6-4 (K) Writing To Text 107410 7-2

Teachers Guide - K
Helping Kindergarten Students Learn to Write to a Character Education Theme
Universal Theme: Caring
Its Great to Be Me!

Self-Esteem
In Kindergarten this prototype theme can be used several times throughout the year with the same four text selections. Repeat the lesson plan sequence, but change which story you use for each part. In addition to this grade-specific packet, a teacher will need the following materials:
Four Read-Aloud stories. Pages 4-5 of this Kindergarten packet review stories that can be used. If you use a basal, these or similar stories may be part of it; all are available as trade books. One Read-Aloud for Step 4 One Read-Aloud OR audiotape & tape recorder for Step 9 Two Read-Alouds for Cross-Text Comparison for Step 10
(Read-Alouds are part of a balanced reading program. See pages 1-4 of the General Resources if you are unfamiliar with or want to review the technique).
Markers and chart paper for Steps 5 and 7 Copies of these General Resources INSERTS from this MI-Map Packet: INSERT - Picture Walk . . . and INSERT- Reading Aloud (4 pages) Pull-Apart Venn Diagram -or- T-Square for Step 10 Teacher Response forms (1 of 2 options) for Step 8 Enlarged Pull-Apart Venn Diagram or T-Square on chart paper for Step 10 Individual Alphabet Chart Individual student writing portfolios with an assessment sheet stapled inside for Step 8 Individual reproduced copies of Kindergarten Analytical Writing Rubric for Step 11
Page 1
Michigan Department of Education Office of School Improvement MI-Map 6:4 Writing in Response To Text - Kindergarten
Students will require:

Paper and supplies for drawing and writing in steps 6 and 9 (Some Kindergartners are not developmentally ready for lined paper.)
Page 2
ALIGNING WITH GRADE LEVEL CONTENT EXPECTATIONS

Michigan Department of Education Kindergarten Expectations Version 12.05
These selected Kindergarten Grade Level Expectations are clearly identifiable in this instructional model. Others may apply depending on instructional delivery. Please note the presence of narrative reading and writing connections in these expectations. Speaking is connected to reading and writing. Thus, when particular instructional devices are emphasized in reading and writing, they may also be emphasized in speaking.
English Language Arts

Reading
Students will R.NT.00.01 become familiar with classic, multicultural, and contemporary literature recognized
for quality and literary merit that represents our common heritage as well as cultures from around the world. R.NT.00.02 identify the basic form and purpose of narrative genre including stories, nursery rhymes , poetry, and songs. R.NT.00.03 discuss setting, characters, and events in narrative text. R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of setting and characters. R.NT.00.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and /or writing to reflect, make meaning, and make connections. R.CM.00.01 begin to make text-to-self-and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. R.CM.00.02 retell up to three events from familiar text using their own words or phrasing. R.CM.00.03 begin to make connections across texts by making meaningful predictions based on illustrations or portions of texts. R.CM.00.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. R.MT.00.01 self-monitor comprehension when reading or listening to familiar text by using simple strategies to increase comprehension including making credible predictions based on illustrations. R.MT.00.02 construct and convey meaning using strategies including story grammar to identify the authors perspective (e.g., first, second, and third person) and sorting and ordering information. R.CS.00.01 recognize how to assess personal writing and the writing of others with teacher supervision. R.AT.00.01 become enthusiastic about reading and learning how to read. R.AT.00.02 choose books, book activities, word play, and writing on their own during free time in school and at home.
Writing
Students will W.GN.00.01 write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support. W.PR.00.01 with teacher assistance, consider the audiences reaction as they plan narrative and informational writing. Michigan Department of Education Office of School Improvement MI-Map 6:4 Writing in Response To Text - Kindergarten
Page 3
INSERT for Step 1 (cont.)
W.PR.00.02 brainstorm to generate and structure ideas for narrative and informational writing. W.PR.00.03 draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings. W.PR.00.04 attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning.
W.PS.00.01 develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing). W.SP.00.01 in the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words. W.SP.00.02 in the context of writing, correctly spell less frequently encountered words, relying on structural cues (beginning and simpler ending sounds) and environmental sources (word wall, word lists). W.HW.00.01 form upper and lowercase manuscript letters. W.HW.00.02 leave space between words and word-like clusters of letters. W.HW.00.03 write from left to right and top to bottom. W.AT.00.01 be enthusiastic about writing and learning to write.
Speaking/Listening & Viewing

Students will S.CN. 00.01 explore and use language to communicate with a variety of audiences and for different purposes including problem-solving, explaining, looking for solutions, constructing relationships, and expressing courtesies. S.CN.00.02 speak clearly and audibly in complete, coherent sentences and use sound effects or illustrations for dramatic effect in narrative and informational presentations. S.CN.00.03 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English). S.DS.00.01 engage in substantive conversations remaining focused on subject matter, with interchanges beginning to build on prior responses in literature discussions, paired conversations, or other interactions. L.CN.00.02 ask appropriate questions during a presentation or report. L.CN. 00.03 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to each other, interact, and respond appropriately L.RP. 00.01 listen to or view knowledgeably and discuss a variety of genre. L.RP.00.02 listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit. L.RP.00.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, drawing, and/or writing in order to reflect, make meaning, and make connections.
Character Education
Global Understandings-A Framework for Teaching and Learning, by Charlotte Anderson with Susan K. Nicklas and Agnes R. Crawford, ASCD publication.
Michigan Department of Education Office of School Improvement MI-Map 6:4 Writing in Response To Text - Kindergarten Page 4
Caring Outcomes: The ability to care enables people to relate effectively to others. The concept of relating effectively to others means being able to develop friendships, work with other people, and communicate, but it also means more. It encompasses the ability to understand, appreciate, and recognize as legitimate the wide range of human experiences-current, past, and future-around the planet. Three of the factors that enhance a students capacity to CARE are self-awareness, selfesteem and a sense of efficacy.
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INSERT for Step 2
SELECTING TEXT(S) FOR YOUR THEME

The teacher should select four Read-Aloud books to use throughout the year. . . or add your own favorites. These four books can be interchanged in Steps 4, 9 and 10 each time you use the model.
Title ABC I Like Me All by Myself Annie's Gifts Bright Eyes, Brown Skin Crowning Glory Hello Toes! Hello Feet! Here Are My Hands Hooray for You! I Am Me I Love My Hair I'm Gonna Like Me: Letting Off a Little Self-Esteem Little Red Ant and the Great Big Crumb, Mice Squeak, We Speak Now Im Big
Author Carlson, Nancy Mayer, Mercer Medearis, Angela Shelf Hudson, Cheryl Willis Thomas, Joyce Carol Whitford/Orchard Martin/Archambault Richmond,Marianne Kuskin. Karla Tarpley, Natasha Curtis, Jamie Lee Climo, Shirley Shapiro, Arnold Miller, Margaret
ISBN 0140564853 0307119386 0940975319 0940975238 0060234741 0789424819 0805003282 0931674441 0689814739 0316523755 0060287616 0395720974 0698118731 0688140785
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INSERT for Step 2
REVIEWED REALISTIC FICTION PICTURE BOOKS

See also Barnes and Nobles Website
ABC I like Me! Feeling good about yourself is as easy as A-B-C! Nancy Carlson's cheerful pig is back in this vibrant ABC companion book to I Like Me! -and she's brought along a few friends to join her. Introduce children to the alphabet and reinforce positive selfesteem with the lovable characters of ABC I Like Me! All by Myself In this simple, sweet, and very human picture book, Mercer Mayer's popular Little Critter shows us all the things he can do by himself, from tying his shoes (almost) to pouring his own juice (and only spilling a little). Annie's Gifts (Feeling Good Series) Annie has a talented, musical family, but Annie does not have musical talent. She learns that different people have different talents, and the gifts she possesses are important, too. Bright Eyes, Brown Skin (Feeling Good Series) Four children who feel good about who they are and how they look enjoy the activities of a typical day at school, happy and brimming with confidence and self-esteem. Crowning Glory A collection of poems, including "First Braids," "Grandma's Way," and "Mama's Glory," in which an African-American girl celebrates herself, her family, and her heritage. Hello Toes! Hello Feet! A girl takes delight in all the things she and her feet do throughout the day. Here Are My Hands Owners of human bodies celebrate them by pointing out various parts and mentioning their functions, from "hands for catching and throwing" to the "skin that bundles me in." Hooray for You!: A Celebration of "You-Ness" Rhyming verses describe many of the reasons for celebrating one's unique qualities. In this celebration of the individual, Richmond encourages readers to embrace their unique traits and talents. The text bounces along, celebrating diverse cultures, different physical traits, and individual dreams. The illustrations depict girls and boys feeling good about who they are. I Am Me After being told how she resembles other members of her family, a young girl states positively and absolutely that she is "NO ONE ELSE BUT ME." I Love My Hair In Tarpley's gracefully told story, a young African-American heroine celebrates her lovely head of hair as part of her heritage. I'm Gonna Like Me: Letting Off a Little Self-Esteem With fun rhyming verses and fresh lively artwork, Jamie Lee Curtis and Laura Cornell's book is about how it's important to like yourself every day. Through alternating points of view, a boy's and a girl's, I'm Gonna Like Me shows kids that whether they get an answer wrong in school or are picked last for the team, what's most important is liking yourself because you are you. Little Red Ant and the Great Big Crumb This Mexican version of a fable found in many cultures carries the message that "you can do it if you think you can." Mice Squeak, We Speak Three children describe a menagerie of animals and the sounds they make. Now I'm Big
Michigan Department of Education Office of School Improvement MI-Map 6:4 Writing in Response To Text - Kindergarten Page 7
A group of 4 to 5 year old children reflect on the things they did as babies as opposed to the things they are able to do now that they are a little older and bigger.
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INSERT for Step 3
ORGANIZING TIME FOR DAILY INSTRUCTION

Learning to write in response to text takes regular, focused instruction and practice time. Use the worksheet below to schedule when youll teach each part, over a 1-2 week period. Then keep notes here to help as you teach with future lessons. Step 4 Planned Date Actual Date What We Found
10
11
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INSERT for Step 4
FOCUSING KNOWLEDGE AND EXPERIENCE

Thinking About the Theme Teacher Directions: 1. Gather the children into a large reading circle for the purpose of sharing a common experience. Placing the children in a circle facilitates large group discussion, partner sharing, and builds good communication skills such as making eye contact and maintaining correct posture. 2. Introduce the esteem building theme, Its Great to be Me! by sharing unique characteristics that make each of the children special. The conversation should focus on both physical and character traits. You can then gather words for the word wall or display sentence strips such as Monica is a friendly girl or Roberto has black hair. 3. Introduce the realistic fiction story you have selected by doing a picture walk of the book before reading it aloud. A description of a picture walk is included as INSERT PICTURE WALK in the General Resources section at the back of this packet. Remember to use the same four books throughout the year, alternating their placement in Steps 4,9 and 10. 4. After the reading, pose selected questions using Higher Level Question Cues. Review the Kindergarten Speaking Expectations (page 3 of this section) and use them to facilitate a group discussion relating the theme to the childrens lives. INSERT - THE ART OF READING ALOUD suggests sample Higher Level Question Cues.
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INSERT for Step 5
TEACHER MODELING OF WRITING EXPECTATIONS

Teacher Directions: Share with the students that the purpose of writing is to communicate important ideas across time and space. Using yourself as a real life example, tell a story about why you feel good about yourself. Using chart paper, draw a detailed picture, thinking aloud as you create the piece, about what you want to include in the picture and why.
Write at least 4 observations/comments about the picture, again thinking aloud. Use boxes to help frame the sequence or show a chaining of ideas, which should move forward.
Teacher Example:
I can cook. I make good chicken. I make brown gravy. I cook dinner for my family.
Facilitate a choral reading of the piece after it is completed to bring closure to the activity. Save this piece for Step 7 where the teacher will use it to model revising and editing.
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INSERT for Step 6
STUDENT DRAFTING
Teacher Directions Say to Students: Now it is your turn to draw/write a story! Remember you are sharing with someone else your good ideas. Draw/write about things you like about yourself. I cant wait for you to share your drawing and/or writing with me! There are so many special things about each of you! Note: Many children in Kindergarten are not developmentally ready to use lined paper. Writings may range from children relying primarily on pictures/scribbles to convey meaning, to writing recognizable short words/sentences about the picture. Students will need 20 minutes or longer to complete their pieces.
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INSERT A for Step 7
MODELING OF CORRECTION AND REVISION OF TEACHER DRAFT

Teacher Directions The teachers instruction will focus on helping the children increase their ability to share and record their ideas through drawing/writing. The students need to develop the concept that drawing/writing allows them to communicate their important ideas across time and space, and some word choices do this better than others. The teacher will need the piece that he/she modeled on chart paper in Step 5. Give the following directions to students:
1. 2. 3.
Think about all the stories weve heard about each person being special.
Reread with me the piece that I wrote about why I think it is great to be me. Rereading is one of the most powerful strategies we can use when we write. Help me revise and edit my piece. The teacher models the revising and editing process, using INSERT B for Step 7. The teacher needs to select from the questions included in the checklist. Children cannot address every writing component when they revise or edit a piece. The teacher needs to use a focused approach. Choose some things from the list the first time you use the unit (in September, for instance) and different things when you return in January and again in May.
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INSERT B for Step 7
Teacher Focus Correction Checklist

Directions: Highlight the areas of focus.
Teacher Notes (Staple to piece) Content
Date: _____________

my
Did I write about things that go with my picture? Does my drawing/writing help the reader know what I
want to share? Did I tell everything that I wanted to communicate in piece? Organization
Does my story make sense when I read it aloud?
Can I hear a beginning, middle and end to the sentences and or story? (Who did what when?) Style/Voice
Does the audience want to see, read or listen to my drawing/writing? Is my drawing/writing my own thinking? Can the reader/listener hear my complete thoughts?
Mechanics
Are there spaces between my ideas, sentences and/or words? Did I spell my words correctly? Did I try to spell my words by stretching them out?
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Did I look at the word wall/my word list for help? Did I use uppercase and lowercase letters? Did I write from left to right and top to bottom?
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INSERT for Step 8
PEER RESPONSE AND STUDENT WRITING CONFERENCE

Teacher Directions The instructional focus is on developing the childrens ability to communicate their important ideas through drawing/writing. The purpose of the peer response and writing conference is to provide the students with encouraging reflective audiences and introduce them to the process. The students thinking is honored as well as their product. This is THEIR revision process.
1.
Use the authors chair to have a student reread his/her story to classmates.
2. Ask peers to orally respond to each others work using I liked/I learned. statements. For example: I liked how you drew yourself jumping rope. I learned that you make people feel good. 3. Help the audience offer one or two suggestions that clarify meaning. See statement cues below. 4. Hold teacher/student conferences. These occur when the teacher serves as a reflective audience for the young author. The teacher asks questions or makes statements such as: When I read your story, I understood When you read your piece in the authors chair, did someone make a suggestion that might make your story better? Help me understand This reminds me When I read your story, I was confused by Can you tell me? I wondered? This made me think about Tell me more. What else...? Have the student read aloud his/her piece and support the editing process using the Kindergarten Focus Correction Checklist. The editing should be developmentally appropriate and focused on the elements students are working on. The students thinking is honored as well as the product. This is a perfect opportunity for the teacher to ask the student how s/he feels about learning to write. Record responses on the Teacher Response sheet.
Then use the Teacher Response sheet to share something you liked
about or learned from the students drawing or writing. Write your response in front of the student and read it to him/her before stapling it onto the piece.
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INSERT for Step 9
LISTENING AND RESPONDING FOR UNDERSTANDING

Listening Selection Teacher Directions 1. Select your second story about the theme. 2. Do a picture walk. 3. Play the story on audiotape or read aloud to the class. Say: Listen carefully to the story I have selected. Its title is ________. As you listen, picture the characters in your head. Think about what they are doing. 4. Lead a discussion of the story in a reading circle. Guide students with prompted questions that use higher level thinking and good communication skills. Have the students respond to the story by drawing and writing about their favorite parts.
5.
Have the students sit in an Authors Chair and read what they have drawn/written to the class, peer and/or teacher. Ask peers to speak in complete sentences (I liked how you I learned that you) to share with the author what they liked/learned. Encourage the children to be as specific as possible.
6.
I like how you showed the chicken baking in the oven. vs. I like how you drew your picture.
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INSERT for Step 10
DEEPENING UNDERSTANDING: CROSS-TEXT COMPARISON

Cross-text Read-aloud Selections
Teacher Directions
Select from list on page 4-5 of this packet, or from your own basal or collection of trade books two realistic fiction stories for reading-aloud within a one-day period for the purpose of theme development and cross-text comparison.
1.
Introduce the first story you have selected by doing a picture walk of the book before reading it aloud. Choose from the suggested Higher Level Question Cues to facilitate a group discussion around the theme relating it to the childrens lives.
2.
3. Use a T-square graphic organizer. The children can relate Story 1 to their own lives. Stories should be discussed one at a time before they are ever compared. Record their responses.
HOW THE STORY IS LIKE ME
HOW THE STORY IS DIFFERENT FROM ME
4.
Do a picture walk and reading of the second story. Again have the children compare Story 2 to their own lives. Compare the two stories to each other. Using the T-square or Pull-Apart Venn Diagram worksheets in this packet to organize the students responses, have the children start by giving examples of how the two stories are alike in the middle section. It is important that children are asked to give examples from the text to support their answers. (How did you know that?) Then ask for differences.
5.
STORY 1 IS DIFFERENT
BOTH STORIES ARE ALIKE
STORY 2 IS DIFFERENT
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INSERT A for Step 11
LINKING ASSESSMENT AND INSTRUCTION

Teacher Directions 1. Evaluate the initial drawing/writing produced in Part 6 using the MLPP Rubric provided (INSERT B for Step 11) or your District Writing Assessment. Staple the rubric to the students writing piece.
2.
Use the evaluations to determine where the child is developmentally. Analyze what the child knows about the writing process, craft, language usage and conventions. Copy INSERT C for Step 11 and staple this cumulative assessment form to each students portfolio. Identify the students strengths and areas of need for this round of writing instruction and document them in the comment section.
3.
4. Use INSERT D for Step 11 to develop a class profile that will guide you in the next round of lesson plans.
5.
To create ownership have students file their pieces in the students portfolio for use during parent-teacher conferences, child study or as documentation for a progress report. Students can put a star or smiley face on the piece indicating how they think they did. A Great Idea: A Grand Rapids teacher doesnt file student portfolios away. He creatively hangs them on the wall. He staples together two pieces of 12X18 construction paper to form a pocket. On the front of the pocket, he puts the students name and school photo. The students place their writings in the portfolios as each piece is completed. The students have easy access to their work and so do their parents! Its a great way to celebrate writing in a classroom! Collaborate in grade level teams using the students writing assessments to plan writing instruction/interventions that will move students towards the Kindergarten ELA Expectations. Enter classroom composite scores into a school- wide data bank for analysis by the School Improvement, Grade Level or Language Arts Team. Analysis can be used to develop intervention strategies and document progress in meeting school improvement goals.
6.
7.
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INSERT B for Step 11
PRESCHOOL/KINDERGARTEN HOLISTIC WRITING MLPP RUBRIC

4 The writing/drawing sticks to the topic and shows development of the topic with text-enhancing drawing. The writing includes appropriate details or examples using prior knowledge and/or experience. The writing consists of two or more sentences and shows a logical sequence from beginning to end. The writing is interesting to the reader. The writer may take risks with interesting words and a variety of sentence structures and uses humor, descriptive detail, and words available in the room. The writing consistently demonstrates knowledge of sound/letter correspondence and accuracy in punctuation and capitalization. Spacing between words, accurate letter formation, and left-to-right sweep contribute to ease of reading. Surface feature errors (spelling, capitalization, grammar, and punctuation) do not interfere with understanding. The writing/drawing is on the topic and shows development of the topic with details and examples. The writer presents an attempt at a logical sequence from a beginning to an end. The drawing and writing hold the readers attention. The writing demonstrates some knowledge of the sound/letter correspondence and shows some attention to punctuation and capitalization. Surface feature errors do not interfere with understanding. The writing/drawing is generally on the topic. However, details and examples may be limited. The writer demonstrates an attempt to present a sequence and/or development of ideas. Sentences and vocabulary are limited. Surface feature errors make understanding difficult. Generally, the correct initial consonants are present for most words. The writing/drawing shows little or no development of the topic. The writing shows little direction, and the vocabulary is limited, using one or two words, not a complete sentence. The writing shows little or no use of writing conventions or sound/letter correspondence.
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INSERT C for Step 11
KINDERGARTEN STUDENT PORTFOLIO

WRITING ASSESSMENT CUMULATIVE ASSESSMENT SHEET
Student Name: ____________________________________

DATE November Its Great to be Me! MLPP Rubric Content/Ideas: 1 2 3 4 Organization: 1 2 3 4 Style: 1 2 3 4 Mechanics: 1 2 3 4 Holistic Level: 1 2 3 4 January Its Great to be Me! MLPP Rubric Content/Ideas: 1 2 3 4 Organization: 1 2 3 4 Style: 1 2 3 4 Mechanics: 1 2 3 4 Holistic Level: 1 2 3 4 March Its Great to be Me! MLPP Rubric Content/Ideas: 1 2 3 4 Organization: 1 2 3 4 Style: 1 2 3 4 Mechanics: 1 2 3 4 Holistic Level: 1 2 3 4 May Its Great to be Me! MLPP Rubric Content/Ideas: 1 2 3 4 Organization: 1 2 3 4 Style: 1 2 3 4 Mechanics: 1 2 3 4 Holistic Level: 1 2 3 4 Comments: (Strengths/Needs)
The May piece and one additional piece from the students portfolio should follow the student to the next years teacher. Students should be at a level 3 or 4 in May. GRADE LEVEL WRITING PROMPTS *LEVEL 3 IS THE END OF YEAR GRADE LEVEL EXPECTATION
INSTRUCTIONAL FOCUS
Comments: (Strengths/Needs)
Each child should make 1 years growth in a year. Therefore, if a student enters Kindergarten at a level 2 or 3 the teacher needs to continually expand instruction to meet that childs needs.
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INSERT D for Step 11
CLASS PROFILE
DATE : EDITING FOCUS THIS PERIOD:
STUDENT STRENGTHS NEEDS
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Teachers Guide - K

Helping Kindergarten Students Learn to Write to a Character Education Theme

Universal Theme: Caring

Its Great to Be Me!

Students will require:

ALIGNING WITH GRADE LEVEL CONTENT EXPECTATIONS

English Language Arts

INSERT for Step 1 (cont.)

Speaking/Listening & Viewing

INSERT for Step 2

SELECTING TEXT(S) FOR YOUR THEME

INSERT for Step 2

REVIEWED REALISTIC FICTION PICTURE BOOKS

INSERT for Step 3

ORGANIZING TIME FOR DAILY INSTRUCTION

INSERT for Step 4

FOCUSING KNOWLEDGE AND EXPERIENCE

INSERT for Step 5

TEACHER MODELING OF WRITING EXPECTATIONS

INSERT for Step 6

INSERT A for Step 7

MODELING OF CORRECTION AND REVISION OF TEACHER DRAFT

INSERT B for Step 7

Teacher Focus Correction Checklist

Does my story make sense when I read it aloud?

INSERT for Step 8

PEER RESPONSE AND STUDENT WRITING CONFERENCE

INSERT for Step 9

LISTENING AND RESPONDING FOR UNDERSTANDING

INSERT for Step 10

DEEPENING UNDERSTANDING: CROSS-TEXT COMPARISON

HOW THE STORY IS LIKE ME

HOW THE STORY IS DIFFERENT FROM ME

BOTH STORIES ARE ALIKE

INSERT A for Step 11

LINKING ASSESSMENT AND INSTRUCTION

INSERT B for Step 11

PRESCHOOL/KINDERGARTEN HOLISTIC WRITING MLPP RUBRIC

INSERT C for Step 11

KINDERGARTEN STUDENT PORTFOLIO

Student Name: ____________________________________

INSERT D for Step 11

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