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LITERACYB E N C H M A R K

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B e n c h m a r k e d u c a t i o n c o m p a n y®

Build speaking, language, and writing skills with text-dependent Opinion/Argument, Informative/Explanatory, and Narrative Prompts.

Writing to Sources KGrade

Benchmark education company629 Fifth Avenue • Pelham, NY • 10803

Project Editor: Molly SmithCreative Director: Laurie BergerProduction Manager: Kosta Triantafillis

©2014 Benchmark Education Company, LLC. All rights reserved. Teachers may copy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

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LITERACYB E N C H M A R K

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Writing to Sources

Table of ContentsUsing Writing to Sources 2

Grade K Observational Writing Assessment Checklist 4

Unit 1 Prompts 6

Unit 2 Prompts 8

Unit 3 Prompts 10

Unit 4 Prompts 12

Unit 5 Prompts 14

Unit 6 Prompts 16

Unit 7 Prompts 18

Unit 8 Prompts 20

Unit 9 Prompts 22

Unit 10 Prompts 24

Student Writing Checklists 26

Conventions of English Mini-Lessons 28

LITERACY B E N C H M A R KB

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LITERACY B E N C H M A R K

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Writing to Sources KGrade

2 ©2014 Benchmark Education Company, LLC • Writing to Sources • Grade K

Using Writing to SourcesCommon Core and other new state standards emphasize the importance of rigorous, text-dependent oral and written responses They require that students engage with texts directly and deeply to draw on textual information and to support valid inferences from the text

In order for students to be college- and career-ready writers, they must learn to assert and defend claims, explain what they know about a particular subject, and convey what they have experienced, imagined, thought, and felt Writing to Sources provides frequent opportunities for students to practice writing in a wide range of genres and provides authentic practice for standardized writing assessments

Each prompt in Writing to Sources is tied directly to the texts students read in each week of Benchmark Literacy The prompts require that students engage directly with the texts in order to successfully complete the task You may have students complete the writing tasks at independent workstations during the small-group reading block, or as homework assignments You may also choose to have students respond to the prompts orally to strengthen academic oral language skills

Use the chart on the following page to help you meet the needs of students with varying levels of writing ability On pages 26–27, reproducible Student Writing Checklists are provided Distribute them to students to serve as checklists while they write, or as self-assessment guides For your reference, the inside back cover provides information about the developmental stages of writing

If your students will be using computers to draft, edit, and revise their work, consider these ways to support online collaboration and digital publishing:

• Audio tools such as GarageBand and Audacity enable students to record their works (podcasts) for others to hear on a safe sharing platform

• Student writing can be enriched with images, audio, video, and shared with a wider audience via numerous web 2 0 technologies

Based on your observations of students’ writing, use the model mini-lessons on pages 29–53 to address Conventions of Standard English skills your students have not mastered These explicit mini-lessons address the grade-level skills outlined in Common Core Language Standards L K 1 and L K 2

3©2014 Benchmark Education Company, LLC • Writing to Sources • Grade K

Ways to Use the Prompts Description

Oral Language Development Work with students to respond to the prompts orally Model academic language structures students need to provide a complete response Help students locate information in the text that supports their ideas Encourage students to expand on their ideas

With beginning English learners, transfer speaking to writing by dictating some of their ideas on paper and rereading them together

With students able to write in English, this activity can be an oral rehearsal for their independent writing

Modeling or Shared Writing Lessons

With beginning and/or struggling writers, model how you think about what a writing prompt is asking you to do and compose a message by drawing and/or writing Depending on the developmental writing stage students are in, use the opportunity to model how you:

• Rehearse your ideas orally. • Draw on information from the text. • Use drawing to help you get started. • Apply concepts about print. • Apply phonetic knowledge to write unknown words. • Hear and write familiar sight words. • Use a writing checklist to help you structure your informative, narrative, or opinion writing piece • Check your grammar and conventions.

Interactive Writing Lessons Work collaboratively with students to orally construct a response to a prompt and write it Allow students to share the pen and write as much of the response as they can Support students based on their needs

Partner Writing Allow struggling writers to collaborate with a peer to write a response to a prompt Encourage them to orally rehearse their ideas before they write Confer with students to ensure that they are addressing the prompt and using information from the text

Independent Writing With students who are able to write independently, allow them to respond to the prompts during small-group independent workstation time and/or as homework assignments Provide them with the student writing checklists on pages 26–27 to help them evaluate, revise, and edit their work


Grade K Observational Writing Assessment Checklist

Behaviors, Strategies, and Skills to Observe and Support

Date: Date: Date: Date: Date:

Stages of Writing Development

Scribble Stage

Isolated Letter Stage

Transitional Stage

Stylized Sentence Stage

Writing Stage

Fluent Stage

Stages of Spelling Development

Pre-Phonetic: Scribble writing

Pre-Phonetic: Symbols

Pre-Phonetic: Random letters

Semi-Phonetic: Initial consonants

Semi-Phonetic: Initial/final consonants

Semi-Phonetic: Vowels/consonants combination in CVC words with inconsistent correct vowels (put, pot)

Semi-Phonetic: Vowel/consonant combination in CVC words with correct use of vowels

Transitional

Correct Stage

Concepts About Print/Print Conventions

Print carries meaning

Beginning of text

One-to-one correspondence

Spaces between words

Directionality

Uppercase letter at beginning of sentence

Punctuation at the end of sentence

Rereads from beginning of sentence

Composing/Writing Fluency

Generates topics with teacher or peer support

Holds the message in memory while writing

Rereads to remember the next word in the message

Writes a simple message of one to three sentences

Student Name ________________________________ Directions: Use this checklist to document students’ writing progress throughout the year, and to identify behaviors, skills, and strategies to support or validate during independent writing and conferring time or during small-group intervention


Grade K Observational Writing Assessment Checklist (cont.)

Behaviors, Strategies, and Skills to Observe and Support

Date: Date: Date: Date: Date:

Transcribing/Encoding

Says words slowly to listen for sounds

Hears and records sounds in words

Attends to letter formation

Language and Grammar

Uses complete sentences in oral conversation

Writes a complete sentence

Capitalizes “I” within a sentence

Uses accurate adjectives

Orally composes complete sentences with compound subjects that include the pronoun “I”

Writes complete sentences with compound subjects that include the pronoun “I”

Opinion/Argument WritingStates an opinion or position

Supports opinion or argument with information from the text

Provides some sense of closure

Informative/Explanatory Writing

Identifies the topic

States the main idea

Includes two or more facts from text

Provides some sense of closure

Narrative Writing

Includes characters

Includes a beginning, middle, and end

NOTES:


Unit 1

Week 1 Week 2 Week 3

Opi

nion

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ent • What do you think is the most interesting thing to see at a pond? Why? State your opinion and tell why. Use

what you learned from “What Lives at the Pond?” and your own ideas.• Which rule in this book do you think is hardest to

follow? State your opinion and tell why. • Which activity do you think would be the most fun?

State your opinion and tell why

Info

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ive/

Expl

anat

ory • What are some things animals need? Use details from “Helping Animals” and “What Lives at the Pond?” to

get information for your topic • What does it mean to be a good citizen? Use details

from the book to support your explanation • Do all games have rules? Explain why or why not.

Use details from the photographs to support your explanation

Nar

rativ

e • Imagine that you live in the town shown in the photograph in “Towns Have Many Places.” Draw an invitation to a friend to come for a visit Write his or her name and your name Include pictures of at least two things that you could do together

• Imagine you are going bike riding with the children on page 6 Write or draw a story about how you get ready for your ride, where you go, and what you see

• Choose one of the photographs. Draw a scene about the family and tell what the family members might say to one another Be sure to give each family member a name

Comprehension Anchor Posters


Un

it 1


Opi

nion

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ent • What do you think is the most interesting thing to see at a pond? Why? State your opinion and tell why. Use

what you learned from “What Lives at the Pond?” and your own ideas.• Which rule in this book do you think is hardest to

follow? State your opinion and tell why. • Which activity do you think would be the most fun?

State your opinion and tell why

Info

rmat

ive/

Expl

anat

ory • What are some things animals need? Use details from “Helping Animals” and “What Lives at the Pond?” to

get information for your topic • What does it mean to be a good citizen? Use details

from the book to support your explanation • Do all games have rules? Explain why or why not.

Use details from the photographs to support your explanation

Nar

rativ

e • Imagine that you live in the town shown in the photograph in “Towns Have Many Places.” Draw an invitation to a friend to come for a visit Write his or her name and your name Include pictures of at least two things that you could do together

• Imagine you are going bike riding with the children on page 6 Write or draw a story about how you get ready for your ride, where you go, and what you see

• Choose one of the photographs. Draw a scene about the family and tell what the family members might say to one another Be sure to give each family member a name

Big Book Reader’s Theater


Unit 2


Opi

nion

/A

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ent • Would you rather have Tim from “Stop, Tim!” or Juan from “Juan Likes to Run” for a next-door neighbor?

State your opinion and tell why • Do you think the first and second little pigs should

build new houses or live with the third little pig? State your opinion and tell why

• Which of the four pets would you most like to have? State your opinion and tell why

Info

rmat

ive/

Expl

anat

ory • Why is it dangerous to skateboard in the house? Use details from “Stop, Tim!” to give information about

the topic • What are the parts of a house? Use information from

the story to help you tell about the parts of a house • What are some loud activities children enjoy?

What are some quiet activities children enjoy? Give information from the book you read

Nar

rativ

e • Imagine the story “Dinner Disaster” was written from the dog’s point of view. Write or draw to tell what the story would be like if the dog told it

• Think about what the three little pigs might write in a letter to their mother to let her know they are living happily ever after Write or draw to show your ideas

• Write or draw a story about the boy and bird on page 11. What are their names? What is the boy singing? Where is he singing? What will happen next?



Un

it 2


Opi

nion

/A

rgum

ent • Would you rather have Tim from “Stop, Tim!” or Juan from “Juan Likes to Run” for a next-door neighbor?

State your opinion and tell why • Do you think the first and second little pigs should

build new houses or live with the third little pig? State your opinion and tell why

• Which of the four pets would you most like to have? State your opinion and tell why

Info

rmat

ive/

Expl

anat

ory • Why is it dangerous to skateboard in the house? Use details from “Stop, Tim!” to give information about

the topic • What are the parts of a house? Use information from

the story to help you tell about the parts of a house • What are some loud activities children enjoy?

What are some quiet activities children enjoy? Give information from the book you read

Nar

rativ

e • Imagine the story “Dinner Disaster” was written from the dog’s point of view. Write or draw to tell what the story would be like if the dog told it

• Think about what the three little pigs might write in a letter to their mother to let her know they are living happily ever after Write or draw to show your ideas

• Write or draw a story about the boy and bird on page 11. What are their names? What is the boy singing? Where is he singing? What will happen next?



Unit 3


Opi

nion

/A

rgum

ent • Would you rather grow a tomato plant or a pepper plant? State your opinion and tell why. • Do you think an adult frog most enjoys being on land

or in the water? State your opinion and tell why.• Which baby animals would you most like to pet? State

your opinion and tell why

Info

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ive/

Expl

anat

ory • Why are seeds important? Use information from “My Tomato Plant,” “From Seed to Vegetable,” and

“Making a Bird Feeder” to explain your ideas • What is a tadpole? Use details from pages 4–7 to

support your explanation • How are the four types of animals in this book alike?

How are they different? Use details from the words and photographs to give information about your topic

Nar

rativ

e • Write or draw a story about what the boy in “My Tomato Plant” will do with the tomatoes he grew. Be sure to name the boy and any other characters in the story

• Imagine that some tadpoles look at their reflections in the water every morning Write or draw a story about what they might say to each other as they grow and change

• Choose and name one of the animals. Write or draw a story about the photograph from that animal’s point of view. How did it get to this place? What is it thinking about? What will it do next?



Un

it 3


Opi

nion

/A

rgum

ent • Would you rather grow a tomato plant or a pepper plant? State your opinion and tell why. • Do you think an adult frog most enjoys being on land

or in the water? State your opinion and tell why.• Which baby animals would you most like to pet? State

your opinion and tell why

Info

rmat

ive/

Expl

anat

ory • Why are seeds important? Use information from “My Tomato Plant,” “From Seed to Vegetable,” and

“Making a Bird Feeder” to explain your ideas • What is a tadpole? Use details from pages 4–7 to

support your explanation • How are the four types of animals in this book alike?

How are they different? Use details from the words and photographs to give information about your topic

Nar

rativ

e • Write or draw a story about what the boy in “My Tomato Plant” will do with the tomatoes he grew. Be sure to name the boy and any other characters in the story

• Imagine that some tadpoles look at their reflections in the water every morning Write or draw a story about what they might say to each other as they grow and change

• Choose and name one of the animals. Write or draw a story about the photograph from that animal’s point of view. How did it get to this place? What is it thinking about? What will it do next?



Unit 4


Opi

nion

/A

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ent • Which story do you like best—“Sam the Sad Dog,” “The Shoe Mix-Up,” or “Shoo, Fox, Shoo!”? Why? State

your opinion and tell why • Do you think Humpty Dumpty, Little Miss Muffet, Jack

and Jill, and Wee Willie Winky are glad they came to help? State your opinion and tell why.

• Would you rather eat apples, cherries, pears, or watermelon? State your opinion and tell why.

Info

rmat

ive/

Expl

anat

ory • What does the word trade mean in “The Shoe Mix-Up”? Use information from the story to explain your

ideas • How do you grow a watermelon? How do you grow

more watermelons after you cut your watermelon open? Use details from the words and illustrations to support your explanation

• Does fruit grow on trees, on the ground, or both? Use details and examples from the text to support your explanation

Nar

rativ

e • Write or draw a story about what would happen after the story “Sam the Sad Dog” ends. Tell what happens after Rosa takes Sam home.

• Think of a nursery rhyme character who is NOT in this story Think about a letter that Old Mother Hubbard might send to this character describing her watermelon adventure Draw or write your ideas

• Imagine that the children on page 7 could join Old Mother Hubbard and her guests on page 24 of The Enormous Watermelon Write or draw a story about how they become friends



Un

it 4


Opi

nion

/A

rgum

ent • Which story do you like best—“Sam the Sad Dog,” “The Shoe Mix-Up,” or “Shoo, Fox, Shoo!”? Why? State

your opinion and tell why • Do you think Humpty Dumpty, Little Miss Muffet, Jack

and Jill, and Wee Willie Winky are glad they came to help? State your opinion and tell why.

• Would you rather eat apples, cherries, pears, or watermelon? State your opinion and tell why.

Info

rmat

ive/

Expl

anat

ory • What does the word trade mean in “The Shoe Mix-Up”? Use information from the story to explain your

ideas • How do you grow a watermelon? How do you grow

more watermelons after you cut your watermelon open? Use details from the words and illustrations to support your explanation

• Does fruit grow on trees, on the ground, or both? Use details and examples from the text to support your explanation

Nar

rativ

e • Write or draw a story about what would happen after the story “Sam the Sad Dog” ends. Tell what happens after Rosa takes Sam home.

• Think of a nursery rhyme character who is NOT in this story Think about a letter that Old Mother Hubbard might send to this character describing her watermelon adventure Draw or write your ideas

• Imagine that the children on page 7 could join Old Mother Hubbard and her guests on page 24 of The Enormous Watermelon Write or draw a story about how they become friends



Unit 5


Opi

nion

/A

rgum

ent • Look at the photograph in “Life on the Farm.” Would you like to live on this farm? Why or why not? Support

your opinion with information from the text and your own ideas • Look at the characters’ imagination bubbles on pages

2, 5, 7, 9, 11, and 13 Which imaginary scene do you think looks most fun? State your opinion and tell why.

• What is your favorite place at school? Why? Support your opinion with information from the text and your own experiences

Info

rmat

ive/

Expl

anat

ory • What are some ways animals get ready for summer or winter? Use details from “Have You Any Wool?” and

“Fall in the Forest” to support your explanation • How do kids get ready for school in the mornings? Use

details from the text to support your explanation • How is a climbing rope like a jump rope? How is it

different? Use details from the text to support your explanation

Nar

rativ

e • Write or draw a story about the person who shears the wool from Black Sheep to sell at the market in “Have You Any Wool?” What does this person say and do? What does Black Sheep say?

• Rewrite the story from the teddy bear’s point of view. Use words such as I and me to describe what happens and how you feel

• Choose and name a student from one of the photographs Write or draw a story in which this student tries to convince Katy from Katy’s First Day of School that school is fun



Un

it 5


Opi

nion

/A

rgum

ent • Look at the photograph in “Life on the Farm.” Would you like to live on this farm? Why or why not? Support

your opinion with information from the text and your own ideas • Look at the characters’ imagination bubbles on pages

2, 5, 7, 9, 11, and 13 Which imaginary scene do you think looks most fun? State your opinion and tell why.

• What is your favorite place at school? Why? Support your opinion with information from the text and your own experiences

Info

rmat

ive/

Expl

anat

ory • What are some ways animals get ready for summer or winter? Use details from “Have You Any Wool?” and

“Fall in the Forest” to support your explanation • How do kids get ready for school in the mornings? Use

details from the text to support your explanation • How is a climbing rope like a jump rope? How is it

different? Use details from the text to support your explanation

Nar

rativ

e • Write or draw a story about the person who shears the wool from Black Sheep to sell at the market in “Have You Any Wool?” What does this person say and do? What does Black Sheep say?

• Rewrite the story from the teddy bear’s point of view. Use words such as I and me to describe what happens and how you feel

• Choose and name a student from one of the photographs Write or draw a story in which this student tries to convince Katy from Katy’s First Day of School that school is fun



Unit 6


Opi

nion

/A

rgum

ent • Would you rather be in a city or at a beach? Support your opinion with information from “Fun at the Beach”

and “The City” and your own ideas • Which of these four habitats would you most like to

visit? Why? Support your opinion with information from the text and your own ideas

• Would you like to hold the little sea animals in your hands or just look at them? Why? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Write some facts that the girl in the illustration in “Fun at the Beach” could record in her notebook about

the beach Use details from the text to support your explanation • What is a habitat? Use details from pages 4–7 to

support your explanation • Are sea animals little, big, or both? Use details from

the text to support your explanation

Nar

rativ

e • Write or draw a story about the family in “Busy in the Yard.” How do they plan what job each person will do? What will they do when they finish? Remember to give each character a name.

• Write or draw a story in which a duck and a woodpecker argue about who is the better bird and why

• Imagine that the boy in the photograph on page 9 meets the boy in the “Fun at the Beach” poster illustration Write a scene in which the two boys discuss what they see and do. Remember to give each boy a name



Un

it 6


Opi

nion

/A

rgum

ent • Would you rather be in a city or at a beach? Support your opinion with information from “Fun at the Beach”

and “The City” and your own ideas • Which of these four habitats would you most like to

visit? Why? Support your opinion with information from the text and your own ideas

• Would you like to hold the little sea animals in your hands or just look at them? Why? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Write some facts that the girl in the illustration in “Fun at the Beach” could record in her notebook about

the beach Use details from the text to support your explanation • What is a habitat? Use details from pages 4–7 to

support your explanation • Are sea animals little, big, or both? Use details from

the text to support your explanation

Nar

rativ

e • Write or draw a story about the family in “Busy in the Yard.” How do they plan what job each person will do? What will they do when they finish? Remember to give each character a name.

• Write or draw a story in which a duck and a woodpecker argue about who is the better bird and why

• Imagine that the boy in the photograph on page 9 meets the boy in the “Fun at the Beach” poster illustration Write a scene in which the two boys discuss what they see and do. Remember to give each boy a name



Unit 7


Opi

nion

/A

rgum

ent • Which type of clouds do you like best? Support your opinion with information from “Clouds” and your

own experiences • Do you think it would be more fun to visit the animals

at a farm or the animals at a circus? Why? Support your opinion with information from the text and your own ideas

• Would you like to help feed the animals on a farm? Why or why not? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Write some facts about the bear and rabbit and their habitat based on the information and photograph in

“Bear’s Lunch ” • Why do some farms have sheds? Use details from the

text to support your explanation • What are some animals that live on a farm? Use details

from Farm Animals and Who’s in the Shed? to support your explanation

Nar

rativ

e • Write a journal entry that the rabbit in “Rabbit’s Ride” might record about her balloon adventure. • Write a sequel to Who’s in the Shed? explaining what happens next

• Write or draw a story in which the animals in this book argue about who has the best food



Un

it 7


Opi

nion

/A

rgum

ent • Which type of clouds do you like best? Support your opinion with information from “Clouds” and your

own experiences • Do you think it would be more fun to visit the animals

at a farm or the animals at a circus? Why? Support your opinion with information from the text and your own ideas

• Would you like to help feed the animals on a farm? Why or why not? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Write some facts about the bear and rabbit and their habitat based on the information and photograph in

“Bear’s Lunch ” • Why do some farms have sheds? Use details from the

text to support your explanation • What are some animals that live on a farm? Use details

from Farm Animals and Who’s in the Shed? to support your explanation

Nar

rativ

e • Write a journal entry that the rabbit in “Rabbit’s Ride” might record about her balloon adventure. • Write a sequel to Who’s in the Shed? explaining what happens next

• Write or draw a story in which the animals in this book argue about who has the best food



Unit 8


Opi

nion

/A

rgum

ent • Which animal in “My Dog and My Cat” would you rather have for a pet? Why? Support your opinion with

information from the text and your own ideas • Do you think children long ago had as much fun

as you do today? Why? Support your opinion with information from pages 4–7 of the text and your own ideas

• Would you rather be a bus driver, coach, nurse, or teacher? Why? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • How can we tell whether something is soft or hard? Use details from “What Is Soft? What Is Hard?” to

support your explanation • What are some ways children today use computers?

Use details from pages 4–11 to support your explanation

• Choose one of the people in this book and describe that person’s job Use details from the text to support your explanation

Nar

rativ

e • Imagine that you live in one of the homes in the poster “Homes.” Write a journal entry about your home and the things you like to do where you live

• Imagine that one of the students from the photograph on page 12 comes to visit your school today Write or draw a story in which you show this student around What things will the student recognize? What things will you have to explain?

• Write or draw a story to go with the photograph on page 7. What is the coach saying? Will the girls win their basketball game? What will happen after the game is over?



Un

it 8


Opi

nion

/A

rgum

ent • Which animal in “My Dog and My Cat” would you rather have for a pet? Why? Support your opinion with

information from the text and your own ideas • Do you think children long ago had as much fun

as you do today? Why? Support your opinion with information from pages 4–7 of the text and your own ideas

• Would you rather be a bus driver, coach, nurse, or teacher? Why? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • How can we tell whether something is soft or hard? Use details from “What Is Soft? What Is Hard?” to

support your explanation • What are some ways children today use computers?

Use details from pages 4–11 to support your explanation

• Choose one of the people in this book and describe that person’s job Use details from the text to support your explanation

Nar

rativ

e • Imagine that you live in one of the homes in the poster “Homes.” Write a journal entry about your home and the things you like to do where you live

• Imagine that one of the students from the photograph on page 12 comes to visit your school today Write or draw a story in which you show this student around What things will the student recognize? What things will you have to explain?

• Write or draw a story to go with the photograph on page 7. What is the coach saying? Will the girls win their basketball game? What will happen after the game is over?



Unit 9


Opi

nion

/A

rgum

ent • Do you like rainy days? Why or why not? Support your opinion with information from “Rainy Day” and your

own experiences • Do you agree that Teddy should stay in bed at the end

of the story? Why or why not? Support your opinion with information from the text and your own ideas

• Which toy would you most like to make? Why? Support your opinion with information from the text and your own experiences

Info

rmat

ive/

Expl

anat

ory • What are some reasons people wear helmets? Use details from “The Game” and “Follow the Rules” to

support your explanation • What are some different jobs grown-ups have? Use

details from the text to support your explanation • Write how to make a paper plane. Use details from the

text to support your explanation

Nar

rativ

e • Write a sequel to “The Game” explaining what Jake and his teammates do after the game is over. • Write about Teddy’s fall from Rover’s point of view. Use words such as I and me to describe what happens and how you feel

• Write or draw a story about the photograph on page 11 Be sure to name each character



Un

it 9


Opi

nion

/A

rgum

ent • Do you like rainy days? Why or why not? Support your opinion with information from “Rainy Day” and your

own experiences • Do you agree that Teddy should stay in bed at the end

of the story? Why or why not? Support your opinion with information from the text and your own ideas

• Which toy would you most like to make? Why? Support your opinion with information from the text and your own experiences

Info

rmat

ive/

Expl

anat

ory • What are some reasons people wear helmets? Use details from “The Game” and “Follow the Rules” to

support your explanation • What are some different jobs grown-ups have? Use

details from the text to support your explanation • Write how to make a paper plane. Use details from the

text to support your explanation

Nar

rativ

e • Write a sequel to “The Game” explaining what Jake and his teammates do after the game is over. • Write about Teddy’s fall from Rover’s point of view. Use words such as I and me to describe what happens and how you feel

• Write or draw a story about the photograph on page 11 Be sure to name each character



Unit 10


Opi

nion

/A

rgum

ent • Would you rather swim or ice skate? Why? Support your opinion with information from “Water, Water

Everywhere” and your own ideas • At the end of the story, do you think the man and

woman are most angry at the Gingerbread Man or at the fox? Why? Support your opinion with information from the text and your own ideas

• Which shape picture would you most like to make? Why? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What are some patterns that people make? Use details from “Off I Go,” “Water, Water Everywhere,” and

“Look at the Patterns!” to support your explanation. • What tools and ingredients do you need to make

gingerbread? Use details from the text to support your explanation

• What are some pictures you can make with a circle? Use details from the text to support your explanation

Nar

rativ

e • Write a sequel to “Off I Go” to explain what happens after the girl leaves for school. Be sure to name all the characters in your story

• Write or draw what the man and woman in The Gingerbread Man will bake next

• Imagine that the robot on page 7 comes to life. Write or draw a story from his or her point of view Use words such as I and me to tell about your life and how you feel about being a robot



Un

it 10


Opi

nion

/A

rgum

ent • Would you rather swim or ice skate? Why? Support your opinion with information from “Water, Water

Everywhere” and your own ideas • At the end of the story, do you think the man and

woman are most angry at the Gingerbread Man or at the fox? Why? Support your opinion with information from the text and your own ideas

• Which shape picture would you most like to make? Why? Support your opinion with information from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What are some patterns that people make? Use details from “Off I Go,” “Water, Water Everywhere,” and

“Look at the Patterns!” to support your explanation. • What tools and ingredients do you need to make

gingerbread? Use details from the text to support your explanation

• What are some pictures you can make with a circle? Use details from the text to support your explanation

Nar

rativ

e • Write a sequel to “Off I Go” to explain what happens after the girl leaves for school. Be sure to name all the characters in your story

• Write or draw what the man and woman in The Gingerbread Man will bake next

• Imagine that the robot on page 7 comes to life. Write or draw a story from his or her point of view Use words such as I and me to tell about your life and how you feel about being a robot



Student Writing Checklists

Opinion/ArgumentI remembered to . . .

q Give my opinion.

q Give reasons for my opinion.

q Include a strong ending.

q Begin each sentence with a capital letter.

q Use punctuation at the end of each sentence.

Informative/ExplanatoryI remembered to . . .

q Write my topic or main idea.

q Use facts from the text.

q Include a strong ending.



#


NarrativeI remembered to . . .

q Write about one or more events.

q Put the events in an order that makes sense.

q Give my story a beginning, middle, and end.




Conventions of English Mini-Lessons

The short mini-lessons in this section address the Grade K Conventions of English expectations outlined in Common Core Language Standards L K 1 and L K 2 Based on your observations of students’ writing, use these explicit lessons to teach the conventions students have not mastered Use them as models for additional follow-up instruction as needed

L.K.1b Nouns 29

L.K.1b Verbs 30

L.K.1c Plural Nouns Ending in /s/ 31

L.K.1c Plural Nouns Ending in /es/ 32

L.K.1d Interrogative “Who” 33

L.K.1d Interrogative “What” 34

L.K.1d Interrogative “When” 35

L.K.1d Interrogative “Where” 36

L.K.1d Interrogative “Why” 37

L.K.1d Interrogative “How” 38

L.K.1e Preposition “To” 39

L.K.1e Preposition “From” 40

L.K.1e Prepositions “In” and “Out” 41

L.K.1e Prepositions “On” and “Off” 42

L.K.1e Preposition “For” 43

L.K.1e Preposition “Of” 44

L.K.1e Preposition “By” 45

L.K.1e Preposition “With” 46

L.K.1f Produce Complete Sentences 47

L.K.1f Expand Complete Sentences 48

L.K.2a Capitalize First Word in a Sentence 49

L.K.2a Capitalize the Pronoun “I” 50

L.K.2b Recognize and Name End Punctuation: Periods 51

L.K.2b Recognize and Name End Punctuation: Question Marks 52

L.K.2b Recognize and Name End Punctuation: Exclamation Marks 53


CCSS L.K.1b Use frequently occurring nouns and verbs

Nouns

Purpose: To understand and use nouns

Objective: Students will use nouns when speaking

1 Before beginning the activity, have images of places, such as photos in magazines, book-cover illustrations, and maps throughout the classroom Students will need these to identify places as they play the Name Game during this mini-lesson

2 Say: A noun is a naming word. It can name a person, place, or thing. Point to yourself and say: Teacher Have students point to you and say the word Point to a child and say: Student

3 Say: A noun can name a place. Have students repeat these words: school, park, market If available, point to images of each of these in the classroom If not, point to and name the images of places you have displayed in the classroom

4 Say: A noun can also name a thing. Point to a desk and say: Desk Have students repeat the word Continue with light, table, chair, book, crayon, pen, and pencil

5 Invite volunteers to point to and name people in the classroom Show images of places, and have volunteers name the places Then have them name things in the classroom

6 Tell students they will play the Name Game Explain that you will choose a student and then call out: person, place, or thing Then the student must quickly walk to and point to an example in the classroom Tell students they may point to pictures, things, or people in the classroom After each student has pointed to a correct item, have the class point to the item and call out: person, place, or thing

7 After the game, remind students that good speakers and listeners understand and use nouns

8 Tell students to draw a picture in their journals to show a person, a place, and a thing


CCSS L.K.1b Use frequently occurring nouns and verbs

Verbs

Purpose: To understand and use verbs

Objective: Students will use verbs when speaking

1 Say: A verb is an action word. It tells what something or someone does. Tell students the class will practice verbs Have them repeat the word and the action after you say and pantomime clap, hop, skip, point, frown

2 Tell students you are going to say some words Tell them to jump every time you say a verb. Pause briefly between words as you say: go, race, dog, hat, sit, friend, house, talk, climb, dad. Correct as necessary throughout the activity

3 To make certain students can identify a verb in a sentence, tell this short story, speaking slowly, and have students clap each time you say a verb

Pat climbs trees. He gets apples. He takes apples home. He makes a pie.

After the story, review all the sentences, identifying and correcting any errors students have made

4 Tell students they are now ready to play a verb game called Animal Action When you call out an animal’s name, have students say the verb for the animal’s action as they pantomime Provide this example: bee: It flies Continue with the animals below

fish (It swims.) snail (It crawls.) rabbit (It hops.) bird (It flies.)

5. Remind students that good speakers and listeners understand and use verbs.

6 Tell students to draw a picture in their journals to show the verb smile


CCSS L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e g , dog/dogs; wish/wishes).

Plural Nouns Ending in /s/

Purpose: To understand and use nouns ending in /s/

Objective: Students will use nouns ending in /s/ when speaking

Teacher Note: Students should complete the lesson Nouns before completing this lesson

1 Before the lesson, assemble these items: two pencils, two crayons, two balls, and two books

2 Say: A noun is a naming word. A noun can name a person, place, or thing. Some nouns name more than one person, place, or thing. We call these nouns plural nouns. To make some nouns plural, we add the /s/ sound to the end.

3 Display one ball as you say: This is a ball. Then display two balls Say: We can talk about more than one ball when we add the /s/ sound to the end of the noun ball Have students repeat: /s/

4 Then hold up two balls as you say: Balls Have students repeat Say: The noun balls names more than one ball. It has the end sound /s/.

5 Invite students to come forward and repeat the routine with pencils, crayons, and books Reinforce by having the class repeat the plural form of each noun.

6 Ask students to join you in singing a few verses of “The Wheels on the Bus ” Then display an image of a wheel or draw a wheel on the board and say: This is a wheel. The bus has more than one wheel. What is the noun that names more than one of wheel? (wheels)

7 Tell students the class will play the Face Game as they name one and more than one Point to one eye, and ask: What is this? (eye) Then use an index finger from each hand as you point to both of your eyes and ask: What are these? (eyes) Continue with lip/lips and ear/ears

8 After the game, remind students that good speakers and listeners understand and use nouns that tell about more than one and have the /s/ sound at the end

9 Tell students to draw a picture in their journals to show birds and bugs


CCSS L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e g , dog/dogs; wish/wishes).

Plural Nouns Ending in /es/

Purpose: To understand and use nouns ending in /es/

Objective: Students will use nouns ending in /es/ when speaking

Teacher Note: Students should complete the lesson Nouns before completing this lesson

1 Before the lesson, assemble these items or images of these items: two boxes (large enough to hold two of each of the other items), four brushes, four glasses, and four dishes

2 Say: A noun is a naming word. A noun can name a person, place, or thing. A noun can also name more than one person, place, or thing. We call nouns that name more than one person, place, or thing plural nouns. To make some nouns plural, we add the /es/ sound. Have students repeat: /es/

3 Say: The noun foxes names more than one fox. You can hear the sound /es/ at the end of the word foxes Then have them repeat: one fox, two foxes

4 Display one box as you say: This is a box. Then display two boxes Say: To make the noun box plural, we add the /es/ sound to the end of it. Have students repeat: /es/

5 Display two boxes as you say: boxes—and have students repeat. Then say: The noun boxes names more than one box. It has the end sound /es/. Have students repeat: /es/

6 Place a brush in one box, and say: A brush is in the box. Have students repeat Then put two brushes in each of the boxes and say: Brushes are in the boxes. Have students repeat Invite volunteers to come forward and repeat the routine with: glass/glasses and dish/dishes

7. Remind students that good speakers and listeners understand and use nouns that tell about more than one and have the /es/ sound at the end

8 Tell students to draw a picture in their journals to show foxes in boxes


CCSS L.K.1d Understand and use question words (interrogatives) (e g , who, what, where, when, why, how)

Interrogative “Who”

Purpose: To understand and use the question word who

Objective: Students will use the question word who when speaking

1 Say: When you want to know something, you ask a question. You begin a question with a question word. One question word is who You can use the question word who to ask about a person or an animal. Who is your teacher? After the response, point to a child and ask: Who is this?

2 Ask students to join you in singing “Old McDonald ” Then provide an animal sound, and direct a student to ask who makes the sound For example, provide the animal sound quack, so the student can ask: Who says, “Quack”? Invite the class to answer Continue with additional animal sounds from the song

3 Invite students to play Knock, Knock Have students stand in a circle Demonstrate game play by having the first student in the circle face you Pretend to knock on the student’s door, and direct the student to ask: Who is it? Answer with your name Then have the student turn to pretend to knock on the door of the next child in line, who will ask: Who is it? Game play continues until all students have had the opportunity to ask and answer

4. Remind students that good speakers and listeners understand and use the question word who

5 Have students draw a picture in their journals to show who says “neigh” in the song “Old McDonald ”



Interrogative “What”

Purpose: To understand and use the question word what

Objective: Students will use the question word what when speaking

1 Before the lesson, make a surprise bag by decorating a simple medium-sized paper bag Fill the bag with a variety of items that students can easily identify, such as a pencil and an apple Put enough items in the bag so that each student will have the opportunity to choose one item

2 Say: When you want to know something, you ask a question. You begin a question with a question word. One question word is what Use the question word what to ask something. What is my name? After the response, show students a pencil Ask: What is this?

3. Repeat the process with a piece of paper and a pen.

4 Tell students they will play the surprise-bag game Ask each student to reach into the bag and pull out something Have the student ask: What is this? Have the class answer the question

5 After the game, tell each student to ask a question about something in the classroom, using the word what To model the process, you might ask: What is on the shelf? What is on the table?

6. Remind students that good speakers and listeners understand and use the question word what

7 Tell students to draw a picture in their journals to show the answer to this question: What is your favorite toy?



Interrogative “When”

Purpose: To understand and use the question word when

Objective: Students will use the question word when when speaking

1 Say: When you want to know something, you ask a question. You begin a question with a question word. One question word is when Use the question word when to ask about a time something happens.

2 Say: When do we get out of bed? We get out of bed in the morning. When do we eat? We eat when we are hungry. Then ask: When do we come to school? When do we go to sleep? Allow time for answers

3 Have the class join you in singing or reciting “Hickory Dickory Dock ” Then ask: When did the mouse run down? (after the clock struck one)

4 Invite pairs to come forward and pantomime holding telephones as they make believe they are calling one another Tell them to use when questions as they talk on the phone As necessary, prompt with questions such as: When do you play soccer? When do you go to the store? When do you do your homework? When do you go for walks? When do you talk to friends?

5. Remind students that good speakers and listeners understand and use the question word when.

6 Tell students to draw a picture in their journals to show the answer to this question: When do you eat your dinner?



Interrogative “Where”

Purpose: To understand and use the question word where

Objective: Students will use the question word where when speaking

1 Say: When you want to know something, you ask a question. You begin a question with a question word. One question word is where Use the question word where when you want to find something. Where is my desk? Where is your journal? Allow students time to respond

2 Tell students they will play a game to tell where to find animals Explain that they should think about animal homes as they ask and answer questions Provide this example: Where is the ant? The ant is in the anthill.

3 Provide the animal name bird to a student pair Have one partner ask the other: Where is the bird? Tell the other partner to answer (The bird is in the nest ) Then have the class repeat the question and the answer

4 Continue with the animal names below, first having partners ask and answer and then having the class repeat the question and the answer As indicated below, responses may vary for some animals Prompt students who have difficulty thinking of an animal home, as the most important aspect of the activity is for students to practice the question word where

spider (web) bee (hive) fish (river, lake, ocean, bowl) dog (house)

5. Remind students that good speakers and listeners understand and use the question word where.

6 Tell students to draw a picture in their journals to show the answer to this question: Where is an animal or a picture of an animal in our classroom?



Interrogative “Why”

Purpose: To understand and use the question word why

Objective: Students will use the question word why when speaking

1 Say: When you want to know something, you ask a question. You begin a question with a question word. One question word is why Use the question word why to find out a reason.

2 Ask: Why do you brush your teeth? (to keep them clean) Have students repeat the question and answer. Repeat the process with this question: Why do you put on a coat? (because it is cold outside; to stay warm)

3. Invite students to join you as you sing or recite “Jack and Jill.” Then ask: Why did Jack and Jill go up the hill? (to fetch a pail of water) Have partners face one another and take turns asking and answering this question. Repeat the process with this question: Why did Jack’s crown break? (because he fell down the hill)

4. Briefly retell a familiar story, such as Goldilocks and the Three Bears Then encourage students to ask and answer why questions about the story Prompt as necessary For example, ask: Why did Goldilocks go into the house? Why didn’t Goldilocks eat the first bowl of porridge? Why did Goldilocks sleep in the last bed?

5. Remind students that good speakers and listeners understand and use the question word why.

6 Have students draw a picture in their journals to answer this question: Why do you wear a coat and a hat?



Interrogative “How”

Purpose: To understand and use the question word how

Objective: Students will use the question word how when speaking

1 Say: When you want to know something, you ask a question. You begin a question with a question word. One question word is how You can use the question word how to ask the way to do something. Have students stand Ask: How do you clap? Have students echo the question and then mimic as you clap. Repeat with: How do you jump?

2 Have partners face one another as one asks: How do you clap? Direct the other partner to pantomime the response Then have partners switch, so that each has the opportunity to ask the question

3 Invite pairs to come forward as you repeat the process by providing the words below Remind partners to take turns asking the question and pantomiming the answer.

How do you: blink throw grin knock laugh frown dig sing ride a horse climb

4 Extend by asking: How do you use a broom? Then pantomime the action as you say: I sweep. Have pairs join you to take turns asking one another and answering the question Repeat with: How do you use a toothbrush? (I brush ) How do you use a pencil? (I write )

5. Remind students that good speakers and listeners understand and use the question word how.

6 Have students draw a picture in their journals to answer this question: How do you use a mop?


CCSS L.K.1e Use the most frequently occurring prepositions (e g , to, from, in, out, on, off, for, of, by, with)

Preposition “To”

Purpose: To understand and use the preposition to

Objective: Students will use the preposition to when speaking

1 Say: You can use the word to when you talk or write about giving something to someone. Hand a pen to a student Emphasize the word to as you say: I give the book to you. Have students repeat Ask students to continue to pass the pen through the classroom Each time, say: I give the pen to you.

2 Say: You can also use the word to when you talk or write about going somewhere. Next, emphasize the word to as you say: You go to school. Have students repeat Explain: When you go to school, you are going somewhere. So you can use the word to when you tell about going there.

3. Ask students to join you in reciting “Mary, Mary Quite Contrary.” Have students use the word to to explain where they would go if they wanted to visit Mary (to her garden) Then ask students to use the word to to tell what Mary might give them from the garden (Possible response: She would give flowers to me.)

4 Invite students to use the word to to tell about giving something special or going somewhere fun Prompt as necessary

5. Remind students that good speakers and listeners understand and use the word to

6 Tell students to draw a picture in their journals to show a child walking to school



Preposition “From”

Purpose: To understand and use the preposition from

Objective: Students will use the preposition from when speaking

1 Say: Use the word from when you talk or write about taking something from somewhere. Hand a book to a student Emphasize the word from as you say: You take the book from me. Have students repeat Ask students to continue to pass the book through the classroom, each time saying, “I take the book from you ”

2 Say: You can also use the word from when you go from one place to another. Emphasize the word from as you say: You go home from school. Have students repeat Say: The bird came from the pet store. Have students repeat

3. Ask students to join you in reciting “Rain, Rain, Go Away.” Have students use the word from to explain where the rain begins Provide this oral sentence frame to prompt: The rain comes from (pause). Have the class repeat the entire sentence: The rain comes from the sky. Then ask students to use the word from to tell about a place they might be leaving when rain begins to fall Prompt as necessary (Possible response: I was going home from school when the rain started.)

4 Invite students to use the word from to tell about getting something they really liked or leaving somewhere when it was time to go home Prompt as necessary

5. Remind students that good speakers and listeners understand and use the preposition from

6 Tell students to draw a picture in their journals to show snow falling from the sky



Prepositions “In” and “Out”

Purpose: To understand and use the prepositions in and out

Objective: Students will use the prepositions in and out when speaking

1 Before the lesson, assemble the following items: shoebox (no top required), pen, crayon, and pencil Find at least six more items in the classroom As you begin the activity, place the empty shoebox on a table, and place the items around it

2 Say: The word in tells where. Emphasize the word in as you place the pencil in the shoebox and say: I put the pencil in the box. Have students repeat the sentence and pantomime the action

3 Next, say: The word out also tells where. Emphasize the word out as you take the pencil out of the shoebox and say: I take the pencil out of the box. Have students repeat the sentence and pantomime the action

4 Place three of the classroom items in the shoebox and three others on the table near the shoebox Invite pairs to come forward and use the words in and out as they tell where to put a specific item Demonstrate by having a student join you Tell the student: Put the [classroom item] in the box. Prompt the student follow your command and then tell you to put a specific item in the shoebox or take a specific item out of the shoebox Have pairs begin the activity, and continue until all students have had a turn

5. Remind students that good speakers and listeners understand and use the words in and out

6 Tell students to draw two pictures in their journals, one to show a child putting food in a dog’s dish, and one to show a dog taking the food out of the dish



Prepositions “On” and “Off”

Purpose: To understand and use the prepositions on and off

Objective: Students will use the prepositions on and off when speaking

1 Say: The word on tells where. Put a book on a table Emphasize the word on as you say: The book is on the table. Have students repeat

2 Say: The word off also tells where. Take the book off the table Emphasize the word off as you say: I take the book off the table. Have students repeat

3 Ask students to join you in reciting “Little Miss Muffet ” Then ask: Where was Little Miss Muffet sitting? (on a tuffet) Say: Use the word off to tell what happened after the spider sat down beside Little Miss Muffet. (She jumped off the tuffet )

4 Tell students they will play the Put It On, Take It Off game Depending on availability of items in your classroom, provide prompts such as those below to individual students Have students confirm as they place or remove each item Provide this example: Put a pen on the table. As you put the pen on the table, say: I put a pen on the table. Then take the pen off the table as you say: I took the pen off the table. Prompts: Put the pencil on my desk; take the pencil off my desk. Put the block on your table; take the block off your table. Put your journal on a shelf; take your journal off the shelf. Put the ball on the floor; take the ball off the floor. Put your hand on your head; take your hand off your head.

5 After the game, remind students that good speakers and listeners understand and use the prepositions on and off

6 Tell students to draw two pictures in their journals: one to show a cat sitting on a rug and the other to show a cat jumping off a rug



Preposition “For”

Purpose: To understand and use the preposition for

Objective: Students will use the preposition for when speaking

1 Before the lesson, place small items (such as pictures and papers) students have created throughout the school year into a box Decorate the box as if it is a gift You will use this item in Step 3

2 Say: You can use the word for when you talk or write about giving something to someone else. Emphasize the word for as you say: The teacher brings books for us. Have students repeat

3 Tell students they will play a present game Explain that students will not open the present, but will pass it through the room Hand the “present” to the first student as you say: This present is for you. Have the student respond, “Thank you ” Then have the student hand it to the next student and say: This present is for you. Have students continue play until the present reaches the last student Prompt the student to hand it to you and say: This present is for you. Open the present, show the items inside, and emphasize the word for as you say: Thank you! These are all things you made for me. I am a happy teacher!

4 Invite students to use the word for to tell about something nice they did at home or at school They might say, I dried the dishes for my father or I colored a picture for my mother.

5. Remind students that good speakers and listeners understand and use the word for

6 Tell students to draw a picture in their journals to show something they have done for a friend



Preposition “Of”

Purpose: To understand and use the preposition of

Objective: Students will use the preposition of when speaking

1 Before the lesson, cut a paper plate into four pieces to resemble triangular pieces of a pie

2 Say: You can use the word of when you talk or write about the parts of something. Emphasize the word of as you say: Days are part of a week. Have students repeat With your fingers coming up one by one to correlate to each day, say the days of the week Then bring the fingers of your right hand and your left hand together as you say: The days of the week are part of the whole week. Have students mimic and echo

3 Place the paper plate you prepared earlier on a table with all four pieces together to look like a circle Have students join you around the table Say: Make believe this is a pie. Slide one piece of the “pie” away from the whole as you say: I want to eat a piece of the pie. Yum! Ask students to repeat and pantomime the action Then slide the “pie slice” back into place Have students come forward, one by one, to take a “piece of the pie” and say: I want to eat a piece of the pie. Yum!

4. Remind students that good speakers and listeners understand and use the word of

5 Tell students to draw a picture in their journals Say: A sleeve is part of something. Draw a picture to show this



Preposition “By”

Purpose: To understand and use the preposition by

Objective: Students will use the preposition by when speaking

1 Before the lesson, select big books that include the author’s name Also display student’s work in the classroom, as it will be referenced in Step 4

2 Say: You can use the word by to tell who did something. Display one of the big books you assembled earlier Emphasizing the word by, say: This book was written by [author’s name]. This means [author’s name] wrote the book. Have students repeat: This book was written by [author’s name].

3 Invite students to come forward and choose books from the selection you assembled earlier For each book, say: This book was written by [author’s name], and have students repeat

4 Continue by pointing out student work displayed in the classroom Model using the word by in a sentence such as: This picture was colored by [student’s name]. This letter was written by [student’s name]. Invite students to continue

5. Remind students that good speakers and listeners understand and use the word by

6 Tell students to draw a picture in their journals to show a lunch made by a friend or family member



Preposition “With”

Purpose: To understand and use the preposition with

Objective: Students will use the preposition with when speaking

1 Say: You can use the word with to tell that two things or two people are together. Ask a student to come forward to join you Emphasize the word with as you say: [Student’s name] is standing with me. Have students repeat

2 Ask students to stand in pairs as each partner takes a turn to Say: [Student’s name] is standing with me.

3. Have students join you in singing or reciting “Jack and Jill.” Then ask students to use the word with to answer this question: Who went up the hill with Jill? (Jack went up the hill with Jill.) Repeat with: Who went up the hill with Jack? (Jill went up the hill with Jack.)

4 Invite students to use the word with to tell about a special day with a friend or family member

5. Remind students that good speakers and listeners understand and use the word with

6 Tell students to draw a picture in their journals to show one friend with another friend


CCSS L.K.1f Produce and expand complete sentences in shared language activities

Produce Complete Sentences

Purpose: To understand how to recognize and produce complete sentences

Objective: Students will recognize complete sentences when reading and produce complete sentences when writing

1 Before the lesson, write each word below on a separate sheet of paper Show capitals and periods as noted Students will use these words in Step 4

I You We go run work

2 Say: A sentence is a group of words. It is a complete thought. Write this sentence on the board: I walk. Read aloud the sentence, and say: This is a sentence. It is a group of words. It tells a complete thought.

3 Next, write the word I on the board Ask: Is this a sentence? (no) Why not? (because it is not a group of words and is not a complete thought) Then write walk on the board Ask: Is this a sentence? (no) Why not? (It is not a complete thought )

4 Have six students come forward Give each of them a sheet of paper with a word that you prepared before the lesson Have students discuss the words and figure out how to stand together in pairs to show sentences Then have the class read aloud each sentence After each, ask: Why is this a sentence? (because it is a group of words and is a complete thought)

5. Remind students that good writers can write sentences.

6 Tell students to write a sentence in their journals about a dog


CCSS L.K.1f Produce and expand complete sentences in shared language activities

Expand Complete Sentences

Purpose: To understand how to expand complete sentences

Objective: Students will expand complete sentences when speaking and writing

1 Say: Remember that a sentence is a group of words. It is a complete thought. Write this sentence on the board: I eat. Read aloud the sentence, and say: This is a sentence. It is a group of words. It is a complete thought.

2 Explain: We can add more information in a sentence. Write and read aloud: I eat nuts. Explain: You can see that I added more information in this sentence. I told more

3 Write this sentence frame on the board: I eat Have students sit in a circle and take turns orally finishing the sentence frame

4 Next, write this sentence frame on the board: I am Invite volunteers to come forward to write a word to tell more about the sentence Help students with spelling, as necessary Have each student read the sentence after writing the new word

5. Remind students that good writers know how to tell more information in their sentences.

6 Write this sentence frame on the board: I walk Tell students to write in their journals to finish the sentence Have them draw a picture to illustrate it


CCSS L.K.2a Capitalize the first word in a sentence and the pronoun I

Capitalize the First Word in a Sentence

Purpose: To understand that a capital letter is used to begin a sentence

Objective: Students will recognize the capital letter at the beginning of a sentence when reading and capitalize the first word in a sentence when writing

1 Prior to beginning this lesson, write each of these words on a paper plate or sheet of paper: We go home Be certain to capitalize We and include the period after the word home You will use these items in Step 4 of the lesson

2 Have students identify capital letters that are clearly visible in the classroom Then write this sentence on the board: You are here Say: This is a sentence. A sentence must begin with a capital letter. Point to the letter Y, and say: This sentence begins with the letter Y. It is a capital letter.

3 Next, write this sentence on the board: She is there Have a student come forward to identify the capital letter in the sentence Ask: Why is this letter a capital letter? (because it begins the sentence)

4 Invite three students to come forward Give each student one of the paper plates or sheets of paper you prepared before the lesson Ask the students to stand in the correct order to show where each word in the sentence belongs (We go home ) Ask: How did you know the word We should be at the beginning of the sentence? (because the word We begins with a capital letter)

5. Remind students that good writers begin each sentence with a capital letter.

6 Tell students to write a sentence in their journals about a book


CCSS L.K.2a Capitalize the first word in a sentence and the pronoun I

Capitalize the Pronoun “I”

Purpose: To understand that the pronoun I is a capital letter

Objective: Students will recognize that the pronoun I is a capital letter and will capitalize the pronoun I when writing

Teacher Note: The Produce Complete Sentences lesson is a prerequisite for this lesson

1 Before the lesson, assemble books that include the pronoun I If possible, utilize big books, which should provide simple sentences and allow students to easily view the print

2 Ask students to identify a capital I that is clearly visible in the classroom Then say: [Your name] is your teacher. I am your teacher. The word I takes the place of my name. Write this sentence on the board: You and I are at school. Point to the word I as you say: This is the word I. You must write this word as a capital letter. Does the word I begin this sentence? (no) Then why is the word I a capital letter? (because the word I must be a capital letter, even if it does not begin a sentence)

3 Display the books you assembled earlier Turn to a page that includes the word I Have a student come forward to point out the letter I, read the sentence, and explain why the letter I is a capital letter in the sentence Continue with several more sentences and students

4 Next, write these sentences on the board, and ask a student to come forward to tell whether each is correct and why Have students correct the sentences that are incorrect You and i go. He and I are friends. Dad and i talk. Bob and i walk.

5. Remind students that good writers write the word I as a capital letter

6 Tell students to write a sentence in their journals about something they like Tell them to include the word I in the sentence Prompt students to write I like


CCSS L.K.2b Recognize and name end punctuation.

Recognize and Name End Punctuation: Periods

Purpose: To understand how to recognize and name periods

Objective: Students will recognize and name periods when reading

Teacher Note: The Produce Complete Sentences lesson and the Expand Complete Sentences lesson are prerequisites to this lesson

1 Before the lesson, assemble big books that include sentences punctuated with periods Additionally, be prepared to point out images in the classroom, as you will be asking students to state sentences to tell about the images

2 Say: A sentence is a group of words. It tells a complete thought. A sentence has a capital letter at the beginning. At the end, it has an end mark. Write this sentence on the board: I go home Point to the period, and say: This is an end mark. It is a period. Have the class repeat: Period

3 Explain: There are different kinds of sentences. One kind is the telling kind. It tells information. Point again to the sentence from Step 2 Say: This is a telling sentence. It tells information. It tells where I am going. Point to the period again as you say: This is a telling sentence. It has a period for an end mark.

4 Display a page from the big book Have a student read a telling sentence and then point to and name the end punctuation Continue with additional sentences and students

5 Point out a specific image in the class Ask a student to say a telling sentence about the image Write the sentence on the board, and have a student come forward to point to and name the end punctuation Then ask: Why does this sentence have a period for its end mark? (because it is a telling sentence) As time allows, continue with additional images and sentences

6. Remind students that good readers can notice and name periods.

7 Write this sentence on the board, and read it aloud: We ride in a wagon Tell students to draw a picture in their journals to show what is happening in this telling sentence



Recognize and Name End Punctuation: Question Marks

Purpose: To recognize and name question marks

Objective: Students will recognize and name question marks when reading


1 Before the lesson, locate a big book that includes sentences punctuated with question marks You will be using this resource for students to identify question marks as end punctuation You will also use this resource for students to observe illustrations and ask questions about them

2 Say: A sentence is a group of words. It tells a complete thought. A sentence has a capital letter at the beginning and an end mark at the end. Write this sentence on the board: What is it? Point to the question mark, and say: This is an end mark. It is a question mark. It is for the asking kind of sentence. Have the class repeat: Question mark

3 Display a page from the big book Have a student find and read an asking sentence Tell the student to point to and name the end punctuation Continue with additional students and sentences

4 Turn to an illustration in the big book Tell a student to say an asking sentence about the picture Write the question on the board, and have a student come forward to point to and name the end punctuation Then ask: Why does this sentence have a question mark for its end mark? (because it is an asking sentence) Continue with additional illustrations and sentences

5. Remind students that good readers can notice and name question marks.

6 Write this sentence on the board, and read it aloud: Where are you now? Tell students to draw a picture in their journals to show the answer to this asking sentence



Recognize and Name End Punctuation: Exclamation Marks

Purpose: To understand how to recognize and name exclamation marks

Objective: Students will recognize and name exclamation marks when reading


1 Before the lesson, identify a big book that includes sentences with exclamation marks Additionally, write a large exclamation mark on a sheet of paper

2 Say: A sentence is a group of words. It is a complete thought. A sentence has a capital letter at the beginning and an end mark at the end. Write this sentence on the board: Watch out for the ball! Read the sentence aloud with strong expression. Then point to the exclamation mark, and say: This is an end mark. It is an exclamation mark. It is used in the kind of sentence that shows big, strong thoughts and feelings.

3 Show a page from the big book that includes a sentence with an exclamation mark Have a student read the sentence and then point to and name the end punctuation Continue with additional sentences and students

4 Invite a student to come forward Tell the student to say a sentence about an animal, a sentence that shows big, strong thoughts and feelings As soon as the student finishes saying the sentence, hold up the exclamation mark, and show a big surprised look Then write the sentence on the board, and ask: Why does this sentence have an exclamation mark for its end mark? (because it shows big, strong thoughts and feelings) Continue the activity as time allows

5. Remind students that good readers can notice and name exclamation marks.

6 Write this sentence on the board, and read it aloud: I see a rainbow! Tell students to draw a picture in their journals to show what is happening in this sentence with the exclamation mark

The Developmental Stages of WritingScribble Stage: A student op erating in the scribble stage writes with lines, scribbles, or mock-letter forms. He or she has no specific concept of the use of space on the page.

Isolated Letter Stage: During the isolated letter stage, letterforms begin to appear. Random letters and numbers recur throughout the writing sample, based on the student’s developing knowledge. The student is still confused about such early concepts as words, directionality, and the use of space.

Transitional Stage: Some letter–sound correspondences and correctly spelled words begin to appear as the student moves into the transitional stage. However, they may be mixed with isolated letters and numerals.

Stylized Sentence Stage: As a student acquires a core writing vocabulary of frequently used words, he or she begins to use these words to construct sentences with simple patterns. The student is also beginning to refine concepts of spacing and letter-sound correspondence.

Writing Stage: A student moves beyond the stylized sentence stage as he or she learns to compose stories and acquires a larger writing vocabulary. The student uses more conventional spelling, longer sentences, and punctuation.

Fluent Stage: Fluent writers begin to develop strategies for the craft of writing. These strategies include elaborating (voice), critiquing their own writing and others’ writing, writing in different genres, using what they know about reading text to write, using the writing process, and developing a sense of audience. Fluent writers spell most words correctly and carefully edit their spelling while they write. They also have a wide vocabulary and know how to use a thesaurus and dictionary to expand their current vocabulary. Fluent writers understand text structures (compare and contrast, descriptive, procedural, problem/solution, and cause/effect), text functions (narrative, expressive, informative, and poetic), and tenses. They write on a wide variety of topics including personal experiences and nonfiction topics.

Writing to Sources Grade KLITERACYB E N C H M A R K

LITERACYLITERACYB E N C H M A R K

TM

Opinion/argument, informative/explanatory, and narrative writing prompts for each week of instruction

® B e n c h m a r k e d u c a t i o n c o m p a n y

Writing to Sources

• Provides authentic practice for standardized writing assessments

• Requires students to engage directly with texts

• Asks students to quote accurately and explicitly from texts

• Provides practice in writing various genres

• Correlates to Common Core and other new state standards

tm k grade writing to sources - amazon s3€¦ · unit 3. prompts 10 unit 4. prompts ... writing to...

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