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Teacher’s Guide - KHelping Kindergarten Students Learn to

Write to a Character Education Theme

Universal Theme: Caring

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

Students will require:Paper and supplies for drawing and writing in steps 6 and 9 (Some Kindergartners are not developmentally ready for lined paper.)

Michigan Department of Education Office of School ImprovementMI-Map 6:4 Writing in Response To Text - Kindergarten

It’s Great to Be Me!Self-Esteem

ALIGNING WITH GRADE LEVEL CONTENT EXPECTATIONS

Michigan Department of Education Kindergarten Expectations

Version 12.05

English Language ArtsReadingStudents 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 author’s 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.

WritingStudents 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 audience’s reaction as they plan narrative and

informational writing.


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.

INSERT for Step 1 (cont.)

WritingStudents 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 audience’s reaction as they plan narrative and

informational writing. 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.

INSERT for Step 1 (cont.)

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 & ViewingStudents 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 EducationGlobal Understandings- A Framework for Teaching and Learning, by Charlotte Anderson with Susan K. Nicklas and Agnes R. Crawford, ASCD publication.


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 student’s capacity to CARE are self-awareness, self-esteem and a sense of efficacy.


INSERT for Step 2NSERT for Step 2

SELECTING TEXT(S) FOR YOUR THEMEThe 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 Author ISBNABC I Like Me Carlson, Nancy 0140564853All by Myself Mayer, Mercer 0307119386Annie's Gifts Medearis, Angela Shelf 0940975319Bright Eyes, Brown Skin Hudson, Cheryl Willis 0940975238Crowning Glory Thomas, Joyce Carol 0060234741Hello Toes! Hello Feet! Whitford/Orchard 0789424819Here Are My Hands Martin/Archambault 0805003282Hooray for You! Richmond,Marianne 0931674441I Am Me Kuskin. Karla 0689814739I Love My Hair Tarpley, Natasha 0316523755I'm Gonna Like Me: Letting Off a Little Self-Esteem

Curtis, Jamie Lee 0060287616

Little Red Ant and the Great Big Crumb,

Climo, Shirley 0395720974

Mice Squeak, We Speak Shapiro, Arnold 0698118731Now I’m Big Miller, Margaret 0688140785


INSERT for Step 2REVIEWED REALISTIC FICTION PICTURE BOOKS

See also Barnes and Noble’s WebsiteABC 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 self-esteem with the lovable characters of ABC I Like Me!All by MyselfIn 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.


INSERT for Step 2Crowning 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 HandsOwners 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 MeAfter 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 HairIn 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 CrumbThis 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 SpeakThree children describe a menagerie of animals and the sounds they make.Now I'm BigA 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.


INSERT for Step 3

ORGANIZING TIME FOR DAILY INSTRUCTIONLearning to write in response to text takes regular, focused instruction and practice time. Use the worksheet below to schedule when you’ll teach each part, over a 1-2 week period. Then keep notes here to help as you teach with future lessons.

Step Planned Date Actual Date What We Found4

5

6

7

8

9

10

11


INSERT for Step 4

STEP FOURFOCUSING KNOWLEDGE AND EXPERIENCE

Thinking About the ThemeTeacher 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, “It’s 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 children’s lives.

INSERT - THE ART OF READING ALOUD suggests sample Higher Level Question Cues.


INSERT for Step 5

STEP FIVETEACHER 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:

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.


I can cook. I make good chicken.

I make brown gravy. I cook dinner for my family.

INSERT for Step 6

STEP SIXSTUDENT 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 can’t 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.


INSERT A for Step 7

STEP SEVENMODELING OF CORRECTION AND REVISION

OF TEACHER DRAFT

Teacher DirectionsThe teacher’s 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. Think about all the stories we’ve heard about each person being special.

2. 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.

3. 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.


INSERT B for Step 7

Teacher Focus Correction Checklist

Directions: Highlight the areas of focus. Date: _____________

Content 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 my 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?

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?


Teacher Notes(Staple to piece)

INSERT for Step 8

STEP EIGHTPEER RESPONSE AND STUDENT WRITING CONFERENCE

Teacher DirectionsThe instructional focus is on developing the children’s 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 author’s chair to have a student reread his/her story to classmates.

2. Ask peers to orally respond to each other’s 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 author’s 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 student’s 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 student’s drawing or writing. Write your response in front of the student and read it to him/her before stapling it onto the piece.


INSERT for Step 9

STEP NINELISTENING AND RESPONDING FOR UNDERSTANDING

Listening SelectionTeacher 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.

5. Have the students respond to the story by drawing and writing about their favorite parts.

6. Have the students sit in an “Author’s 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.

I like how you showed the chicken baking in the oven. vs.

I like how you drew your picture.


INSERT for Step 10

STEP TENDEEPENING UNDERSTANDING: CROSS-TEXT COMPARISON

Cross-text Read-aloud SelectionsTeacher DirectionsSelect 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.

2. Choose from the suggested Higher Level Question Cues to facilitate a group discussion around the theme relating it to the children’s lives.

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 HOW THE STORY ISLIKE ME 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.

5. Compare the two stories to each other. Using the “T-square” or “Pull-Apart Venn Diagram” worksheets in this packet to organize the student’s 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.

STORY 1 BOTH STORIES STORY 2 IS DIFFERENT ARE ALIKE IS DIFFERENT


INSERT A for Step 11

STEP ELEVENLINKING ASSESSMENT AND INSTRUCTION

Teacher Directions1. 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 student’s 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.

3. Copy INSERT C for Step 11 and staple this “cumulative assessment” form to each student’s portfolio. Identify the student’s strengths and areas of need for this round of writing instruction and document them in the comment section.

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 student’s 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 doesn’t file student portfolios away. He creatively hangs them on the wall. He staples together two pieces of 12”X18” construction paper to form a pocket. On the front of the pocket, he puts the student’s 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! It’s a great way to celebrate writing in a classroom!

6. Collaborate in grade level teams using the students’ writing assessments to plan writing instruction/interventions that will move students towards the Kindergarten ELA Expectations.

7. 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.


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.

3 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 reader’s 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.

2 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.

1 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.


INSERT C for Step 11

KINDERGARTEN STUDENT PORTFOLIO WRITING ASSESSMENT CUMULATIVE ASSESSMENT SHEET

Student Name: ____________________________________

DATEGRADE LEVEL WRITING PROMPTS

*LEVEL 3 IS THE END OF YEAR GRADE LEVEL EXPECTATION

INSTRUCTIONAL FOCUS

NovemberIt’s Great to be Me! MLPP RubricContent/Ideas: 1 2 3 4Organization: 1 2 3 4Style: 1 2 3 4Mechanics: 1 2 3 4Holistic Level: 1 2 3 4

Comments: (Strengths/Needs)

JanuaryIt’s Great to be Me! MLPP RubricContent/Ideas: 1 2 3 4Organization: 1 2 3 4Style: 1 2 3 4Mechanics: 1 2 3 4Holistic Level: 1 2 3 4


MarchIt’s Great to be Me! MLPP RubricContent/Ideas: 1 2 3 4Organization: 1 2 3 4Style: 1 2 3 4Mechanics: 1 2 3 4Holistic Level: 1 2 3 4


MayIt’s Great to be Me! MLPP RubricContent/Ideas: 1 2 3 4Organization: 1 2 3 4Style: 1 2 3 4Mechanics: 1 2 3 4Holistic Level: 1 2 3 4

Comments: (Strengths/Needs)The May piece and one additional piece from the student’s portfolio should follow the student to the next year’s teacher.

Students should be at a level 3 or 4 in May.

Each child should make 1 year’s 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 child’s needs.


INSERT D for Step 11CLASS PROFILE

DATE : EDITING FOCUS THIS PERIOD:

STUDENT STRENGTHS NEEDS


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