoint of all the pictures that show patriotism (6, 8, 10, 12,14)


  • Have students participate in a Structured Student Interaction using the prompt.

  • Draw a picture of the selected topic.

  • Have students copy the sentence frame and add words or fill in a sentence frame depending on the students.

Hats Off For The Fourth Of July




America The Beautiful




The American Wei



Unit 7 Teamwork

Unit 3 in social studies fits with this unit.

Mr. McGil Goes To Town




Team Time




Swimmy




Cleaning Up the Block




The Little Red Hen

RL 5

  • What clues in the story tell you that this is fiction? (names of characters, animals talking, etc.)

  • Do you think this is something a real person might do?


RL 9

Compare The Little Red Hen to Swimmy


  • In both books we learned about team work. What was the same about the stories? What was different?

  • In this unit we read about team work. Compare how the character’s experiences were the similar or different. (They can discuss how Swimmy got his friends to work as a team and the Little Red Hen was not able to get them to work together.


RL 2 (higher than grade level standard)

What is the lesson the author wants you to learn? (In order to earn the reward, you have to do the work.)


Writing Practice:

Standards: W 1, L 1a, L 1f, L 2, L 5c

Prompt: In your opinion, did the little red hen make the right decision to share why or why not?

  • Lead a discussion of the prompt. Ask students to participate in a Structured Student Interaction. Language Frame: The little red hen did/did not make the right decision to share because ______.

  • Draw a picture that goes along with your writing.

  • Have students copy the sentence frame and add words or fill in a sentence frame depending on the students. Language: I think she made/did not make the right choice because _______.




Unit 8 By the Sea

A Walk By The Seashore




The Ocean




Humphrey the Lost Whale

RL 2 Retelling

Using the illustrations in the big book-Ask students to retell the selection citing key details. (First, next, last, finally) (pg. 28, 34 &35, 42& 43, 53)

Another option: (use the retelling cards- copies from pages above)


RI 4

Vocabulary words: intelligent, shallow, deep, narrow, squeeze, tracked, clanging, frantically (words to cover in some way during instruction)

Intelligent-Read page 27. Which words tell us that the whales are intelligent? (winter head south, summer head north, always know the way. (L4)

Read page 28- “even whales can make mistakes.” Just because you are intelligent does not mean that you don’t make mistakes.


L 5e Opposites/Antonyms-shallow/deep (See OCR T129 to support antonyms)

Review opposites with “little” and “big” pg. 40, “night” and “day” pg. 43 and 45, “stuck” and “free” pg. 47

Read “deep” page 29

Read “shallow” page 36



RI 5

What clues does the title give you that this story really happened?



RI 7

Pg. 38 and 39 How are they helping Humphrey in this picture?

Pg. 42- What information does this illustration give about how they are helping Humphrey?

Pgs. 42 and 43What do the illustrations tell about how they helped Humphrey?


Writing Practice:

Standards: W 2, L 1f, L 2, L 4a

Prompt: Draw/write about two things the people did to try to get Humphrey to go back into the ocean.
  • Use the PowerPoint slide of selected pictures that show each way they tried to help Humphrey. (see questions for RI 7)


  • Draw a picture of the two ways they tried to help Humphrey.

  • Have students copy the sentence frame and add words or fill in a sentence frame depending on the students.

  • Language frame: First they_______ then they ________ to get Humphrey to go back into the ocean.




There Once Was A Puffin




Hello Ocean







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