Unit Title: What Good Writers Do

Grade Level: Kindergarten

Timeframe: 6 weeks

Unit Overview: This unit is to provide an introduction to the writing workshop that establishes roles and norms for the class. The first unit sets the tone for the writing

workshop for the rest of the school year through building community and shared responsibility. Students will learn how to engage each other in discussion respectively, use

appropriate tone and volume of voice, and answer questions using academic language in full sentences. Students will learn routines and procedures that will be the foundation

for the workshop and identify tools that they will use to be successful writers. Students will be collaborating to solve problems, share ideas, and engage in relevant discussions

to begin to develop stories that will be transferred into illustrations and written words. This will be done through going back to drafts of illustrations to add details and begin to

label or dictate to the teacher.

This is the first unit Kindergarten Writing Units it is important to spend time in this unit, rolling out expectations and procedures gradually. Reteach as necessary so students

work with confidence and independence. Use these lessons as needed, depending on students’ level of skill. These early writing skills form a foundation for Writing Workshop

and can be reviewed within text type units as needed throughout the year.

To incorporate the Common Core State Standard W.K.6, to "explore a variety of digital tools to produce and publish writing," you may choose to:

• Take digital photographs of shared experiences.

• Create a PowerPoint of writing with voice recordings.

• Use story-making applications from iPads or other tablets.

• Type final projects.

• Share writing over school announcement system.

• Have students project the written pieces using a document camera.

Celebration at the end of the publishing process is an important way to let students know we value their writing. It can motivate students to do their best work. Celebrations can

be as simple as sharing writing with a partner or as elaborate as an author’s tea with parents. Try different ways to celebrate at the end of each unit and enjoy writing with your

students as you write together throughout the year.

Enduring Understanding

We are learning through our writing that we can tell a story.

We are learning through our writing that we can state an opinion.

Essential Questions

What is writer’s workshop?

What do good writers do?

How do we share ideas and work with others during the workshop?

How can we tell a “great” story?

What can I do if I can’t think of an idea or event to write about?

What tools help me as a writer?

Common Core Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

W.K.1 Draw and write by dictating an opinion piece about a favorite story, using letter-like forms and conventional letters.

SL.K.1.a,b;SL.K.2 Engage in two strand conversations following agreed upon rules for discussion of kindergarten topics and texts, asking questions and taking turns.

RI.K.10, RL.K.10; SL.K.2 Listen and respond to questions about literature and informational text.

SL.K.4 Name and describe familiar people, places or things and, with prompting and support, provide additional details.

L.K.1.b; L.K.1.e Express ideas in shared language activities, including frequently occurring nouns (e.g., house), verbs (e.g., run) and prepositions (e.g., to).

21st Century Skills Standard and Progress Indicators:

Have multiple exchange discussions about a specific question or topic.

Take turns speaking and doing in whole group settings.

Work collaboratively with peers to complete tasks or cooperatively play.

Work collaboratively with partners to solve problems.

Apply critical thinking and problem-solving strategies during structured learning experiences.

High Frequency Words Taught in Unit:

Week 1: the, is , my

Week 2: to, you, she

Week 3: are, do, of

Week 4: all, come, has

Week 5: they, as, by

Week 6: me, his, how

Academic Vocabulary Taught in Unit:

Week 1: Writing Workshop, writers, illustrators, author, think aloud

Week 2: strategy, turn and talk, materials, resources,

Week 3: saw, heard, felt, strategy, visualizing

Week 4: illustrations, label, alphabet / sound cards

Week 5: Magic line, stretching out words, segmenting, share, respond

Week 6: compliment, question

Application in Centers:

Look into Journey’s Grab and Go centers for writing and phonics application.

Poems- laminate/use a journal common poems to identify key vocabulary and sight words- have students circle letters they know, reread to the class, create

illustrations to go along with poems.

Writing Center- What if?? Place favorite read aloud books in writing center and have students imagine what the story would be like with a different main character

or setting- great to feature during share portion of centers.

Sequencing cards- laminate pictures of favorite stories for students to sequence and then retell to a partner (can have numbers on the back for self correcting)

Creating letters to send to friends- create a pen pal system between two classrooms.

Recipes and menus- create recipes using pictures to add to dramatic play. Have students bring in menus from favorite restaurants, create own menus to add to

dramatic play.

Idea’s graphic organizer- either can be a heart for things they love, a house for what they like to do at home, a person for ideas about people they care about. Can be

used to create additional stories during writing center.

Puppet theater- have students practice retelling stories and work on speaking/listening skills by putting on puppet shows for each other

Felt boards- retelling stories with felt boards- using terms beginning, middle, end and identify problem/solution.

Write sight words in small ziplock baggies filled with shaving cream (or sand or salt).

Write sight words on a cookie sheet filled with salt or sand

Look for sight words in a book and put highlighting tape on top of them. Then copy the word on a piece of paper & create a new sentence of your own!

Sight word books – give the students a book with sight words blanked out. Place a list of the sight words that are blanked out on the inside cover of the book. Have

students finish “writing” the book by writing in the correct sight word. Students can then illustrate the book & read it to a friend.

Flip books: Divide multiple pieces of paper into 3 sections. Cut the pieces of paper. Write different letters on the pieces of paper. Staple the pieces of paper to a piece

of cardstock (make sure you place your vowels in the middle). Have students flip the pieces of paper and read new words. Students write a sentence with the new word

and illustrate the picture. You can differentiate this activity by placing a variety of blends & digraphs & long vowel sounds in the flip book. You can also have

Students make their own flip books.

Book illustrating: Prepare predictable books with lots of CVC words. Have students illustrate each page. When scholars are finished with their detailed illustrations,

they can read the books to each other. They will have to read the book to know what to illustrate. I would suggest that they read 1 page at a time, and then make the

illustration. You could include stickers, markers, paint, stamps, scissors, construction paper, etc. to make the illustrating more engaging.

Instructional Plan Reflection

Pre-assessment

Task 4 Model Curriculum: On demand writing prompt- Draw a picture of something you love to do with your family- assess with

developmental writing continuum from model curriculum. Be sure to date and dictate picture for students.

SWBAT

(daily learning objectives grouped by

formative assessment)

Instructio

nal

Practice

Student

Strategies

Formative Assessment Activities and Resources Reflection

Day 1

SWBAT explain the basic structure

of writing workshop.

W.K.3

WW

Student

discussion

Anecdotal Notes-

Observe students while

writing

Launching (Unit 1 Lesson 1) Introduction

to Writing Workshop

Materials:

Poster of poem

Chart paper

Paper choice (e.g., paper with a box and

one or two lines)

Day 2

SWBAT build their confidence as

writers regardless of their abilities.

W.K.3

WW

Discussion with

a partner Anecdotal Notes-

Observe students while

writing

Launching (Lesson 2) Everyone is a Writer

Materials:

Chart paper

Pencils or other writing tools

Paper choice (one or two types)

Day 3

SWBAT learn the correct way to

hold a pencil

W.K.3

WW Discussion with

a partner Anecdotal Notes-

Seeing students using

materials properly during

work period

Launching (Lesson 3) How to Hold a

Pencil

Materials:

pencils (class set)

pom-poms or cotton balls (class set)

chart paper for the teacher

paper choice

Day 4

SWBAT tell how symbols can tell a

story.

W.K.3

WW,

Centers

Anchor Chart Student Writing

Launching (Lesson 4) “Let’s Walk to the

Park” – Story Symbols

Materials:

Copy of “Let’s Walk to the Park”

Chart paper

Chart markers (red, green, and one other

color)

Paper for each child

Red , green, and one other color crayon /

marker for each child

Clipboards, class set

Day 5

SWBAT identify the parts of their

writing folder.

W.K.3

WW,

Centers

Discussion with

a partner Anecdotal Notes-

Looking for evidence of

students successfully

setting up writing folder

with green and red side.

Seeing students using

materials properly during

centers.

Launching (Lesson 5) Using Writing

Folders

Materials:

Writing folder for each student (NOTE: Choose the type of

writing paper that works best for

your classroom. Paper choice may change throughout the

year)

Pencils or other writing tools (make sure

you have taught how to use them)

Large version of writing folder for

teacher modeling

Red and green dot stickers (one of each

color for each student)

“I Have Stories” poem

“How to Hold A Pencil” song

SWBAT explain what is expected for

writing in their folders / individual

papers for writing workshop.

W.K.3

WW Reference

anchor chart Review set up of folder

for each child- provide

feedback for students

Launching (Lesson 6) Using Writing

Folders: Writing Expectations

Materials:

Folders for each student

Pencils or other writing tools (make sure

you have taught how to use them)

Large version of writing paper for

teacher modeling.

“I Have Stories” poem

“How to Hold A Pencil” song

Sticky notes

SWBAT write from left to right and

use “return sweep.”

W.K.3

WW and

centers

Reference good

writers anchor

chart.

Checklist for student

observation – use of Left

to right; return sweep

Launching (Lesson 7) Left to Right /

Return Sweep

Materials:

Large version of writing paper for

teacher modeling.

Simple story idea to share with students

(or adapt the idea below to fit your

needs).

Paper that has two lines to practice the

return sweep.

SWBAT talk to a partner about

his/her ideas before writing.

SL.K.1.a,b;SL.K.2

WW and

centers

Use picture

dictionary or

environmental

print if ready to

label

Anecdotal notes-

Turn and Talk/think pair

share to story.

Launching (Lesson 8) Turn and Talk

Materials:

Choose a volunteer prior to the lesson

and confer quickly about what is expected

SWBAT independently locate, use,

and take care of supplies needed for

writing workshop.

W.K.3

WW

Referring to

anchor charts.

Anecdotal Notes-

Seeing students using

materials properly during

centers.

Launching (Lesson 9) Accessing and

Returning Writing Materials

Materials:

Varies by classroom

SWBAT participate in making a

classroom resource to help them

write.

W.K.3

MM/WW Reference the

word wall,

alphabet

Look for labels

and

environmental

print

Student Work- Collecting drafts of

students drawings

Complete a checklist

while circulating- students

able to explain how they

figured out a tricky or

unknown word

Launching (Lesson 10) Making Writing

Resources – Charts/Word Lists/Posters

Materials:

Chart paper

Chart markers

Paper choice or journals

SWBAT participate in making a

classroom resource to help them

write.

W.K.3

IRA,

WW,

Centers

Reference the

word wall,

alphabet

Look for labels

and

environmental

print

Checklist/Anecdotal

Notes- during the week

observe students using

problem solving or refer

students to different

resources instead of

providing answers. Pose

scenarios where students

would have to answer

what they would do to

solve problem.

Launching (Lesson 11) Making Writing

Resources — Big Books

Materials:

Construction paper of various colors

(one per student)

Plain paper

Sentence Frame (sample follows this

lesson)

Crayons, markers, colored pencils,

pencils.

Camera

Glue

Interim Assessment: Have students add detail and ask probing questions about their piece that describes what they love to do with their family.

Look for students to provide 2 reasons to support their opinion. Assess with developmental writing continuum from model curriculum. Be sure to

date and dictate picture for students.

SWBAT understand the need for a

“quiet” environment during Writing

Workshop.

W.K.3

WW

Centers Reference anchor chart Refer to anchor chart for teacher and student role during workshop

Checklist/Anecdotal

Notes- during the week

observe students using

tools or refer students to

different resources instead

of providing answers.

Pose scenarios where

students would have to

answer which tool they

would go to.

Launching (Lesson 12) The Writing

Environment

Materials:

Looks Like/Sounds/Feels Like

Chart (include eye, ear, and heart

drawings (sample follows this

lesson)

Markers

Camera

SWBAT visualize by making a

picture, or movie, in their mind of a

topic they want to write about and be

able to tell themselves the words that

match the picture.

W.K.3

WW

Centers

Student Questioning-

describe how they

decided what they were

going to write about and

collect evidence of

student work in folder

Launching (Lesson 13) Planning for

Writing: Visualize

Materials: No special materials required.

SWBAT understand that pictures

convey stories.

W.K.3

WW

Centers

Refer to anchor

chart Student Work- Collect drafts of student’s

drawings.

Launching (Lesson 14) How Pictures

Convey Stories

Materials:

Chart paper

Chart Markers

Whole-class experience

SWBAT use and make labels on their

illustrations to help them during

Writing Workshop.

L.K.1a,b

WW

Student Work -.

Collect drafts of students

labeled drawings

Launching (Lesson 15) Labeling

Materials:

Chart paper illustration from the day

before

Samples of labeled pictures such as

science posters, books by Gail Gibbons

or another appropriate resource

SWBAT understand that writers get

ideas for writing in many ways.

W.K.3

WW-

Share

period

Centers

Partner Sharing Completed student heart

bags

Launching (Lesson 16) Where Do Writers

Get Ideas?

Materials:

Mentor text, PREREAD: When I Was

Five by Arthur Howard (or another title

chosen by teacher)

Letter to send home to parent (sample

follows this lesson)

A paper lunch sack with a heart drawn or glued on the side containing

items to help share where you get

ideas to write (photographs, a favorite book, a stuffed animal or toy, a

special object)

A paper lunch sack for each student

with a heart drawn or glued on (hand

out at the ‘Closure’)

SWBAT understand that writers get

ideas for writing in many ways.

W.K.3, W.K.8

WW Anchor chart Review final list of ideas

for each child- provide

feedback for students to

add more

Launching (Lesson 17) More Ways Writers

Get Ideas

Materials:

Teacher “Heart Bag” from previous

lesson

Student “Heart Bags”

Teacher ideas/objects to add to the “Heart Bag” [TIP: Put a classroom

object in the bag that relates to a whole-class experience. This

demonstrates that a simple, funny

class experience can be written about. It also helps create a connection with

the students.]

“Writing Workshop looks like…feels

like…sounds like…” chart from

Lesson 12 for reference.

SWBAT practice writing high

frequency words.

W.K.3

L.K.1.a,b

L.K.6

WW Anchor chart Student made booklets Launching (Lesson 18) Pattern Writing

Materials:

Mentor texts from Journeys leveled

texts or other familiar text with

patterned writing

Pre-made list of things (books,

crayons, etc.) in a classroom with

pictures (or a list of things on the

playground or in the park, etc.)

Chart paper and markers

Pre-made booklets

Sentence Frames (I see, I like, I

love, I can, I go) – these should be

introduced as a separate lesson for

each sentence frame

[TIP: These frames could be made into a

poster or cut into strips and laminated, then

placed on a ring for students to access if

they wish to write a patterned book or need

the support for sentence writing.]

SWBAT use alphabet/sound chart to

help write during Writing Workshop.

L.K.2.c,d

WW Alphabet /

sound charts Checklist/Anecdotal

Notes- during the week

observe students using

problem solving or refer

students to different

resources instead of

providing answers. Pose

scenarios where students

would have to answer

what they would do to

solve problem.

Launching (Lesson 19) Using Resources -

Alphabet/Sound Chart

Materials:

Chart paper

Chart markers

Enlarged Alphabet/sound chart

(Journeys or other)

Individual alphabet/sound chart for each

student

SWBAT stretch words and use the

Magic Line for unknown sounds.

L.K.2.c,d

WW Class chart Student Work- Collecting drafts of

students drawings

Complete a checklist

while circulating-

evidence of using the

magic line

Launching (Lesson 20) Using the Magic

Line

Materials:

Chart paper

Markers

Dry erase boards and markers (optional)

SWBAT stretch words out to help

them write the letters for the sounds

they hear.

L.K.2.c,d

WW Turn and talk Student Work- Collecting drafts of

students drawings

Complete a checklist

while circulating-

evidence of use of

stretching words

Launching (Lesson 21) Stretching Out

Words

Materials:

Chart paper

Chart markers

Dry erase boards and markers or

individual paper and pencils with

clipboards

Pre-planned writing idea, short and

simple (You could use a whole class

experience or use the example provided

below.)

SWBAT know what to do when they

need help.

W.K.3

WW Reference

Anchor Charts

Utilize tools

Partner work

Checklist/Anecdotal

Notes- during the week

observe students using

problem solving or refer

students to different

resources instead of

providing answers. Pose

scenarios where students

would have to answer

what they would do to

solve problem.

Launching (Lesson 22) How to Help

Yourself

Materials:

“How to Help Yourself” chart: Ask a

friend at your table, use the word

wall or other resource in the room, use an alphabet sound chart, use a

magic line (Use chart following this

lesson or make your own.)

Prepare a sample sentence and

picture for the active engagement

part of the lesson. For example, for the sentence ‘My pumpkin is big and

heavy,’ you would prepare the

picture and the words ‘My Pumpkin.’

SWBAT explain what to do when

finished.

W.K.5

WW Reference

anchor chart-

what to do

when finished.

Anecdotal notes- observation of students

going back to their work,

adding detail, pulling out

other pieces from their

folders to work on, etc.

Launching (Lesson 23) What To Do When

You are Done

Materials:

“When I’m Done” poster (two examples

follow this lesson)

A sample of writing to share

SWBAT share and respond to their

writing with their peers.

SL.K.1.a,b;SL.K.2

W.K.5

WW Active

Listening Skills

Expectations

for student

answers (should

be taught in

Morning

Meeting)

Sitting in

Author’s Chair

Checklist/Anecdotal

Notes- during the week

observe students during

the sharing process- be

sure to check off each

student so that everyone

gets to practice sharing

and being an active

listener. Check off how

they answer- volume and

complete sentences, and if

their questioning is on

topic.

Launching (Lesson 24) Sharing Your

Writing With a Partner

Materials:

A teacher prepared writing sample with

picture and a sentence (or two) to share.

Teacher’s writing folder with some

sample writing pieces.

Sticky notes

SWBAT share and respond to their

writing with their peers.

SL.K.1.a,b;SL.K.2

W.K.5

WW Active

Listening Skills

Expectations

for student

answers

Author’s Chair

Checklist/Anecdotal

Notes- during the week

observe students during

the sharing process- be

sure to check off each

student so that everyone

gets to practice sharing

and being an active

listener. Check off how

they answer- volume and

complete sentences, and if

their questioning is on

topic.

Launching (Lesson 25) Responding to

Shared Writing

Materials: Pre-selected student to share his/her work.

SWBAT have a conversation about

our published work.

W.K.1.5

WW-

Share

period

Centers

Active

Listening Skills

Expectations

for student

answers (taught

in MM)

Student Work- Collect

final published piece and

assess with development

writing checklist.

For narrative and

opinion piece specifically add to the writing

portfolio

Launching (Lesson 26) Publishing

Celebration

Materials:

Students’ writing piece for publishing

celebration.

Students paired with partner

Sticky notes.

Publishing Party: Museum Gallery Walk-

allow students to have their work on the

desk or tape up on the white board and

allow students to come up and see each

other’s work and discuss. This is a great

time to also invite parents into your

classroom to discuss the process and result.

*selected published piece must go into

student’s writing portfolio

Summative Written Assessments

One published opinion piece from writers workshop **to be entered into writing portfolio

Model curriculum on demand writing piece- favorite book completed at end of unit (publishing week) **to be entered into writing portfolio

Summative Performance Assessment

Model Curriculum performance based tasks

Possible Mentor Texts For Personal Narrative

Bigmama’s by Donald Crews

Kiss Goodnight by Amy Hest

Joshua’s Night Whispers by Angela Johnson

The Kissing Hand by Audrey Penn

The Hello, Goodbye Window by Norton Juster

Night Shift Daddy by Elieen Spinelli

Arthur Writes a Story by Marc Brown

Bigmama’s by Donald Crews

Kiss Goodnight by Amy Hest

Joshua’s Night Whispers by Angela Johnson

The Kissing Hand by Audrey Penn

The Hello, Goodbye Window by Norton Juster

Night Shift Daddy by Elieen Spinelli

Arthur Writes a Story by Marc Brown

Text Resources

Launching the Writing Workshop by Lucy Caulkins and Leah Mermelstein

Journey’s Language and Literacy Teacher’s Guide

Olivia Wahl Unit 1 Writing on TBOE Website

Reading/Writing Connections in the K-2 Classroom: Find the Clarity and then Blur the Lines by Leah Mermelstein

The Continuum of Literacy Learning: Grades K-2 Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and Irene C Fountas

Denver Schools

Portland Public Schools