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TE 802: Assignment Three

Teaching Writing in a Responsive Way

Name: Lindsey Pirochta School: Cornell Elementary School

Grade Level: Kindergarten Mentor Teacher: Kris Schoen

Start date of Literacy CLT: October 30th, 2017

1. Purpose and Audience:

 The overall purpose of this writing sequence unit is to allow kindergarten students to use
a combination of drawing, dictating, and writing to compose personal narrative writing
pieces.
 Students will continue working on their letter names, letter sounds, and handwriting by
engaging in daily journal writing and a variety of other writing experiences.
 The audience will include: kindergarten students, teachers, and students’ parents.

2. Genre and Mentor Texts:

 The genre of this writing sequence unit will be Personal Narrative.
 The chosen genre will allow students to focus on their letter names and letter sounds,
and encourage students to sound out their words when writing. Students will also be
asked to focus on their handwriting skills. Students will be asked to make personal
connections to the stories we read in class and write about their favorite part. Students
will also be asked prompts like “What kind of pet would you like to have?”, and to write
about their weekend activities.
 The key features of this genre that will be emphasized are the focus on words like ‘I’,
‘me’, ‘my’, and the fact that students are the main character in this writing. Additionally,
students will be asked to focus on small moments, like their favorite part or what they did
over the weekend.
 Mentor Texts from Reading Street Curriculum:
o Nature Spy by Shelley Rotner and Ken Kreisler
o Animal Babies in Grasslands by Jennifer Schofield
 Other Mentor Texts:
o A Moment in Time by J. Butenas
o What a Scare, Jesse Bear by Nancy White Carlstrom and Bruce Degen

3. Writing Sequence Goals (2-4 maximum):

 Students will communicate their ideas by utilizing a combination of drawing, dictating, and
writing, using conventional spelling for words with common spelling patterns and
frequently occurring irregular words. Students will also focus on sounding out words to
write. Students will achieve this goal when they are able to sound out words to correctly
hear and represent both the first and last sound represented in the word.
 Students will write personal narrative stories about a small moment in time and utilize
themselves as the main character in their writing. Students will achieve this goal when
they are able to describe a personal moment that occurred in their life (weekend
journals).
 Students will also share their feelings and opinions when writing in order to convey
personal experiences and events. Students will achieve this goal when they are able to
express an opinion in their writing and describe their feelings through a combination of
drawing, dictating, and writing.
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4. Rationale:
 Children are learning to use a combination of drawing, speaking, and writing to convey
personal experiences and events through well-chosen words and details.
 These goals are responsive to students’ needs and interests because they allow students
to convey their ideas in a variety of different ways, depending on their various needs and
learning abilities.
 These skills are worthwhile because they ask students to explore their own thoughts,
feelings, and experiences, in order to utilize themselves as the main character and focus
on a small time period for their writing.
 Additionally, this content is important because it allows students to focus on conventional
spelling patterns and stretching out the sounds represented in the given words.

5. Common Core State Standards:

 CCSS.ELA-LITERACY.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book (e.g., My favorite book is...).
 CCSS.ELA-LITERACY.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.

6. Differentiated Instruction:
 Differentiated instruction will be provided in the following ways:
o Fast paced writers will be asked to compose 3-4 sentences or ideas when
responding to the writing prompts.
o Fast paced writers may also be asked to incorporate the weekly “amazing words”
into their writing pieces.
o Slow paced students will be asked to draw a picture of their ideas/thoughts first,
in order to allow students to begin thinking about what they want to write about.
They will then be asked to write 1 sentence or idea in response to the prompt.
These students will receive scaffolding support to assist in generating their
individual ideas.
o English Language Learners will be asked to write 3-5 words to express their
ideas/feelings/opinions. These students will receive scaffolding support to assist
in generating their individual ideas.

7. Provide a Teaching Outline Chart:

Kindergarten Writing Sequence:

Day 1 Day 2 Day 3 Day 4 Day 5

Date: 10/30/17 Date: 10/31/17 Date: 11/1/17 Date: 11/2/17 Date: 11/3/17

Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
Students will use a Students will use a Students will practice Students will focus Students will be
combination of combination of their handwriting on the letter ‘S in asked to make
drawing, dictating, drawing, dictating, skills. their yellow word personal
and writing to and writing to books. Students will connections to the
describe a detailed describe their be asked to read stories we read in
event of something Halloween costume. words that begin with class and write about
they did over the Students that do not the letter ‘S’ and their favorite part.
weekend. celebrate Halloween then compose a list
will have the of their own ideas
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opportunity to write that start with ‘S’. Favorite Part of

about their favorite Students will also be Reading Street Big
part of fall. asked to draw a Book – “My favorite
picture of each item part of today’s story,
listed. “Nature Spy” is …”

Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:
Focusing on a small Focusing on their Continue focusing on Students will focus Students will focus
moment in time. letter names and letter names and on letter names and on sharing their
letter sounds, and letter sounds, and letter sounds when feelings and opinions
encouraging focus on handwriting generating a list of when writing in order
students to sound practice. When their own ideas of to convey personal
out their words when writing our names, words that start with experiences and
writing. we only capitalizing the letter ‘S’. events. Students will
the first letter of their achieve this goal
name, the remaining when they are able
letters should be to express an
lowercase and fit in opinion in their
the provided lines. writing and describe
their feelings through
a combination of
drawing, dictating,
and writing.

Mentor Text: Mentor Text: Mentor Text: Mentor Text: Mentor Text:
A Moment in Time What a Scare, Jesse N/A for this lesson. N/A for this lesson. Nature Spy by
by J. Butenas Bear by Nancy White Shelley Rotner and
Carlstrom and Bruce Ken Kreisler
Degen
Instruction: Instruction: Instruction: Instruction: Instruction:
Read Butenas’ A Read the Halloween I Do: Model how I We Do: Have Re-read Reading
Moment in Time story and discuss the write my name. students read the Street Big Book,
different costumes or When writing my example words Nature Spy by
I Do: Model an Halloween name, only the first together (in a small Shelley Rotner and
example of a characters we letter is capitalized. group). Example Ken Kreisler.
weekend journal noticed in the story. Only the first letter words are: scissors, While reading,
writing that focuses should touch the top snake, snowman, remind students to
on one small I Do: Model an and bottom line. Use sun. Then ask focus on their
moment event that example of a writing red and green students to think of favorite part in the
occurred over my about my Halloween markers to create their own ideas of story.
weekend. “Over the costume. Stress the “start” and “stop” words that begin with
weekend, I went to a importance of lines. Students the ‘s’ sound or the After reading the
cider mill. I picked a stretching out our should start at the letter ‘S’. Some story for the second
pumpkin and ate a words to listen to all green line and stop suggestions could time (Reading Street
donut. I also went on of the sounds at the red. The rest include: sand, sugar, Big Books are read
a hay ride.” represented in the of the letters should snow, sleep, shower, twice each week),
words. fit between the etc. give students the
We Do: Together we dotted middle line following prompt:
will practice We Do: Together, and the bottom line. You Do: Students “My favorite part of
sounding out and we will write about will have 10 minutes today’s story,
stretching out the my Halloween You Do: Students to generate their own “Nature Spy” is …”.
words to correctly costume. “This year will have 10 minutes list of ideas and draw
spell the words in my for Halloween, I to practice their pictures for each Students should use
journal. dressed up as an handwriting item. a combination of
emoji. My emoji drawing, speaking,
You Do: Students costume is yellow, Have students who Students who finish and writing to
will then write and the face is finish early practice early should express their
independently in smiling”. “rainbow writing” generate additional opinions on the text.
their writing journals their names (tracing ideas of words that
(scaffolding students Note that when over the pencil with begin with the letter Share: Ask students
when needed and sounding out with colored pencil). ‘S’. to come up to the
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appropriate) for 15 students, writing “Author’s Chair” to

minutes. could look like: “This Share: Point out share their writing
yer for Halowen, I examples of with the class. Allow
Share: Point out dresd up as an students who are 5 students to share.
examples of great emog”. only capitalizing the Prior to “Author’s
small moment details first letter in their Chair”, quickly
in students’ writing. Then, I will draw a name and who are review students’
picture of my using lowercase writing to call on
costume. Students letters for the rest of students who
should write about their name. demonstrate
their costume first (or appropriate sounding
favorite part of fall), out word strategies
and then draw a in their writing. Also
picture to look for students
supplement their who clearly express
writing. an opinion about the
text.

You Do: Students

will then write
independently to
answer the writing
prompt (scaffolding
students when
needed and
appropriate) for 15
minutes.

Share: Point out

examples of great
sounding out and
stretching out word
strategies in
students’ writing.

“I love how _____

said the words
aloud, and listened
for the different letter
sounds that she
heard. She then
wrote down those
letters.”

Planning for Planning for Planning for Planning for Planning for
Conferring: Conferring: Conferring: Conferring: Conferring:
Meet with O.A., R.A., Meet with C.G., L.K., K.K., D.K., C.L., M.L., A.M., Y.M., V.V., A.V., N.Y.
S.A., J.B., N.B. G.G., I.G., A.J., C.K. N.L. M.R., N.U.

Assessment: Assessment: Assessment: Assessment: Assessment:

Collect students’ Collect students’ Collect students’ Collect students’ Collect students’
notebooks and take papers and take papers and take papers and take papers and take
anecdotal notes on anecdotal notes on anecdotal notes on anecdotal notes on anecdotal notes on
students’ ability to students’ ability to students’ ability to students’ ability to students’ ability to
focus on one small sound out and stay between the sound out and express an opinion
moment or one stretch out sounds lines. The first letter stretch out to the story read in
event that occurred represented in should touch both represented sounds. class. Code for
over their weekend. words. Code for the top and bottom proficient, could
Code for proficient, proficient, could line, where the benefit from some
could benefit from benefit from some remaining letters support, needs extra
should touch the scaffolding.
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some support, needs support, needs extra dotted line and

extra scaffolding. scaffolding. bottom line only.
Code for proficient,
could benefit from
some support, needs
extra scaffolding.

Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes:
Materials: Materials: Materials: Materials: Materials:
A Moment in Time Halloween Story Handwriting Yellow Word Books Nature Spy
Weekend Journals Writing Prompt worksheet Letter Strips Favorite Part papers
Letter Strips Sheet Conf. Notebook Conf. Notebook Letter Strips
Conferencing Letter Strips Conf. Notebook
Notebook Conf. Notebook

Resources: Resources: Resources: Resources: Resources:

A Moment in Time What a Scare, Jesse Handwriting without N/A for this lesson. Reading Street Big
by Jennifer Butenas Bear by Nancy White Tears Resource Book – Nature Spy
Carlstrom and Bruce Guide
Degen

Reflection: Reflection: Reflection: Reflection: Reflection:

When teaching this When teaching this When teaching this I noticed students I noticed that
lesson, I noticed that lesson, I noticed that lesson, I observed were learning as students were using
students were several students can several students they could generate a combination of
learning how to sound out their staying between the a list of words that drawing, speaking,
focus on a small words and letters lines and capitalizing started with the letter and writing to
moment in their independently; only the first letter of ‘S’. Students focused express their
writing. I noticed this where many other their names. I had to on the letter sound to opinions on the text.
by analyzing students still needed ask numerous create their list. This Students were
students’ work after support. Students students to erase evidence showed me writing personal
the lesson, as I saw able to their writing and start that students were narratives in order to
that students independently sound over, because they listening to the letter reflect on their
focused on one out their letters and were goofing around sounds represented favorite part of the
event that occurred words included: and writing or in words. I also took mentor text. Based
over their weekend. O.A., M.L., N.Y., scribbling all over the note of students’ on what I learned
Students will build on I.G., A.M., A.V., and handwriting handwriting during from today’s
their knowledge of D.K. The rest of the resource. When this task. I saw many teaching, students
personal narratives class could benefit students finished students staying still need additional
and focusing on a from additional writing their names between the lines support in sounding
small moment support on early, I had students and writing in out the words
tomorrow, as they identifying letter “rainbow write” their lowercase letters, independently and
write about their sounds and putting names (tracing over this allowed me to listening for the
Halloween costume. these sounds on the pencil with see that students sounds they hear
Based on what I paper to write their colored pencil). This were utilizing the represented in the
learned today, I will thinking. addition encouraged learned practices words.
focus on allowing students to continue from the day before.
students to stretch practicing writing
out their words and their names, and
letter sounds in a also gave slower
more independent students a chance to
manner. catch up and
continue working.

Day 6 Day 7 Day 8 Day 9 Day 10

Date: 11/6/17 Date: 11/8/17 Date: 11/9/17 Date: 11/13/17 Date: 11/14/17
 6

Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
Students will use a Students will practice Students will be Students will focus Students will be
combination of their handwriting asked to make on the letter ‘P’ in asked to make
drawing, dictating, skills while building personal their yellow word personal
and writing to their knowledge on connections to the books. Students will connections to the
describe a detailed letter names and stories we read in be asked to read story read in class
event of something letter sounds. class. words that begin with and write about their
they did over the the letter ‘P’ and favorite part.
weekend. Kindergarten Cove then compose a list
Prompt: “What kind of their own ideas Favorite Part of
of pet would you like that start with ‘P’. Reading Street Big
to have?” Students will also be Book – “My favorite
asked to draw a part of today’s story,
picture of each item “Animal Babies in
listed. Grasslands” is …”

Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:
Focusing on a small Continue focusing on Focus on making Students will focus Students will focus
moment in time. letter names and personal on letter names and on sharing their
letter sounds, and connections to letter sounds when feelings and opinions
focus on handwriting stories read in class. generating a list of when writing in order
practice. When Continue focusing on their own ideas of to convey personal
writing our names, letter names and words that start with experiences and
we only capitalizing letter sounds when the letter ‘P’. events. Students will
the first letter of their writing. achieve this goal
name, the remaining when they are able
letters should be to express an
lowercase and fit in opinion in their
the provided lines. writing and describe
their feelings through
a combination of
drawing, dictating,
and writing.

Mentor Text: Mentor Text: Mentor Text: Mentor Text: Mentor Text:
N/A for this lesson. N/A for this lesson. Animal Babies in N/A for this lesson. Animal Babies in
Grasslands by Grasslands by
Jennifer Schofield Jennifer Schofield
Instruction: Instruction: Instruction: Instruction: Instruction:
I Do: Model an I Do: Model how I I Do: Model an We Do: Have Re-read Reading
example of a write my name. example of a writing students read the Street Big Book,
weekend journal When writing my prompt for students example words Animal Babies in
writing that focuses name, only the first and emphasize how together (in a small Grasslands by
on one small letter is capitalized. this prompt asks me group). Example Jennifer Schofield.
moment event that Only the first letter to make a personal words are: pail, While reading,
occurred over my should touch the top connection with our paintbrush, pencil, remind students to
weekend. “Over the and bottom line. The Reading Street Big pig. Then ask focus on their
weekend, I rest of the letters Book. “I would like to students to think of favorite part in the
celebrated my should fit between have a puppy for a their own ideas of story.
friend’s birthday” the dotted middle pet!” words that begin with
line and the bottom the ‘p’ sound or the After reading the
We Do: Together we line. We Do: Together we letter ‘P’. Some story for the second
will practice will practice suggestions could time, give students
sounding out and You Do: Students sounding out and include: pet, pen, the following prompt:
stretching out the will have 10 minutes stretching out the pan, pink, police, “My favorite part of
words to correctly to practice their words to correctly pot, puddle, etc. today’s story,
spell the words in my handwriting spell the words for “Animal Babies in
journal. my example of this You Do: Students Grasslands is …”.
Share: Point out prompt. will have 10 minutes
You Do: Students examples of to generate their own Students should use
will then write students who are list of ideas and draw a combination of
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independently in only capitalizing the Based on my lesson pictures for each drawing, speaking,
their writing journals first letter in their from the previous item. and writing to
(scaffolding students name and who are day, I will continue to express their
when needed and using lowercase develop letter sound Based on my opinions on the text.
appropriate) for 15 letters for the rest of knowledge by previous lessons, I
minutes. their name. working with my will continue to Share: Ask students
students who need develop letter sound to come up to the
Share: Point out Students will then be additional support knowledge with the “Author’s Chair” to
examples of great shown an image (rat, when sounding out following students: share their writing
small moment details moon, bed, run, sun, words. J.B., N.L., K.K., A.J., with the class. Allow
in students’ writing. tree, pet, pig, pot, M.R. 5 students to share.
pan, bat, hat, cat, You Do: Students Prior to “Author’s
“I love how ___ dog) and be asked to will then write Chair”, quickly
wrote about one write the sounds independently for 15 review students’
event they did over they hear as I say minutes. writing to call on
the weekend.” the words aloud. I students who
“I love how ___ said will model the first demonstrate
the words aloud and two with students appropriate sounding
then listened for the then monitor out word strategies
sounds they heard in students as I display in their writing. Also
order to write their the next image. This look for students
thoughts”. activity is designed who clearly express
to get students to an opinion about the
focus on the sounds text.
they hear in the
represented word or
image and use their
letter strip to write
the letter
representing the
sound.

Planning for Planning for Planning for Planning for Planning for
Conferring: Conferring: Conferring: Conferring: Conferring:
N.L., K.K., M.R., C.K., L.K., J.B., Will determine based Will determine based Will determine based
S.A., A.J. G.G., I.G. on previous on previous on previous
assessments. J.B., assessments. assessments. J.B.,
N.L., K.K., A.J., M.R. J.B., N.L., K.K., A.J., N.L., K.K., A.J.,
M.R., C.L. M.R., C.L.
Assessment: Assessment: Assessment: Assessment: Assessment:
Collect students’ Collect students’ Collect students’ Collect students’ Collect students’
notebooks and take papers and take papers and take papers and take papers and take
anecdotal notes on anecdotal notes on anecdotal notes on anecdotal notes on anecdotal notes on
students’ ability to students’ ability to students’ ability to students’ ability to students’ ability to
focus on one small stay between the make personal sound out and focus on one small
moment or one lines. Monitor connections to the stretch out moment and make
event that occurred students as they stories read in class. represented sounds. personal
over their weekend. practice representing Monitor students as Code for proficient, connections to the
Code for proficient, their letter sounds. they practice could benefit from stories read in class.
could benefit from Code for proficient, representing their some support, needs Code for proficient,
some support, needs could benefit from letter sounds. Code extra scaffolding. could benefit from
extra scaffolding. some support, needs for proficient, could some support, needs
Look for students extra scaffolding. benefit from some extra scaffolding.
who can support, needs extra
independently scaffolding.
represent letter
sounds in their
writing.
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Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes:
Materials: Materials: Materials: Materials: Materials:
Weekend Journals Handwriting Worksheet Yellow Word Books Favorite Part papers
Letter Strips worksheet Letter Strips Letter Strips Letter Strips
Conferencing Conf. Notebook Conf. Notebook. Conf. Notebook Conf. Notebook
Notebook Letter Strips Animal Babies in Reading Street Big
Images for letter Grasslands Book
sound practice
Resources: Resources: Resources: Resources: Resources:
N/A for this lesson. N/A for this lesson. Kindergarten Cove N/A for this lesson. Reading Street Big
Writing prompt Book Animal Babies
Animal Babies in in Grasslands.
Grasslands by
Jennifer Schofield

Reflection: Reflection: Reflection: Reflection: Reflection:

Students are By modifying this I’ve noticed that I noticed students By analyzing student
continuing to build lesson to include students are were learning as work samples, I
on their knowledge more teaching on continuing to build they could generate noticed evident
of writing about small letter sounds, I feel on their knowledge a list of words that student learning as
moment personal as though my of writing about small started with the letter students were able
narratives, and students began to moment personal ‘P’. Students focused to sound out their
stretching out their grasp this concept narratives, and on the letter sound to words in a more
letter sounds in their more easily. 7 of my stretching out their create their list. This independent
writing. I noticed this 23 students spelled letter sounds in their evidence showed me manner. One student
as I was actually all of the given writing. The following that students were wrote that their
able to determine words/images students are still not listening to the letter favorite part was the
what students did correctly, and 14 accurately identifying sounds represented ‘elfint’ (elephant),
over the weekend, students were able the letter sounds in words and where another
based on looking at to spell the majority represented in focusing on the student said they
the letters of the words words, and I will beginning sound in enjoyed the ‘lin and
represented and the accurately. Based on continue to work with these words. I will cub’ (lion and cub).
drawings of the my knowledge from these students and continue to work with Another student
event in their this lesson, I plan to support them J.B., N.L., K.K., A.J., wrote that their
journals. Based on continue working on individually: J.B., M.R. to provide favorite part was the
what I learned today letter sound N.L., K.K., A.J., M.R. individual support on ‘cagroo and joe’
in reflecting on my knowledge with my letter sound (kangaroo and joey).
teaching, I will focus students and knowledge. I was impressed with
on letter sounds continue to build this the student work
tomorrow in my understanding. samples and could
teaching. see letter sounds
being represented in
writing for several
students!