WRITING LESSON PLANS



English Standards of Learning

ENHANCED SCOPE and SEQUENCE

KINDERGARTEN

WRITING LESSON PLANS

Introduction

The sample lesson plans included in this document are expansions of the Virginia Department of Education’s Enhanced Scope and Sequence reading lesson plans. They include TTAC suggestions for differentiation.

This resource is intended to help teachers align their classroom instruction with the content found in English Standards of Learning. The sample lessons are based on sound research and provide a variety of ways to actively involve children in their learning. The lessons serve to supplement the instructional suggestions in the Houghton Mifflin Teacher’s Edition. In fact, many of the lessons use reading as a tool for understanding nonfiction texts that could reinforce the science or social studies curricula.

The grade-specific plans have been included for each grade level. While the sample lessons are exemplary, they by no means represent the scope of instruction that MCPS teachers are implementing in their classrooms. Teachers are invited to follow the lesson format in this document and write additional lessons to include in next year’s Curriculum Guide update.

To submit an additional lesson, copy a page from this word document to your hard drive. Use the format to guide you as you type over it the appropriate information for your lesson. Submit the lesson by sending it as an attachment to bwojo@mail.. Please submit your lessons throughout the year so that the Office of Curriculum can compile them for review by groups of teachers next summer.

WRITING Lesson Plan ( My First Writings

Organizing Topic Written Communication Skills

Related Standard(s) of Learning K.9, K.10, K.11

Objective(s)

• The students will demonstrate the ability to write, using phonetically spelled words.

Prerequisite Understandings/Knowledge/Skills

• Students are expected to print uppercase and lowercase letters of the alphabet independently.

• Students are expected to understand how print is organized and read.

• Students are expected to demonstrate an understanding that print makes sense.

Materials needed

• Transparency of a kindergarten picture with kindergarten writing

• Big book

• Picture or drawing

• Chart paper

• Marker

Lesson procedure

1. Select a picture or drawing made by one of the students and with which the class is familiar. Select a big book to use as an example of book writing, and choose a student-drawn picture labeled by a kindergartener from a previous year (e.g., a picture with a simple label/statement, such as, “I S A R”). The student writing should be representative of the phonetic spelling of kindergarteners.

2. Tell the students that they can write what they want to say about a picture, and explain that there are different kinds of writing: book writing and kindergarten writing. Ask students to look at the book writing used in a big book and describe it. Allow them to identify characteristics of book writing.

3. Show students the example of kindergarten writing. Read the label/statement (e.g., “I saw a raccoon”), and ask students if what was read says something about the picture. Have students talk about the connection between the picture and the writing.

4. Engage students in talking about a familiar picture by asking, “Do you remember when we created this picture? Let’s talk about what we were thinking when we made it.” Have the class discuss the picture by looking at it and recalling details of its creation.

5. Explain to the students that now they are going to write something about the unlabeled picture. As a class, discuss possible labels/statements, and decide on one that you will model write for the class.

6. Talk with the students about what sounds they hear in the first word. Record what students say, clarifying that not everyone will always write the same letters.

7. Once the class is finished helping you decide which letters to write for each word, lead the class in reading the label/statement.

1. At the end of the lesson, invite students to draw a picture and write something about it. This is an activity that can be done during center time, since you do not have to guide the students.

Specific options for differentiating this lesson

Technology

• Provide a picture-symbol word processing program or a talking word processing program to write and edit.

• Provide pencils with adaptive grips to assist with writing.

• Provide modified paper for the independent writing.

Multisensory

• Use a differentecolored marker to start each new letter in the words that the students generate about the picture.

• Have students use dry-erase boards and markers or manipulative letters to work along with the teacher model.

• Use interactive writing by inviting students to come to the board to write letters that they know to label the picture.

• Bring in familiar items for students to write statements about rather than using only pictures. The items may be passed around and manipulated by the students, which may allow students to be more motivated and more descriptive in their writing.

Community Connections

• Invite the art teacher or a local artist to come to the class to discuss how they use details in their drawings to stay focused to one theme or topic.

• Invite the art teacher to the class to show famous works of art and lead a discussion of the major theme in the work and how the students could label objects in the work.

Small Group Learning

• Have students look at pictures taken from newspapers and magazines in a learning center and write labels for the pictures.

• Assign students to work at a writing center to practice using phonetically spelled words. The writing center may include paper, markers, colored pencils, dry erase boards, hole punch, crayons, rulers, and other writing implements.

• Have students make cards for family members or friends that focus on a central topic (holidays, fieldtrips, get well, birthdays).

• Have students work in pairs to label objects in the classroom (Write Around the Room).

Vocabulary

• Review the terms details, label, book writing, and kindergarten writing.

Student Organization of Content

• Create a brainstorming web to help students recall details of the familiar picture.

• Use interactive writing to label or add details of familiar pictures and objects.

• Give students two different-colored pencils or crayons to use when they write their own labels. Encourage students to change pencil for each new word they are writing to assist in their understanding of spacing and matching voice to print.

WRITING Lesson Plan ( Drawing the Details

Organizing Topic Written Communication Skills

Related Standard(s) of Learning K.11, K.12

Objective(s)

• The student will demonstrate an understanding that experiences can be recorded in pictures and that pictures need details to convey an experience.

Prerequisite Understandings/Knowledge/Skills

• Students are expected to participate in discussions and conversation.

• Students are expected to use words to describe/name people, places, things, location, size, color, shape, and actions.

Materials needed

• Large paper

• Pencils

• Crayons

Lesson procedure

1. Select a past class experience that was rich in active participation by the students — e.g., a field trip or a science experience. Engage students in talking about their shared experience by asking open-ended questions, such as What did you like best? or What did you see?, and prompt them to elaborate, using questions such as Can you tell me more about __________?

2. Students then have individual time to select the portion of the experience they want to show in a drawing and are given time to draw.

3. As students draw, walk around, observing student progress and conducting individual student-teacher conferences. After an appropriate amount of time, you may want to talk to each individually, again using open questions like, What did you like best? Can you draw that? What will you put in your drawing? These interactions should be brief and should help focus the student to begin.

4. As students progress in their drawing, continue to conduct individual student-teacher conferences with open-ended prompts (e.g., Tell me about your drawing?). Listen for details that are told but not shown, and reflect these details back to the student: (Example: Nathan, you are telling about riding in the hay wagon. How will the audience know from looking at your picture that you were in a hay wagon?)

5. Have students sit in a circle to share their drawings. In the circle sharing activity, each student is to choose one detail to talk about: tell the class what it is, why it was included, and anything special about how it was drawn, e.g., size, shape, color.

6. At the end of sharing, take the time to summarize what the class did (Example: Before we leave the circle, let’s think about what we did today. First, I asked you to tell me about…. We spent a lot of time talking about … and thinking about details of what we saw and did. Then you each decided what you wanted to draw. As you drew, I stopped by your seat and asked you to tell me about what you were drawing. We looked at your drawing to see if there were some details you left out. And then we shared with each other a detail. Adding details to your drawing helps the audience better understand what you saw or did.)

Specific options for differentiating this lesson

Technology

• Provide access to a drawing program, a picture-symbol word processing program or a talking word processing program for drawing.

• Provide pencils with adaptive grips to assist with drawing.

• Provide modified paper for the drawing.

• Allow students to use a slant board to assist in their drawing.

• Use a digital camera to take photos of the shared experience.

Multisensory

• Bring in photographs from the shared experience to help trigger student memory and encourage elaboration of the event.

• Use experiences that activate multiple senses, such as cooking, visiting a farm, eating in the cafeteria.

• Have students act out different portions of the event before they begin their drawings.

• Bring in familiar items for students to draw pictures of. The items may be passed around and manipulated by the students, which may allow students to be more motivated and more detailed in their drawings.

• During the share time, encourage students who are listening to listen to the speaker by telling them to come up with one statement about why they like the picture the student is sharing. Call on one student to share their positive comment before the next student shares.

Community Connections

• Invite the art teacher or a local artist to the class to discuss how they use details in their drawings to stay focused to one theme or topic.

• Compile the student pictures of the event or experience into a book that will be placed in the classroom library or sent to the place the class visited.

Small Group Learning

• Have students who are drawing about the same portion of the shared experience work in partners or small groups to look at the similarities and differences between their drawings.

• Have students work at an art center to practice making detailed drawings. The art center may include paper, markers, colored pencils, dry erase boards, hole punch, crayons, rulers, paints, and other art supplies.

• Have students make cards for family members or friends that focus on a central topic (holidays, fieldtrips, get well, birthdays, thank-you notes).

• Place the book of compiled pictures in a reading center.

Vocabulary

• Review the terms details and conferencing.

Student Organization of Content

• Use picture-symbol cards or sticky notes to help individual students remain focused on the specific portion of the event they are drawing.

• Post visual prompts in the classroom taken from a familiar picture book to help students elaborate character and setting in their drawing during independent work time. Create this visual during a model session and review it frequently so students are familiar with it and can use it independently. For example, use the story Goldilocks and the Three Bears by posting pictures of the characters and the setting from the story as triggers for students to show detailed characters and settings in their drawings.

• Use words and pictures to create a sequence chart during the summary to help students see the beginning, middle, and ending of the lesson.

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