Writing Personal Narratives – Part 1 Kindergarten Scope and Sequence Lesson 1

Lesson 3: Lesson 4: Lesson 5:

Writers think, picture, and say their stories to themselves and a partner. Writers review different stages of writing development and acknowledge that everyone is a writer. Writers think, picture, say and sketch their stories. Writers add details to their sketches. Writers apply what they have learned to write more stories.

Lesson 6: Lesson 7: Lesson 8: Lesson 9: Lesson 10:

Writers stretch the sounds they hear. Writers practice labeling Writers label a previous drawing. Writers spell the best they can and keep going Writers apply what they have learned to write more stories.

Lesson 2:

Lesson 11: Writers keep working by adding more to their picture, words, or by starting a new piece. Lesson 12: Lesson 13 Lesson 14: Lesson 15: Lesson 16: Lesson 17:

Writers put their stories into words Writers apply what they have learned to write more stories. Writers use an ABC Chart to find and write letters. Writers apply what they have learned to write more stories. Writers add the finishing touches to a story Writers share their stories

Assessment Scales

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Common Core State Standards CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

W.K.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. 

W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Speaking and Listening Comprehension and Collaboration 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.   

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b. Continue a conversation through multiple exchanges.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

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. 

SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

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5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

L.K.2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

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Kindergarten Personal Narrative Lesson 1 Concept: Writers learn a process for writing. Student Action: Writers think, picture, and say their stories to themselves and a partner. Pre-Corrections:

Materials:

I Do It Connection Teach &

We Do It Active Engagement

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For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, high)  When teaching examples and non-examples, always end with what you want them to do – the example.  Writing workshop routines should already be in place. If you are introducing writing folders or other materials for this unit, please determine the best way to do that.  Make sure that “sketch” and “write” on the anchor chart are covered up.  You can use a different gesture for each section of the anchor chart that works for you to strengthen learning.  Telling stories across your fingers – Thumb: introduces character and setting, Forefinger: What happened first, Middle Finger: What happened next, Ring Finger: What happened last, Pinky: Wraps it up.  Anchor Chart – How to Write a Story 1. Remind students that they have been telling stories that are important to them and learning how authors tell stories to help them write books. Now they are going to practice a strategy for telling stories called “Think, Picture, Say.” 2. Refer to the anchor chart – How to Write a Story a. When writers want to tell a story, the first thing they do is think of a story that’s important to them. (Emphasize the word “think” and point to it.) What’s the first thing writers do? (Point to the word “think” to prompt students to say “think” chorally.) b. Model for students how to think of a story that is important to you. Provide a non-example and example. i. Non-Example: Hmmm…yesterday I decided to go grocery shopping. Even though that’s an important thing to do, I wasn’t very excited to be there so I’m not going to choose that to tell about. ii. Example: Yesterday was also my son’s birthday. He turned two. I was so excited to wake him up because I put a bunch of balloons in his room to surprise him! Since this was a special time for me, I am going to tell a story about it.

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c. Ask students to close their eyes to think of a story that’s important to them. Give adequate think time. d. Have students turn and talk to a partner. Partner 1, say to partner 2, “My story is about…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. e. Circulate the room while partners are sharing. When you bring students together, share a few students’ names and their story ideas. f. The next thing writers do is picture a story in their heads. (Emphasize the word “picture” and point to it.) What’s the next thing writers do? (Point to the word “picture” to prompt students to say “picture” chorally.) g. Model for students how to think and picture your story. I thought of my story idea. I am going to tell about my son’s birthday. Next I need to picture what happened. When you picture your story, it is almost like you are playing a movie in your mind and you can see everything that happened right from the beginning to the very end. But, because it is in your mind, you can’t hear what I’m saying. You will only be able to see me telling my story across my fingers. Close your eyes and exaggerate your thinking while hold up one finger at a time. h. Ask students to close their eyes to picture their story from beginning to end while they hold up one finger at a time. i. The next thing writers do is say their story out loud. (Emphasize the word “say” and point to it. What’s the next thing writers do? (Point to the word “say” to prompt students to say “say” chorally.) j. Model how to say your story across your fingers. (Thumb: introduces character and setting, Forefinger: What happened first, Middle Finger: What happened next, Ring Finger: What happened last, Pinky: Wraps it up.) k. Have students turn and talk to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter l. Circulate the room while students are telling their stories. When you pull them back together, highlight a few students and how they were telling their stories.

You Do It Link

There will be no independent work on this day. 5

How to write a story

Think Picture Say Sketch Write 6

Kindergarten Personal Narrative Writing Lesson 2 Concept: Writers learn a process for writing. Student Action: Writers review different stages of writing development and acknowledge that everyone is a writer. Pre-Corrections:

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You may use different writing samples than what is provided.

Materials:

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Rocket Writes a Story, by Tad Hill (A read aloud of this book is available at https://www.youtube.com/watch?v=4KZboHDXZlA ) 3 student writing samples

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I Do It Connection Teach

&

We Do It Active Engagement

1. Read Aloud the book entitled, Rocket Writes a Story, by Tad Hill. The purpose of reading this story is to build students’ confidence as writers since you will be asking them to write their stories down after this lesson. To connect this read aloud to Benchmark Literacy scope and sequence, choose at least three points in the book where you will stop and think aloud by asking questions. 2. Explain to students that the very next day they will be writing their stories down just like Rocket. Some of them will be writing words with their pictures and some of them will be drawing pictures to tell a story, but all of them are writers. 3. Introduce the three writing samples provided and explain that kindergarteners just like them wrote these stories. Invite students to share what they notice about each sample by following the process below. (Talk about one sample at a time - start with the sample 1 and end with sample 3.) a. Ask students what they like about the student’s writing. b. Have students turn and talk to a partner. Partner 1, say to partner 2, “I like this writing because…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. c. Circulate the room while partners are sharing and record students’ names and what they said they liked. When you bring students together, share a few students’ names and what they said. 4. End this lesson by sharing that every student is at a different spot in their writing. Our goal is to get words on the page to tell our stories, but it doesn’t matter what stage they are at – everyone in the classroom is a writer.

There will not be any independent work on this day.

You Do It Link

Kindergarten Personal Narrative Writing Lesson 3 (1-2 days) Concept: Writers learn a process for writing. Student Action: Writers think, picture, say and sketch their stories. Pre-Corrections:

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Materials:

I Do It Connection Teach &

We Do It Active Engagement

For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, high) When teaching examples and non-examples, always end with what you want them to do – the example. Use a different gesture for each section of the anchor chart that works for you to strengthen learning. Paper selection is important as it lends itself to increased stamina. Start the year by providing single sheets with a box for the picture and a few lines for writing. Additional pages can be stapled to the single page as children become more skilled as writers. Save your model sketch to use again in Lesson 4. Students will be using the sketch they create in this lesson again in lesson 4. Telling stories across your fingers – Thumb: introduces character and setting, Forefinger: What happened first, Middle Finger: What happened next, Ring Finger: What happened last, Pinky: Wraps it up. For students who are struggling, have them stay back at the carpet with you and sketch their stories with your support. Anchor Chart – How to Write a Story Writing paper

1. Explain that today is the day they will be writing their stories down just like real authors do and just like Rocket. Tell students they already know that when writers begin they have to think, picture, and say their stories (refer to the anchor chart and include gestures.) 2. Lead an interactive review of the steps on the anchor chart. Ask students, “What do writers do?” o Point to each step on the chart and invite students to say each step chorally. 3. Tell students that you are going to show them one more thing that writers do to practice their stories before they write them down. They often sketch how their stories may go. Writers think, picture, say, and sketch stories. (Refer to anchor chart, unveiling “Sketch,” and add a gesture.) o Ask students, “What do writers do?” and invite them to say “sketch” chorally. 4. Model the first three steps of the anchor chart. Choose a shared experience to sketch so the students will be able to provide input. o Model for students how to think of a story that is important to you. Provide a non-example and example. First, I think of a story (do gesture).  Non-Example: Hmmm…yesterday I decided to get hot lunch instead of packing a lunch. I was looking forward to that, but

it’s not something that I have a lot to say about. So, I’m not going to choose that.  Example: Yesterday we also took a class walk around the school. I remember a lot of details about our walk and it was a lot of fun. I think I’ll write about that! o Model for students how to think and picture your story. Second, I picture what we were doing (do gesture). I picture what happened, what we did first, next, and after that. Close your eyes and exaggerate your thinking while hold up one finger at a time. o Model how to say your story across your fingers. Third, I am going to say my story (do gesture). Yesterday we went on a class walk around the school. We saw a new slide on the playground. We stopped and picked up some red fall leaves. We even got to walk on the nature walk. Our walk made for a nice afternoon. Hold up one finger for each event. 5. Now I am going to show you what else writers do to keep their stories in their minds. Writers put their ideas on paper or sketch their stories (show sketch gesture). o Ask students “What do writers do?” Invite them to say “sketch” chorally. 6. Model how to sketch your story by thinking aloud as you create your sketch on one sheet of paper (use paper provided). Be sure to create a basic sketch without a lot of details (details will be taught in Lesson 4). Use the process below to promote active participation. o Think aloud about what happened first. Sketch just that part. o Have students turn and talk about what you should add to your sketch next. Partner 1 tells Partner 2, “I think she should add…” When most Partner 1s have shared, have Partner 2s share. Use the same sentence starter. o Call on an individual student to share what you should add next. 7. Review the steps you just followed by referring to the anchor chart. Do you see how I followed the steps that writers use? I just did “Think, Picture, Say, and Sketch” to tell my story.

Mid-Workshop Teaching Point

You Do It Link

Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy 1. Explain to students that it is their turn to “Think, Picture, Say, and Sketch” their stories. Guide students to do the first three steps on the carpet. a. Ask students to close their eyes to think of a story that’s important to them. Give adequate think time. b. Have students turn and talk to a partner. Partner 1, say to partner 2, “My story is about…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. c. Ask students to close their eyes to picture their story from beginning to end while they hold up one finger at a time.

d. Have students turn and talk to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter 2. Tell students their job now is to sketch the story they just told to their partner on their special writing paper.

After-theWorkshop Share

Assessment Check Point

Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Name

Date -------

Name

Date -------

Kindergarten Personal Narrative Writing Lesson 4 (1-2 days) Concept: Writers use pictures to tell a story. Student Action: Writers add details to their sketches. Pre-Corrections:

Materials:

I Do It Connection Teach

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For struggling writers, consider putting them in triads during “I Do It” and “We Do It” (low, medium, high)  You may want to write down the strategy (How to add details to your sketches: Where am I? What am I doing? Who am I with?) on sentence strips or an anchor chart to refer to for this lesson and as a teaching point when you are working with individual writers in the future.  Have students place their writing utensil and their sketch from Lesson 3 on their desk before they come to the carpet to make sure they have the correct sketch out and can get right to work.  Save this picture for Lesson 8  Writing Paper  Sketches from Lesson 3 – Teacher and Students 1. Explain to students that the sketch you drew yesterday did not have enough detail in it for readers to understand exactly what was going on. Yesterday, I was so proud of my sketch that I decided to share it with another teacher. After she looked at it, she told me that she didn’t know all of the details of my story. She said it looked like I was walking, but she didn’t know where I was (hold up one finger), who I was with (hold up another finger), or exactly what I was doing (hold up a third finger). This made me realize that I didn’t add enough detail to my sketch in order for readers to understand my story. 2. Tell students that you will be adding details to your sketch today to make sure readers are able to understand your story. Explain that you are going to do this by asking three questions: 1) Where am I?, 2) Who am I with?, and 3) What am I doing? a. Ask “What three questions am I going to ask?” and invite students to respond chorally. 3. Display your sketch from Lesson 3. Remind students what the sketch is about. Use the process below to add details. a. Focus on the first question - “Where am I?” Think aloud as you point to the details in your drawing that show where you are at. Hmmm…when I try to find details of where I am at in my sketch. I have a line here to show I am walking on the ground and a leaf over here, but that’s it. I guess you really can’t tell that I’m outside. It was cloudy that day, so I’m going to draw a cloud right here. b. Have students turn and talk to come up with other details you could add to your sketch that would show where you were. Partner 1 tells Partner 2, “Another detail she could add is…” When most Partner 1s have shared, signal for Partner 2s to go. Use the same sentence started. c. Call on individual students to tell you what details to add. d. Repeat process for the remaining two questions.

We Do It Active Engagement

Mid-Workshop Teaching Point

You Do It

1. Have students return to their seats quietly and show that they are ready to write by sitting up straight with a pencil in their hand, and keeping voices silent. Do not start until everyone shows that they are ready to write. 2. Explain to students that their goal is to add more details to their sketches to help their readers know what their story is about – just like you did. 3. Help students remember what their story is about. Have them turn and talk as they show their partner their sketch. Partner 1 tells Partner 2, “My story is about…” When most Partner 1s have shared, signal for Partner 2s to go. Use the same sentence starter. 4. Explain that the first thing they are going to do is look at their sketch and think, “Where am I?” Ask students to add one detail to their sketch that will help the reader know where they are. Give examples to support their thinking. 5. Ask them to put their pencils down when they are done. Once most students have completed, have them hold up their sketches for all to see. 6. Repeat until students know what is expected of them. Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy 1. Students continue to add details to their sketches while you circulate the room.

Link After-the-Workshop Options:  Review the day’s teaching point Share 

Assessment Checkpoint

 

Highlight a student’s work that is in line with focus for the day (or have the student do it) Have students partner up to share Collect students’ sketches to additional teaching points for groups of students.

Kindergarten Personal Narrative Writing Lesson 5 (2-5 days) Concept: Writers use pictures to tell a story. Student Action: Writers apply what they have learned to write more stories. Pre-Corrections:

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Materials:

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You may want to support struggling writers with more guided practice. When students tell you that they are done explain “When you are done, you’ve only just begun.” They will need to start a new piece. You may want this to be a mini-lesson during this week. Writing paper Anchor Chart – How to Write a Story Sentence Strips or Anchor Chart – How to Add Details to My Sketch: 1)Where am I?, 2)What am I doing?, 3) Who am I with?

I Do It Connection

1. Lead a quick review of a teaching point that meets the needs of your classroom. The purpose of this time is to let students explore.

Teach We Do It Active Engagement Mid-Workshop Teaching Point

You Do It Link

After-theWorkshop Share

Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

1. Students sketch and write stories. 2. Circulate the room and provide support for writers. Consider pulling a small group to offer more support. 3. Notice if certain students are ready to label their drawings. Work with them individually or in a small group to help them with this next step. Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 6 Concept: Writers use words to tell a story Student Action: Writers stretch the sounds they hear. Pre-Corrections:

Materials:

I Do It Connection Teach

1. Consider creating an anchor chart with visuals for the steps in how to write a word by stretching the sounds you hear. (1- Say the Word, 2- Say it again Slowly, 3- Write the Sounds you Hear) 2. You may want to have students stay at their seats for this lesson. 3. When you are working with individual writers in future lessons, reinforce this strategy.  White boards and markers (or some sort of response card/paper they can hold up) 4. Tell students they have been doing a great job using the strategy, “Think, Picture, Say, and Sketch” to sketch and add details to their stories. Share that some writers have even added letters to their pictures to help tell their stories. (Consider sharing an example of a student’s story that has labels on it.) 5. Explain to students that you want them all to try to add words to their pictures to help tell their stories. In order to write words, writers can use the strategy of stretching the sounds they hear. 6. Model for students how to stretch the sounds you hear. Follow the process below. a. Explain to students that the first step in writing a word is to say the word. Ask students, “What’s the first step?” Students say “say the word” chorally. b. Tell students that you would like to write the word “bat” c. Explain that the next step is to say the word again slowly. Ask students, “What’s the next step?” Students say “say it again slowly” chorally. d. Stretch the word bat. While you are saying the word, visually represent stretching the word with your hands by starting them close together and slowly moving them apart. e. Explain that the last step is to write the word. Ask students, “What’s the last step?” Students say “write the word” chorally. f. Write the word bat. As you write it, say the sounds that you are writing. g. Remind students that there are writers at all levels in your classroom and that all you need is to do your best in writing the sounds you hear. So, sometimes, that means that the word “bat” can look different depending on the writer. h. Demonstrate for students how “bat” can be represented in different ways. Think aloud as you are writing the variations underneath the word bat. Reread each word when you are done to emphasize that in each example the writer did the best they could in writing the sounds they hear. Be sure to point out what word is the correct spelling in your think aloud. i. bat -> bt -> b

We Do It Active Engagement

You Do It Link

1. Have students practice stretching the sounds they hear on a whiteboard or another response sheet. For the first word, write the word while they are to provide some scaffolding. After you feel they understand what they are doing, have them write the words on their own. Use the process below. a. The word you are going to write is _______. b. What’s the word? Students say the word chorally. c. Let’s say the word slowly together as we move our hands from close to far apart slowly. d. Stretch the word chorally. e. Now it’s time to write the word. f. Students write the word and put their pencil/marker down when they are done. g. Teacher says “Show Me.” Students hold up their whiteboard or response sheet. Scan students’ words to get feedback on who needs additional support. h. Repeat with additional words. If there is time… 1. Explain to students that it is their turn to “Think, Picture, Say, and Sketch” their stories. Guide students to do the first three steps on the carpet. a. Ask students to close their eyes to think of a story that’s important to them. Give adequate think time. b. Have students turn and talk to a partner. Partner 1, say to partner 2, “My story is about…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. c. Ask students to close their eyes to picture their story from beginning to end while they hold up one finger at a time. d. Have students turn and talk to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter Tell students their job now is to write what they just told their partner and stretch the sounds they hear to spell words!

Kindergarten Personal Narrative Writing Lesson 7 Concept: Writers use words to tell a story. Student Action: Writers practice labeling. Pre-Corrections:

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Materials:

I Do It Connection Teach

We Do It Active Engagement

Mid-Workshop Teaching Point

For students who cannot write letters, consider creating pre-labeled post-it notes for them to place on the drawing. You may want to have students sit at their desks if you do not have clipboards or a hard surface for them to bring to the carpet. If you would like to project the picture on a smart board or white board, the picture attached can be found http://blog.blendarch.com/wpcontent/uploads/2013/01/montgomeryplanningorg.png Have a word bank written on the board that students can copy when labeling the picture. (i.e. house, sun, cloud, tree) Suggestions for a mentor text with labels: a science text; Cassie’s Word Quilt, by Faith Ringold, any Richard Scarry book.

 Picture (attached) for teacher and students  Example of a labeled picture from a mentor text 1. Explain to students that the next step they are going to practice as writers is to add labels to their pictures to help tell their stories. Remember our goal as writers it eventually tell our stories with pictures and words. We are going to get closer to that goal today by practicing how to label a picture so eventually we can start labeling our own. 2. Show a labeled picture from a mentor text to explain what a label is. Lead a discussion with students about what they see in the picture. Emphasize how labeling this picture helps the reader know more about the story.

3. Explain to students that now it is their turn to practice labeling. Display the attached picture. Lead a discussion about what they notice about it. Explain to students that this writer could have told more about their picture by labeling it. 4. Model how to label the parts of the picture by using the process below. a. Think aloud as you decide what to label. b. Write the label and explain why you wrote it in that location – it needs to be close to the part of the picture you are labeling so your readers know. Model some spelling strategies while you are writing (stretch the sounds you hear, spell the best you can and move on, look at the word bank, etc.) c. Ask students to write the label on their picture and put their pencil down when they are done. d. After you notice that most students are done. Have them hold up their picture for all to see (you scan pictures to get feedback on how well they are grasping how to label). e. Repeat process to add additional labels.

You Do It Link After –theWorkshop Share

1. Students will not be working independently in this lesson.

Name: _______________________________________________________________________

Kindergarten Personal Narrative Writing Lesson 8 Concept: Writers use words to tell a story. Student Action: Writers label a previous drawing. Pre-Corrections:

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Materials:

  1.

I Do It Connection

2.

Teach

3. 4.

We Do It Active Engagement

5. 1.

2. 3.

4.

Talk to the students individually who have already been labeling their pictures before this lesson. Help them choose a picture that they would like to add more labels to. Have students choose a picture from their folders they would like to add labels to before this lesson begins. Ask them to leave just that picture and a pencil at their desk before they come to the carpet. Teacher Picture – Can use picture from lessons 3 and 4. Students’ pictures from folders Commend students for all of the labels they created in the previous lesson and explain that they are going to add labels to one of their own pictures today. Display your picture from lessons 3 and 4. Remind students what your picture is about by telling your story across your fingers while pointing to the parts of the picture that represent your story. Explain that now you want to tell even more about your story by labeling the parts of the picture. Model how to label the parts of the picture by using the process below. a. Think aloud as you decide what to label. b. Write the label and explain why you wrote it in that location – it needs to be close to the part of the picture you are labeling so your readers know. Model some spelling strategies while you are writing (stretch the sounds you hear, spell the best you can and move on, look at the word bank, etc.) c. After you are done with the first label. Ask students to turn and talk – Partner 1 tell partner 2, another label she could add is…After most partner 1s have had a chance to share, signal for partner 2s to go. Use the same sentence starter. d. Call on an individual student to share another label you could add, and then add it to your picture while you model a spelling strategy. Repeat process to add 2-3 more labels. Have students return to their seats quietly and show that they are ready to write by sitting up straight with a pencil in their hand, and keeping voices silent. Do not start until everyone shows that they are ready to write. Explain to students that their goal is to add labels to their stories to help their readers know what their story is about – just like you did. Help students remember what their story is about. Have them turn and talk as they show their partner their sketch. Partner 1 tells Partner 2, “My story is about…” When most Partner 1s have shared, signal for Partner 2s to go. Use the same sentence starter. Have students touch the first part of their picture they are going to label. After you notice that most students have touched the part of their picture, ask them to write their label and put their pencils down.

5. Once most students have their pencils down, say “Show Me,” and have students hold up their labels for all to see. 6. Scan the room to get feedback – who will you support during this session? 7. Tell students to keep up the good work and continue adding labels to their stories.

Mid-Workshop Teaching Point

You Do It

Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy 1. Students add labels to their stories. If they finish with one story, they can write a new one or they can label another picture in their folder.

Link

After-theWorkshop Share

Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 9 Concept: Writers use words to tell a story Student Action: Writers spell the best they can and keep going Pre-Corrections:

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You may want to have students sitting at their seats for this lesson. Have students attempt to spell words that are commonly used in your students’ writing.

Materials:

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White boards and markers (or some sort of response card/paper they can hold up) Refer to the strategy for spelling words – stretching the sounds you hear (if you have an anchor chart or sentence strips refer to that). Commend students for using this strategy to write words in their stories. Explain that sometimes it’s not easy to hear all of the sounds in a word, especially when it’s a tricky word. In this case, you spell the best you can and keep going (consider adding a gesture or a jingle to this to help students remember). a. What do we do? Invite students to say “spell the best you can and keep going” chorally. Model for students how to spell the best you can and keep going. Follow the process below. a. Explain to students that the first step in writing a word is still to say the word. Ask students, “What’s the first step?” Students say “say the word” chorally. b. Tell students that you would like to write the word “thought” c. Explain that the next step is to say the word again slowly. Ask students, “What’s the next step?” Students say “say it again slowly” chorally. d. Stretch the word thought. While you are saying the word, visually represent stretching the word with your hands by starting them close together and slowly moving them apart. e. Explain that the last step is to write the word. Ask students, “What’s the last step?” Students say “write the word” chorally. f. Write the word thought. Explain that the only sound you hear is a /t/ even though you know there are more letters. Tell students that this is your best, so you are going to keep going. g. Emphasize for students that you remembered that it’s okay to “spell the best you can and keep going.” Have students practice writing words on a whiteboard or another response sheet. For the first word, write the word while they are to provide some scaffolding. After you feel they understand what they are doing, have them write the words on their own. Use the process below and choose words that are not phonetically regular and that they often use in their writing. a. The word you are going to write is _______. b. What’s the word? Students say the word chorally.

1.

I Do It Connection

2.

Teach

3.

We Do It Active Engagement

2.

Mid-Workshop Teaching Point You Do It Link

After-theWorkshop Share

c. Let’s say the word slowly together as we move our hands from close to far apart slowly. d. Stretch the word chorally. e. Now it’s time to write the word. f. Students write the word and put their pencil/marker down when they are done. g. Teacher says “Show Me.” Students hold up their whiteboard or response sheet. Scan students’ words to get feedback on who needs additional support. Repeat with additional words. Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy If there is time… 2. Explain to students that it is their turn to “Think, Picture, Say, and Sketch” their stories. Guide students to do the first three steps on the carpet. a. Ask students to close their eyes to think of a story that’s important to them. Give adequate think time. b. Have students turn and talk to a partner. Partner 1, say to partner 2, “My story is about…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. c. Ask students to close their eyes to picture their story from beginning to end while they hold up one finger at a time. d. Have students turn and talk to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter 3. Tell students their job now is to write what they just told their partner and spell the best they can and keep going! Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 10 (2-5 days) Concept: Writers use pictures and words to tell a story. Student Action: Writers apply what they have learned to write more stories. Pre-Corrections:

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Materials:

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You may want to support struggling writers with more guided practice. When students tell you that they are done explain “When you are done, you’ve only just begun.” They will need to start a new piece. You may want this to be a mini-lesson during this week. Writing paper Anchor Chart – How to Write a Story Possibly Sentence Strips or an Anchor Chart – How to Add Details to My Sketch: 1)Where am I?, 2)What am I doing?, 3) Who am I with? Possibly an anchor chart with visuals for the steps in how to write a word by stretching the sounds you hear. (1- Say the Word, 2- Say it again Slowly, 3- Write the Sounds you Hear)

I Do It Connection

2. Lead a quick review of a teaching point that meets the needs of your classroom. The purpose of this time is to let students explore.

Teach We Do It Active Engagement Mid-Workshop Teaching Point

You Do It Link After-theWorkshop Share

Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

1. Students sketch and write stories. 2. Circulate the room and provide support for writers. Consider pulling a small group to offer more support. 3. Notice when students are ready to do more and support them in writing sentences on the lines. Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 11 Concept: Writers learn a process for writing. Student Action: Writers keep working by adding more to their picture, words, or by starting a new piece. Pre-Corrections:

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Materials:

I Do It Connection Teach

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Ask students to place the story they were working on the previous day on their desk with their writing utensil before writing workshop begins. Have a picture with some labels prepared to model with during the minilesson. You will use this picture again in Lesson 12. This is a strategy you will refer to from here on out. When students go to start a new piece, ask them if they can add to their picture or add labels before moving on. Writing paper Anchor chart (you create) with visual aids to support text – Add to the picture, Add labels, Start a new piece

1. Share your excitement about all of the writing going on in your classroom. Explain that every writer has been working hard and when they were done, they started a new piece. 2. Explain that today you want to teach them two things they could do before they decide to start a new piece. 3. Share the story that you wrote the day before. Pretend it is yesterday and I just finished writing my story. Watch what I do when I’m done with my writing. Reread your story and pretend to rewrite it. Then sit back and say you are done. 4. Ask students, “Am I really done?” Invite them to say “When you’re done, you’ve just begun” chorally. 5. Explain that what we’ve been doing up until this point is starting a new piece. However, there are two things writers do before they start a new piece. Display anchor chart, titled “When you’re done, you’ve just begun.” Explain that today they are going to add to their pictures and add labels before they start a new piece (point to the appropriate line on the chart). 6. Model how to add to your picture and add labels using the process below. a. Before I start a new piece, I am going to ask myself – What can I add to my picture? (Point to the appropriate section on the anchor chart.) b. Look at your picture and think aloud as you decide what to add. a. When you are done adding to your picture, ask students to turn and talk. Partner 1 tells partner 2, another thing she could add to her picture is…After most partner 1s have had a chance to share, signal for partner 2s to go. Use the same sentence starter. b. Call on an individual student to share something else you could add, and then add it to your picture while you are thinking aloud about how this helps your story. c. Repeat for adding labels.

We Do It Active Engagement

Mid-Workshop Teaching Point

You Do It Link After-theWorkshop Share

1. Have students return to their seats quietly and show that they are ready to write by sitting up straight with a pencil in their hand, and keeping voices silent. Do not start until everyone shows that they are ready to write. 2. Explain to students that their goal is to add labels or add to their pictures before they start a new piece 3. Help students remember what their story is about. Have them turn and talk as they show their partner their sketch. Partner 1 tells Partner 2, “My story is about…” When most Partner 1s have shared, signal for Partner 2s to go. Use the same sentence starter. 4. Have students let you know what they are going to do by holding up their fingers – 1 finger = add to their picture, 2 fingers = add labels. 5. Once you get feedback on their plan, tell them to begin and set a timer for 3 minutes. Circulate the room while students are working. 6. At the end of three minutes, have students turn and talk as they show their partner their story. Partner 1 tells Partner 2, “One thing I added is…” When most Partner 1s have shared, signal for Partner 2s to go. Use the same sentence starter. 7. While students are sharing, circulate the room and jot down students’ comments and their names. Bring students back together and share what 2-3 students decided to add to their pieces. Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

1. If there is time, allow children to continue to add to their pieces or start a new piece. Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 12 Concept: Writers use words to tell a story Student Action: Writers put their story into words. Pre-Corrections:

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Materials:

I Do It Connection Teach

We Do It Active Engagement

Mid-Workshop Teaching Point

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Use the picture you modeled with from Lesson 11. Use results from the baseline assessment to determine what the appropriate developmental next step is for students. To provide more guided practice, have some students stay back on the carpet with you while others get to work. Writing paper Anchor Chart – How to Write a Story

1. Review with students what they have learned so far as writers by leading an interactive review of the steps on the anchor chart – How to Write a Story. Ask students, “What do writers do? a. Point to each step on the chart and invite students to say each step chorally. 2. Tell students that now that they are all skilled writers, you are going to teach them the last step in writing a story. Writers think, picture, say, sketch, and write their stories. (Refer to anchor chart, unveiling “Write,” and add a gesture.) a. Ask students, “What do writers do?” and invite them to say “write” chorally. 3. Display your picture from the day before. Think aloud as you talk about the steps you followed when writing this story (Think, picture, say, and sketch). Explain that you wrote labels to help your readers know even more about your story and now it’s time to write a sentence on the lines of your paper. 4. Model how to write sentences by using the process below. a. Think aloud about how you want to start your story. If I were to put my story into words, I would first think about what my story is about (put up your thumb). Hmmm…I went for a bike ride with Joe. Yes, I want that to be my first sentence. Now I will do my best to write it. b. Record the words as you say them. Write some words quickly because you know them, and model the spelling strategies for other words (Stretching the Sounds You Hear, and Spell the Best You Can and Keep Going). c. Invite students to chorally respond as you are working through a spelling strategy. 5. Explain that your next sentences would be what happened first (hold up first finger), then (middle finger), next (ring finger), and then you would wrap it up by saying how you feel (pinky). Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

You Do It Link

After-theWorkshop Share

1. Explain to students that it is their turn to “Think, Picture, Say, Sketch and Write” their stories. Guide students to do the first three steps on the carpet. a. Ask students to close their eyes to think of a story that’s important to them. Give adequate think time. b. Have students turn and talk to a partner. Partner 1, say to partner 2, “My story is about…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. c. Ask students to close their eyes to picture their story from beginning to end while they hold up one finger at a time. d. Have students turn and talk to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter 2. Tell students their job now is to write what they just told their partner - the first thing that happened in their story. After that, they keep on writing! Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 13 (1-3 days) Concept: Writers use pictures and words to tell a story. Student Action: Writers apply what they have learned to write more stories. Pre-Corrections:

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Materials:

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You may want to support struggling writers with more guided practice. When students tell you that they are done explain “When you are done, you’ve only just begun.” They will need to start a new piece. You may want this to be a mini-lesson during this week. Writing paper Anchor Chart – How to Write a Story Possibly Sentence Strips or an Anchor Chart – How to Add Details to My Sketch: 1)Where am I?, 2)What am I doing?, 3) Who am I with? Possibly an anchor chart with visuals for the steps in how to write a word by stretching the sounds you hear. (1- Say the Word, 2- Say it again Slowly, 3- Write the Sounds you Hear)

I Do It Connection

3. Lead a quick review of a teaching point that meets the needs of your classroom. The purpose of this time is to let students explore.

Teach We Do It Active Engagement Mid-Workshop Teaching Point

You Do It Link After-theWorkshop Share

Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

4. Students sketch and write stories. 5. Circulate the room and provide support for writers. Consider pulling a small group to offer more support. 6. Notice when students are writing more on one sheet of paper. You may decide to move them to a sheet paper with more lines on it. Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 14 Concept: Writers use words to tell a story Student Action: Writers use an ABC chart to find and write letters. Pre-Corrections:

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Materials:

I Do It Connection Teach

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If you haven’t already, you may want to place an individual ABC chart in students’ writing folders. Use results from the baseline assessment to determine what the appropriate developmental next step is for students. To provide more guided practice, have some students stay back on the carpet with you while others get to work. Writing paper Class ABC Chart Anchor Chart – How to Write a Story White boards and markers (or some sort of response card/paper they can hold up)

1. Remind students of the variety of ways you have been using your ABC chart in your classroom (in and out of writing workshop). Explain that today you are going to teach them how to use the ABC chart to help you write words during writing workshop. 2. Model how to use the ABC chart to help you find and write letters. a. Think, Picture, Say, and Sketch a story. As you move through this process, invite students to tell you (chorally) what the next step is. b. When you get to “Write,” tell students the sentence you want to write. (This is just an example. Use a story that works for you) I want to write, “I did not sleep last night. It was storming.” c. Write easier words down and get stuck on a harder word. Write “I did not” and get stuck on the word sleep. d. Say the word and say it again slowly. Hmmm…sleep starts with an ‘s’ but I can’t remember what an ‘s’ looks like. e. Explain to students that the ABC Chart can help you remember what the letter looks like. Oh! I know that snake starts with an ‘s.’ I can find snake on the ABC chart and it will help me remember what an‘s’ looks like. f. Write the letter and continue writing the word using the ABC chart 1-2 more times.

We Do It Active Engagement

Mid-Workshop Teaching Point

You Do It Link

After-theWorkshop Share

1. Invite students to write the next words in the sentence with their white boards. a. Start with next word in your sentence. Use the ABC chart to find each letter in the word before you write it. b. After the word is written, have students hold up their whiteboards. Scan their boards for feedback on who needs additional support. c. Repeat with the 1-2 more words in your sentence. (Choose only the harder words for students to practice writing, but still write the easier words down on your modeled story so at the end you have a complete sentence or two.) Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

If there is time… 1. Explain to students that it is their turn to “Think, Picture, Say, Sketch and Write” their stories. Guide students to do the first three steps on the carpet. a. Ask students to close their eyes to think of a story that’s important to them. Give adequate think time. b. Have students turn and talk to a partner. Partner 1, say to partner 2, “My story is about…” After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter. c. Ask students to close their eyes to picture their story from beginning to end while they hold up one finger at a time. d. Have students turn and talk to a partner. Partner 1, say to partner 2, “The first thing that happened in my story is… After most partners have had a chance to share, switch to Partner 2. Use the same sentence starter 2. Tell students their job now is to write what they just told their partner - the first thing that happened in their story. After that, they keep on writing and use the ABC chart as a tool when you get stuck! Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Kindergarten Personal Narrative Writing Lesson 15 (2-5 days) Concept: Writers use pictures and words to tell a story. Student Action: Writers apply what they have learned to write more stories. Pre-Corrections:

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Materials:

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You may want to support struggling writers with more guided practice. When students tell you that they are done explain “When you are done, you’ve only just begun.” They will need to start a new piece. You may want this to be a mini-lesson during this week. Writing paper Anchor Chart – How to Write a Story Possibly Sentence Strips or an Anchor Chart – How to Add Details to My Sketch: 1)Where am I?, 2)What am I doing?, 3) Who am I with? Possibly an anchor chart with visuals for the steps in how to write a word by stretching the sounds you hear. (1- Say the Word, 2- Say it again Slowly, 3- Write the Sounds you Hear) ABC Chart

I Do It Connection

2. Lead a quick review of a teaching point that meets the needs of your classroom. The purpose of this time is to let students explore.

Teach We Do It Active Engagement Mid-Workshop Teaching Point

You Do It Link After-theWorkshop Share

Options:  Notice common errors students are making and teach to them  Highlight a student who is applying strategy

7. Students sketch and write stories. 8. Circulate the room and provide support for writers. Consider pulling a small group to offer more support. 9. Notice when students are ready to do more and support them in writing sentences on the lines. Options:  Review the day’s teaching point  Highlight a student’s work that is in line with focus for the day (or have the student do it)  Have students partner up to share

Lesson 16: Fix and Fancy Up a Personal Narrative Concept: Writers “fancy up” a piece to share with others. Student Action: Writers add finishing touches to their story.  Choose what you want students to fix and fancy – students may be in various spots o Add labels o Add details to the picture o Add more words o “Fix and Fancy” does not mean recopy! Lesson 17: Author’s Celebration Concept: Writers “fancy up” a piece to share with others. Student Action: Writers share their books.  Possible ways to celebrate: invite special guests in for students to share, have juice and cookies, video students reading their favorite page using a tablet or device throughout the week and then play video…options are endless!

Narrative Writing – Kindergarten

Level 4.0

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In addition to Level 3.0 performance, the student writer: Level 3.5 In addition to Level 3.0, the student writer: Level 3.0 PROFICIENCY TARGET Level 2.5 In addition to Level 2.0 performance the student writer: Level 2.0

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Level 1.5

Level 1.0 Level 0.5

GENRE FOCUS Revised: December, 2012 Writes a focused small moment story (recounting two or more appropriately sequenced events). Includes 1 or more details regarding what happened. Writes a story ending.

In addition to 3.0 performance, in depth inferences and applications with partial success.

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Draws and writes 2-3 events that are linked. Provides some sense of closure (i.e. “It was fun,” “I felt happy”, “That is my story”) Demonstrates no major errors or gaps in the 2.0 content and partial knowledge of the 3.0 content.  Draws and writes a single event.  

Draws a picture of a single event. Phonetic writing is evident, but story needs to be told verbally in order for reader to understand.  Is able to verbalize the events in the order they occurred. Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content.  Draws a picture of a single event/idea.  Beginning stages of writing MAY be evident (letter-like marks, copying known words but they do not make sense, or random strings of letters)  Is able to verbalize the event/ideas in a logical sequence. With help, a partial understanding of some of the 2.0 content and some of the 3.0 content. With help, a partial understanding of some of the 2.0 content and none of the 3.0 content.

TO BE USED WITH ALL UNITS PROCESS FOCUS Level 4.0 In addition to Level  3.0 performance, the student writer:  Level 3.5 In addition to Level 3.0, the student writer: Level 3.0 PROFICIENCY TARGET Level 2.5 In addition to Level 2.0 performance the student writer: Level 2.0 Level 1.5 Level 1.0 Level 0.5

Revised: June, 2012

With little support, generates a topic, drafts, and begins a new piece when finished. Attempts revision and editing with support.

In addition to 3.0 performance, in depth inferences and applications with partial success.

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With some support, generates a topic, drafts, and begins a new piece when finished.

Demonstrates no major errors or gaps in the 2.0 content and partial knowledge of the 3.0 content.

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With considerable support, generates a topic, drafts, and begins a new piece when finished. Demonstrates partial knowledge of the 2.0 content with major gaps in the 3.0 content. With help, a partial understanding of some of the 2.0 content and some of the 3.0 content. With help, a partial understanding of some of the 2.0 content and none of the 3.0 content.