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The Culham Writing® Company

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Kindergarten: Word Choice Lesson

Materials:

• a copy of Hello Ocean by Pam Munoz Ryan

• chart paper

• drawing/writing paper

• pencils, markers, colored pencils, crayons

What to Do:

1. Tell students that writers use words to help readers see what they see in

their minds. One of the ways they do that is to draw upon the senses: touch,

taste, sound, sight, and smell.

2. Ask students to tell you some words they know that go with each as you call

out a sense. For touch they might say scratch, smooth, rough, and so on.

3. Tell them you are going to read a story about a little girl’s visit to the ocean

that draws on many senses. Have students raise their hands if they’ve ever

been to the ocean and allow for several comments.

4. Read, Hello Ocean, aloud, pausing to show the pictures as you read.

5. When you finish, ask students which words stuck in their minds and which

senses? Read short passages again if you need to trigger their conversations.

6. Tell students they are going to plan the words for a new book, “Hello Pacific

Ocean,” and brainstorm all the different things that you’d find at the beach in

San Diego.

7. Make a chart on the chart pack for each sense and list the ideas under each.

For example, if students pick smell, they might put down crisp, salty, fresh,

and so on.

8. Give students paper, and ask them to pick their favorite sense. Tell them to

write it on the top and write one of the things they’d find at the beach that

relates to that sense on their paper. Tell them to draw a picture of it, too.


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9. Share the words and pictures students chose. Assemble all the pages and

make a cover page called “Hello Pacific Ocean.” Leave the book out for

students and their parents to enjoy.

Extension Activity:

If students enjoy working with oceans ask them to write a sensory page for another

book, “Hello Mountains” and describe a different kind of geographical feature.


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Beginning Writing Continuum: Kindergarten Ideas ❸ Established A. The writer incorporates key information from materials such as books and magazines into his or her pictures and writing. B. The writer tells stories by drawing pictures of and writing about characters, setting, and events. C. The writer is able to draw and describe a favorite pet, food, or person on his or her own or when prompted. D. The writer captures his or her own ideas in words and pictures. ❷ Expanding A. The writer captions pictures with information from books and magazines. B. The writer tells stories by drawing pictures of characters and writing simple captions to go with pictures. C. The writer is able to draw and label a favorite pet, food, or person on his or her own when prompted. D. The writer explains, tells, and retells with simple drawings and text. ❶ Emergent A. The writer draws pictures that capture information from books or magazines. B. The writer tells stories with one picture or more. C. The writer is able to draw a favorite pet, food, or person when prompted. D. The writer recognizes and copies environmental print. Organization ❸ Established A. The writer sorts common pictures and words into categories and subcategories. B. The writer shows clear evidence of understanding spatial and temporal relationships (up/down, before/after) in drawing and writing. C. The writer arranges story events in sequence using text and pictures. D. The writer creates a variety of informational/expository text features (labels, lists, graphs, observations, maps, summaries) through drawings and simple text. ❷ Expanding A. The writer sorts common pictures or words into categories. B. The writer expresses basic spatial and temporal relationships (up/down, before/after) in drawings and text. C. The writer attempts to put story events in order using text and pictures. D. The writer tries to create a variety of informational/expository text features (labels, lists, graphs, observations, maps, summaries) through drawings and simple text.


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❶ Emergent A. The writer sorts common pictures into categories. B. The writer shows no evidence of understanding simple spatial and temporal relationships (up/down, before/after). C. The writer puts story events in random order using pictures. D. The writer creates a variety of informational/expository text features (labels, lists, graphs, observations, maps, summaries) through drawings only. Voice ❸ Established A. The writer presents a unique perspective on the topic, in words and pictures. B. The writer piques the reader’s interest with a fresh approach to the topic. C. The writer draws and writes distinctively and energetically. D. The writer engages the reader with pictures and text. ❷ Expanding A. The writer reveals glimpses of interest in the topic, in words and pictures. B. The writer connects with the reader in a general way, using pictures and basic text. C. The writer draws and writes predictably. D. The writer attempts a few colorful images, details, and words. ❶ Emergent A. The writer creates words and pictures but lacks a point of view. B. The writer copies the writing from an outside source, with no awareness of audience. C. The writer draws and writes in a way that feels forced and impersonal. D. The writer does not express individuality or flair in pictures and text. Word Choice ❸ Established A. The writer uses specific language to describe common objects and events. B. The writer uses colorful and accurate words. C. The writer utilizes some nouns, verbs, and adjectives. D. The writer draws detailed pictures and incorporates lively, original words to tell a story or convey information. ❷ Expanding A. The writer uses simple pictures and words to describe common objects and events. B. The writer uses basic, everyday words. C. The writer tries a variety of words to clarify an idea or explain a concept. D. The writer selects words that are simple and predictable. ❶ Emergent A. The writer uses random letters to describe common objects and events. B. The writer attempts basic words in a few letters. C. The writer copies words from word walls, white boards, and other forms of environmental print. D. The writer is able to tell the story or convey information orally, but not in writing.


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Sentence Fluency ❸ Established A. The writer uses the natural rhythms of language in writing. B. The writer creates simple sentence(s), such as “I am happy.” C. The writer wraps sentences from one line to the next correctly. D. The writer creates work that is easy to read aloud and pleasing to hear. ❷ Expanding A. The writer captures a moment or two of natural sounding rhythm. B. The writer creates phrases and short lines of text. C. The writer stacks sentences on top of one another. D. The writer creates work that is difficult to read aloud and jarring to hear. ❶ Emergent A. The writer assembles letters and words randomly. B. The writer creates letter strings. C. The writer imitates the way sentences flow with scribbles or a series of nonsense words. D. The writer creates work that only he or she can read aloud. Conventions ❸ Established A. The writer spells high-‐-‐frequency words correctly, including singular and plural forms. B. The writer capitalizes the pronoun “I,” the first word in a sentence or line, and his or her name and other proper nouns such as places. C. The writer uses end punctuation accurately. D. The writer prints upper-‐-‐ and lowercase letters correctly, and understands when to use them. E. The writer composes from top to bottom and left to right. F. The writer places even spaces between letters and words. G. The writer prints his or her first and last name using correct spelling and letter formation. H. The writer notices and comments on conventions in print and electronic media independently. ❷ Expanding A. The writer spells high-‐-‐frequency words phonetically. B. The writer capitalizes the pronoun “I” and typical proper nouns such as his or her name. C. The writer places a punctuation mark at the end of a line, but not always at the end of a sentence. D. The writer prints some upper-‐-‐ and lowercase letters with some accuracy, and recognizes the difference between them. E. The writer composes from left to right, but not always evenly from top to bottom. F. The writer attempts even spaces between letters and words. G. The writer prints his or her first and last name using nonstandard letter


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formation and/or mixing upper-‐-‐and lowercase letters, but spells it correctly. H. The writer can find examples of conventions in print and electronic media when asked. ❶ Emergent A. The writer spells high-‐-‐frequency words using some letter sounds. B. The writer copies upper-‐-‐ and lowercase letters from environmental print. C. The writer does not use punctuation. D. The writer prints upper-‐-‐ and lowercase letters randomly. E. The writer composes haphazardly across the page. F. The writer leaves out spaces between letters and words. G. The writer copies his or her first and last name so it is recognizable. H. The writer is unable to recognize conventions in print and electronic media. Presentation ❸ Established A. The writer prints and draws neatly and clearly. B. The writer has full control over pencil grip, paper position, and letter strokes. C. The writer produces a paper that is free of stray marks, smudges, tears, and wrinkles. D. The writer produces a paper that has a pleasing overall appearance. ❷ Expanding A. The writer is inconsistent when it comes to legibility. B. The writer has inconsistent control over pencil grip, paper position, and letter strokes. C. The writer produces papers that are reasonably free of stray marks, smudges, tears, and wrinkles. D. The writer produces a readable paper with obvious physical flaws. ❶ Emergent A. The writer prints and draws illegibly. B. The writer has little control over pencil grip, paper position, and letter strokes. C. The writer produces papers with many stray marks, smudges, tears, and wrinkles. D. The writer produces an unreadable paper with many physical flaws.


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____ The idea is clear and coherent.____ The text is a well-developed

paragraph.____ Elaboration through interesting

details creates meaning for thereader.

____ The writer shows understanding ofthe topic through personal experi-ence or research.

____ Pictures (if present) enhance thekey ideas but aren’t necessary forcomprehension.

____ The writing works by itself toexplain a simple idea or story.

____ The writing is made up of severalsentences on one topic.

____ Key details begin to surface.

____ The writing makes sense, but someinformation may be missing orirrelevant.

____ Pictures and text work harmo-niously to create a rich treatmentof the topic.

____ The idea is written in a basic sentence.

____ A simple statement with somewhatdetailed pictures captures the topic.

____ Basic details are present in the text;the illustrations work to enhancethe main idea.

____ The text contains real words.____ Text and picture are understand-

able to the reader.

____ One or more ideas are present inthe most general way.

____ Letters and words can be pickedout as clues to the topic.

____ The drawing helps to clarify theidea.

____ The text is composed of simple,recognizable letters with someearly attempts at words.

____ The reader gets the basic idea butneeds the writer’s assistance tocomprehend it fully.

____ The piece conveys little meaning.____ Real-life objects show up in

drawings. ____ Drawings may not be completely

recognizable.

____ Letters are not consistent or standard.

____ An oral reading by the writer is needed to understand the message.

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the grades-3-and-up

scoring guide!

The Primary Scoring Guide

Ideas Established

Extending

Expanding

Exploring

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70 6+1 TRAITS of WRITING: THE COMPLETE GUIDE FOR THE PRIMARY GRADES

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____ The title (if present) is thoughtfuland effective.

____ There is a clear beginning, middle,and end.

____ Important ideas are highlightedwithin the text.

____ Everything fits together nicely.____ The text slows down and speeds

up to highlight the ideas andshows the writer’s skill at pacing.

____ Clear transitions connect one sentence to the next.

____ The title (if present) comes closeto capturing the central idea.

____ The writing starts out strong andincludes a predictable ending.

____ The writer uses a pattern to spot-light the most important details.

____ Ideas follow a logical but obvioussequence.

____ The writing’s pace is even; it doesn’t bog the reader down.

____ Basic transitions link one sentenceto the next.

____ The simple title (if present) statesthe topic.

____ The piece contains a beginning butnot a conclusion.

____ The piece is little more than a listof sentences connected by theme.

____ There is basic order with a few missteps. ____ There is more text at the beginning

than in the middle or end.____ Sentence parts are linked with

conjunctions (but, and, or).

____ The piece has no title.____ Letters or words are used as

captions.____ Simple clues about order emerge

in pictures or text.

____ The arrangement of pictures or textshows an awareness of the impor-tance of structure and pattern.

____ Left-to-right, top-to-bottom orienta-tion is evident.

____ No transitions are indicated.

____ Letters (if present) are scatteredacross the page.

____ No coordination of written elements is evident.

____ Lines, pictures, or letters are randomly placed on the page.

____ Lines, pictures, or letters aregrouped haphazardly.

____ There is no sense of order.

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the grades-3-and-up

scoring guide!

The Primary Scoring Guide Organization

Established

Extending

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Ready toBegin


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____ The writer “owns” the topic.____ The piece contains the writer’s

imprint.____ The writer is mindful of the piece’s

audience and connects purposeful-ly with the reader.

____ The tone is identifiable—bittersweet, compassionate, frustrated, terrified, and so on.

____ The writer takes real risks, creatinga truly individual piece of writing.

____ The writer takes a standard topic andaddresses it in a nonstandard way.

____ The writer tries a new word, interest-ing image, or unusual detail.

____ The writing speaks to the reader inseveral places.

____ The writing captures a general mood such as happy, sad, or mad.

____ The writer begins to show how he or she really thinks and feels about the topic.

____ There are fleeting glimpses of howthe writer looks at the topic.

____ Touches of originality are found inthe text and pictures.

____ There is a moment of audienceawareness, but then it fades.

____ BIG letters, exclamation points,underlining, repetition, and pictures are used for emphasis.

____ A pat summary statement conceals the writer’s individuality.

____ The piece is a routine response tothe assignment.

____ The writer copies environmentaltext but also adds an original bit.

____ The text connects with the readerin the most general way.

____ The drawings begin to reveal theindividual.

____ The barest hint of the writer is inevidence.

____ The reader is not sure why thewriter chose this idea for writing.

____ The writer tries to copy withoutpurpose what he or she seesaround the room.

____ No awareness of audience is evident.

____ The piece contains very simpledrawings or lines.

____ Nothing distinguishes the work tomake it the writer’s own.

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VoiceEstablished

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____ The writer uses everyday wordsand phrases with a fresh and origi-nal spin.

____ The words paint a clear picture inthe reader’s mind.

____ The writer uses just the right wordsor phrase.

____ Figurative language works reason-ably well.

____ Colorful words are used correctlyand with creativity.

____ Descriptive nouns (e.g., Raisin Bran,not cereal) are combined with gener-ic ones.

____ The writer uses an active verb or two.

____ There is very little repetition of words.____ The writer attempts figurative

language.____ The writer “stretches” by using

different types of words.

____ Some words make sense.____ The reader begins to see what the

writer is describing.____ One or two words stand out.

____ Occasional misuse of words bogsthe reader down.

____ The writer tries out new words.

____ Conventional letters are present.____ The letter strings begin to form

words.____ Letter strings can be read as words

even though the spacing andspelling isn’t correct.

____ Words from the board, displays, orword walls are attempted.

____ A few words can be identified.

____ Scribbling and random lines markthe page.

____ Imitation letters may be present. ____ There may be random strings of

letters across the page.

____ Writer uses his or her name.____ Few, if any, recognizable words are

present.

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scoring guide!


Word ChoiceEstablished

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209CHAPTER 7: DEVELOPING SENTENCE FLUENCY

____ Different sentence lengths give the writing a nice sound. There isplayfulness and experimentation.

____ Varied sentence beginnings create a pleasing rhythm.

____ Different kinds of sentences (statements, commands, questions,and exclamations) are present.

____ The flow from one sentence to thenext is smooth.

____ The piece is a breeze to read aloud.

____ Sentences are of different lengths.____ Sentences start differently.____ Some sentences read smoothly

while others still need work.

____ Connectives are correctly used inlong and short sentences.

____ Aside from a couple of awkwardmoments, the piece can be readaloud easily.

____ Basic subject-verb agreementoccurs in simple sentences—e.g., “I jumped.”

____ Sentence beginnings are identical,making all sentences sound alike.

____ Longer sentences go on and on.

____ Simple conjunctions such as and and but are used to makecompound sentences.

____ The piece is easy to read aloud,although it may contain repetitiveor awkward sentence patterns.

____ Written elements work together inunits.

____ Words are combined to makeshort, repetitive phrases.

____ Awkward word patterns break theflow of the piece.

____ The reader gets only one or twoclues about how the pictures andtext are connected.

____ The writer stumbles when readingthe text aloud and may have toback up and reread.

____ It’s hard to figure out how the elements go together.

____ Words, if present, stand alone.____ Imitation words and letters are

used across the page.

____ There is no overall sense of flow to the piece.

____ Only the writer can read the piecealoud.

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grades-3-and-up

scoring guide!


Sentence FluencyEstablished

Extending

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Ready toBegin

Scoring Guide


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Scoring Guide

245CHAPTER 8: STRENGTHENING CONVENTIONS

____ High-use words are spelled correct-ly and others are easy to read.

____ The writer applies basic capitaliza-tion rules with consistency.

____ Punctuation marks are used effec-tively to guide the reader.

____ One or more paragraphs withindenting are present.

____ Standard English grammar is used.____ Conventions are applied consistent-

ly and accurately.

____ Spelling is correct or close on high-use words (kiten, saed, want).

____ Sentence beginnings and propernouns are usually capitalized.

____ The writer uses end punctuationand series commas correctly.

____ Spelling is inconsistent (phoneticspelling—e.g., kitn, sed, wtn) butreadable.

____ Upper- and lowercase letters areused correctly.

____ Capitals mark the beginning ofsentences.

____ End punctuation marks are gener-ally used correctly.

____ The writing correctly follows simple conventions.

____ The words are unreadable to theuntrained eye (quasi-phoneticspelling—e.g., KN, sD, Wt).

____ There is little discriminationbetween upper- and lowercase letters.

____ Spacing between letters and wordsis present.

____ The writer experiments with punctuation.

____ The use of conventions is not consistent.

____ Letters are written in strings (pre-phonetic spelling—e.g., gGmkrRt).

____ Letters are formed irregularly; thereis no intentional use of upper- andlowercase letters.

____ Spacing is uneven between lettersand words.

____ Punctuation is not present.____ The piece does not employ

standard conventions.

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grades-3-and-up

scoring guide!


ConventionsEstablished

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____ The writer may try more advancedpunctuation (dashes, ellipses, quotationmarks) but not always with success.

____ Only minor editing is required to showthoughtful use of conventions.


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____ The margins frame the text for easyreading.

____ Pictures and text look planned andwork where they are placed.

____ The handwriting is legible and consistent in form.

____ There are no stray marks, cross-outs, or tears on the paper.

____ The overall appearance is neat andpleasing to the eye.

____ Margins are present but not consistent.

____ White space is used effectively, butwords or pictures are oftenjammed at the end of lines.

____ Most letters are formed correctlyand legibly.

____ A few cross-outs and smudges maran otherwise pleasing appearance.

____ The overall presentation is organ-ized with only minor distractions.

____ Margins show awareness of left-to-right/top-to-bottom directionality,though they are not evenly spaced.

____ White space is present but inconsistent in size.

____ The handwriting is more legible atthe beginning than at the end.

____ There are cross-outs and straymarks but only a few smallsmudges or tears from erasing.

____ The piece looks rushed.

____ Attempts at margins are inconsistent.

____ The writing contains irregular chunks of white space.

____ Letters slant in different directionsand form different shapes and sizes.

____ Many cross-outs, marks, and tearsdivert attention.

____ Only a last-minute attempt wasmade to create a readable piece.

____ No margins are present.____ The use of white space is random

and ineffective.____ The handwriting is messy and

illegible.

____ There are many cross-outs, straymarks, or tears from erasing.

____ Little care went into this piece tomake it readable or understand-able.

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grades-3-and-up

scoring guide!


PresentationEstablished

Extending

Expanding

Exploring

Ready toBegin


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Key Qualities: Primary Ideas

1. Finding a Big Idea 2. Focusing the Big Idea 3. Staying With the Big Idea 4. Using Juicy Details

Organization

1. Starting With a Bold Beginning 2. Creating a Mighty Middle 3. Finishing With an Excellent Ending 4. Adding a Terrific Title

Voice

1. Expressing a Feeling 2. Communicating Sparkle and Pizzazz 3. Reaching Out to the Reader 4. Saying Things in New Ways

Word Choice

1. Choosing Zippy Verbs 2. Picking “Just Right” Words 3. Stretching for Never-Before-Tried Words 4. Using Words to Create Meaning

Sentence Fluency

1. Building Complete Sentences 2. Starting Sentences in Different Ways 3. Varying Sentence Lengths 4. Making Smooth-Sounding Sentences

Conventions

1. Spelling Well 2. Capitalizing Correctly 3. Punctuation Powerfully 4. Applying Basic Grammar

Presentation

1. Forming Letters Correctly 2. Printing Words Neatly 3. Putting Spaces Between Letters and Words 4. Turning in a Tidy Final Piece

kindergarten: word choice lesson - · pdf filethe$culham$writing®$company$$ $ 1$...

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