1. Integrating Writing into the Reading Curriculum CoSandra Haynes

2. CoSandra Haynes, READ 7140, Summer 20062 The Benefits of Teaching Writing in Kindergarten  Writing enhances readiness and pre-reading skills.  Writing benefits communication skills.  Writing helps in all areas of your curriculum.  The writing experience leads to creativity.  Writing can enhance self-esteem.  Writing is fun!

3. CoSandra Haynes, READ 7140, Summer 20063 Making Writing a Habit in Kindergarten  If first-graders have come from a kindergarten classroom where writing is a natural part of their day, they move easily into a first-grade writer’s workshop (Dorn, Soffos, 2001).

4. CoSandra Haynes, READ 7140, Summer 20064 Stages in Writing/Spelling Development Scribbling/Drawing Precommunicative Semiphonetic Phonetic Transitional Conventional

5. CoSandra Haynes, READ 7140, Summer 20065 Scribbles/Drawing  Can be observed at the beginning of kindergarten  Practicing how to hold a pencil  Motor control development

6. CoSandra Haynes, READ 7140, Summer 20066 Pre-communicative  Use scribbles  Use symbols to represent thought  Letter-like forms  Like to use uppercase letters  Limited understanding of phoneme-grapheme (letter-sound) relationships

7. CoSandra Haynes, READ 7140, Summer 20067 Semi-phonetic  Use letters to represent sounds  Have trouble communicating with vowels  May use space between words

8. CoSandra Haynes, READ 7140, Summer 20068 Phonetic  Assign letters to sounds that they hear  Represent all sounds in words  Writing can be read by others

9. CoSandra Haynes, READ 7140, Summer 20069 Phonetic spelling example

10. CoSandra Haynes, READ 7140, Summer 200610 Upper Developmental Stages of Writing/Spelling Transitional  Includes a vowel in each syllable  Applies spelling rules; may over generalize  Spelling resembles standard English spelling  Written words can be read

11. CoSandra Haynes, READ 7140, Summer 200611 Transitional spelling example

12. CoSandra Haynes, READ 7140, Summer 200612 Upper Developmental Stages of Writing/Spelling  Conventional  Aware of alphabetic principle  Know basic spelling words  Can spell words appropriately

13. CoSandra Haynes, READ 7140, Summer 200613 Georgia Writing Test  This statewide writing assessment serves the purpose of improving writing and writing instruction.  Administered to students in grades three, five, eight, and eleven. Developmental Stage Scoring Guidelines for 3 rd grade  Stage 1: Emergent Writer  Stage 2: The Developing Writer  Stage 3: The Focusing Writer  Stage 4: The Experimenting Writer  Stage 5: The Engaging Writer  Stage 6: The Extending Writer

14. CoSandra Haynes, READ 7140, Summer 200614 Overview of Writing Process Prewriting Drafting Editing Revising Publishing

15. CoSandra Haynes, READ 7140, Summer 200615 Prewriting Student  Get ready, set…(stage)  “Getting ready to write”  Organize ideas  Gather information  Organizers  Sequence organizer, story map, or specific topic organizer Teacher  Model the prewriting strategy that you want the students to use when they do their own prewriting.  Show students comparisons and contrasts with yours  Take down students’ dictations

16. CoSandra Haynes, READ 7140, Summer 200616 Drafting Student  “Getting ideas down on paper”  Use information prewriting organizer or drawing strategy Teacher  Take your prewriting strategy and show students how to covert ideas into sentences.  Provide encouragement and support  Encourage developmental spelling  Do not supply spelling

17. CoSandra Haynes, READ 7140, Summer 200617 Revising Student  Revising - “clarifying and refining ideas”  Change or enhance ideas  Rearrange information Teacher  Post class draft  Get suggestions  Add, delete, rearrange content on class draft

18. CoSandra Haynes, READ 7140, Summer 200618 Editing Student  “Cleaning up the grammar”  Conference with teacher Teacher Provide editing visors as motivators Wikki sticks to practice using proofreading marks Transparency for editing purposes (not on student’s paper)

19. CoSandra Haynes, READ 7140, Summer 200619 Publishing Student  “Sharing with the world”  Congratulate the authors in the room Teacher  Post class published piece  Provide time to share  Decide whether to place the published pieces

20. CoSandra Haynes, READ 7140, Summer 200620 “I’m An Author”  A song to help you remember the steps in the writing process.

21. CoSandra Haynes, READ 7140, Summer 200621 Grouping Options Prewriting and Writing:  Whole group: The students will be grouped as a total group during the instruction and practice activities. time-saving consistency  Individual: The students will complete the assessment activities individually. Individual assessments help teachers plan instruction

22. CoSandra Haynes, READ 7140, Summer 200622 Components of Writing Lessons Mini-lessons Practice session The Writer’s Workshop Approach  Mini-lessons Practice Session  Writing and Conferring Time  Sharing Time: “Share in the Chair” Writing and Conferring Time Sharing Time

23. CoSandra Haynes, READ 7140, Summer 200623 Mini-lessons  Focus on a particular strategy or skill  Based on the needs of the class as a whole  5 - 10 minutes  Whole or small group arrangement  Practice  Teacher and students write together.  Modeled writing, interactive writing, shared writing, or guided  Approximately 5 minutes.

24. CoSandra Haynes, READ 7140, Summer 200624 Writing Time  Use illustrations from prewriting  Students compose sentences to match pictures  Teacher conducts mini-conferences  15- 20 minutes

25. CoSandra Haynes, READ 7140, Summer 200625 Share in the Chair  This is the author’s time to shine.  Students share with whole class or a small group.  Celebrate the writer’s accomplishments  Encourage the writer to enhance his or her illustration and writing.

26. Integrating Writing into the Reading Curriculum Narrative Writing Kindergarten

27. CoSandra Haynes, READ 7140, Summer 200627 Pre-assessment prompt  The teacher will give each student a sheet of white paper. The teacher will ask the students to make sure that they have a sharpened pencil. The teacher will ask the students to draw a picture and write a story about a time when they received a new toy. The students will be encouraged to write about the events that occurred at the beginning, middle, and end of their experience.

28. CoSandra Haynes, READ 7140, Summer 200628 Georgia Performance Standards English Language Arts GPS: Writing ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences. b. Uses drawings, letters, and phonetically spelled words to create meaning. Reading GPS ELAKR6 The student gains meaning from orally presented text. The student e. Retells familiar events and stories to include beginning, middle, and end. f. Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

29. CoSandra Haynes, READ 7140, Summer 200629 Overview of Narrative Writing Unit  Day 1: Get ready, set, write a narrative piece  Day 2: Prewriting  Day 3: Writing  Day 4: Prewriting  Day 5: Writing

30. CoSandra Haynes, READ 7140, Summer 200630 Getting Ready for Narrative Writing Day 1:Introduction of Narrative Writing  Teacher: Mini-lesson What is a narrative? What happened in the beginning, middle, and at the end of the narrative? Carle, E. (1995). The very lonely firefly. New York: Philomel.  Practice: Shared writing How did you make friends on the first day of school? Assessment: Think of a time when you saw a fireworks show. Write a story about yourself. Tell what happened. What did you see, hear, and smell? How did you feel?

31. CoSandra Haynes, READ 7140, Summer 200631 Prewriting Day 2: Narrative Writing Unit  Lesson 1: Prewriting and Story Organizer  Teacher: Mini Lesson What is prewriting? Lionni, L. (1969). Alexander and the wind-up mouse. New York: Random House.  Practice: Shared writing and Class Story Organizer “The boy who became a toy.”  Assessment: Individual Story Organizer I want you to imagine that you are a toy that someone is throwing away. How do you think you would feel?

32. CoSandra Haynes, READ 7140, Summer 200632 Narrative Writing Story Organizer

33. CoSandra Haynes, READ 7140, Summer 200633 Scoring Guide for Prewriting Stage of Narrative Writing Standards criteria Exceeds the Standard (E) 5 Meets the Standard(M) 4 Approaches the Standard (A) 3 Needs time and instruction (N) 2 Needs substantial time and instruction (NS) 1 Events Pictures tell a “story” Detailed related pictures that represent that beginning, middle, and end Related pictures represent beginning, middle, and end Pictures attempt to communicate events Pictures are unrelated to topic but show sense of story CharactersPictures of more than 2 characters Pictures of 2 characters Picture of 1 character Picture of an unrelated character No pictures of characters Illustrations Provides detailed illustrations that describes the story Illustrations describe the story; illustrations are fairly detailed Illustration matches the story but may lack details Provides detailed illustrations that do not match story Has no illustration or illustration does not match story

34. CoSandra Haynes, READ 7140, Summer 200634 Writing Day 3: Writing – from pictures to words and sentences  Lesson 1 continued…  Teacher: Mini Lesson How to use your pictures to help you write sentences  Practice: Shared pen Use Class Story Organizer from previous day Write sentences that describe the beginning, middle, and end pictures  Assessment Use Individual Story Organizer from previous day Write sentences that describe your beginning, middle, and end pictures

35. CoSandra Haynes, READ 7140, Summer 200635 Scoring Guide for Drafting Stage of Narrative Writing Standards criteria Exceeds the Standard (E) 5 Meets the Standard(M) 4 Approaches the Standard (A) 3 Needs time and instruction (N) 2 Needs substantial time and instruction (NS) 1 EventsDrafts 1 beginning sentence, 2 middle sentences, and 1 ending sentence Drafts 1 beginning sentence, 1 middle sentence, and 1 ending sentence Drafts 2 sentences related to the beginning, middle, or end Drafts 1 sentence related to the beginning, middle, or end Drafts events that do not describe the narrative CharactersIncludes 2 or more characters Includes at least 2 characters Includes 1 character Includes 1 character, often self May include a character, often self Story MapIncludes 3 or more ideas from story map Includes at least 3 ideas from story map Includes at least 2 ideas from story map Includes at least 1 idea from story map Does not include ideas from story map; may include unrelated ideas

36. CoSandra Haynes, READ 7140, Summer 200636 Prewriting Day 4: Narrative Writing Unit  Lesson 2: Prewriting our second narrative piece  Teacher: Mini-lesson Review prewriting Encourage students to add more details to their pictures Bang, M. (1999). When Sophie gets angry- really, really angry… New York: The Blue Sky.  Practice: Shared writing and Story Organizer Draw and label pictures of: “The day I got really, really angry!”  Assessment: Individual Story Organizer Draw and label pictures of: “ My Happiest Day Ever!”

37. CoSandra Haynes, READ 7140, Summer 200637 Writing Day 5: Writing – from pictures to story  Lesson 2 continued…  Teacher: Mini-lesson State a sentence that could describe this picture. Use drawings and labels to write sentences and words  Practice: Shared writing and Class Organizer from previous lesson Write sentences that describe the beginning, middle, and end of our story: “The day I got really, really, angry!”  Assessment: Individual Organizer Write sentences that describe the beginning, middle, and end of you story: “My Happiest Day Ever!

38. Integrating Writing within the Reading Curriculum Informational Writing Kindergarten

39. CoSandra Haynes, READ 7140, Summer 200639 Pre-assessment prompt  The teacher will give each student a sheet of white paper. The teacher will ask the students to make sure that they have a sharpened pencil. The teacher will ask the students to draw pictures that explain how to get on and ride a bicycle. The teacher will ask the students to write down the steps in getting on and riding a bicycle. Alternative prompts:  Instructions on how to get on and slide down a sliding board  Instructions on how to swing

40. CoSandra Haynes, READ 7140, Summer 200640 Georgia Performance Standards English Language Arts GPS: Writing ELAKW1 The student begins to understand the principles of writing. The student b. Uses drawings, letters, and phonetically spelled words to create meaning. Reading GPS: ELAKR1 The student demonstrates knowledge of concepts of print. The student a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform, entertain, and persuade. ELAKR6 The student gains information from orally presented text. The student e. Retells familiar events and stories to include beginning, middle, and end.

41. CoSandra Haynes, READ 7140, Summer 200641 Overview of Informational Writing Unit  Day One: Get ready, set, write an informational piece  Day Two: Prewriting  Day Three: Writing  Day Four: Prewriting  Day Five : Writing

42. CoSandra Haynes, READ 7140, Summer 200642 Informational Writing Day One: Introduction to Informational Writing  Teacher: Mini-Lesson What is informational writing? Carle, E. (1969). The very hungry caterpillar. New York: Philomel Books.  Practice: Shared writing and Class Story Organizer Draw pictures of the foods that you ate last week. The foods may be listed under the day of the week that you ate them. “A Week of Food”  Assessment: Individual Story Organizer Draw pictures of yourself as a baby, growing infant, as a kindergartener “The Very Hungry Baby”

43. CoSandra Haynes, READ 7140, Summer 200643 Prewriting Day 2: Prewriting with pictures  Lesson 1: Prewriting our first informational piece  Teacher: Mini-lesson Review prewriting and informational writing What does the word sequence mean? What are directions? (No Author). Peanut Butter and Jelly. (1987). New York: Penguin Books. (Literacy bag)  Practice: Shared writing and Class Story Organizer Draw pictures: How to make a glass of kool-aid.  Assessment: Individual Story Organizer Draw pictures: How to prepare a bowl of cereal.

44. CoSandra Haynes, READ 7140, Summer 200644 Organizer for Informational Writing

45. CoSandra Haynes, READ 7140, Summer 200645 Scoring Guide for Prewriting Stage of Informational Writing Standards criteria Exceeds the Standard (E) 5 Meets the Standard (M) 4 Approaches the Standard (A) 3 Needs time and instruction (N) 2 Needs substantial time and instruction (NS) 1 Illustration Pictures tell a “procedure” Detailed pictures that show a step-by- step process 4 or more steps Related pictures represent show 3 steps Pictures attempt to communicate 2 steps Pictures attempt to communicate 1 step Pictures are unrelated to topic Illustrations “readable pictures" Provides detailed illustrations that describes the process Illustrations describe the process; illustrations are fairly detailed Illustration matches the process but may lack details Provides detailed illustrations that do not match the process Has no illustration or illustration does not describe the process

46. CoSandra Haynes, READ 7140, Summer 200646 Writing Day 3:Writing – from pictures to writing directions  Lesson 1 continued…  Teacher: Mini-lesson How to make pictures “readable.”  Practice: Shared writing and Class Story Organizer from previous day Write sentences : How to make a glass of kool-aid.  Assessment: Individual Story Organizer Write sentences: How to prepare a bowl of cereal.

47. CoSandra Haynes, READ 7140, Summer 200647 Scoring Guide for Drafting Stage of Informational Writing Standards criteria Exceeds the Standard (E) 5 Meets the Standard (M) 4 Approaches the Standard (A) 3 Needs time and instruction (N) 2 Needs substantial time and instruction (NS) 1 Events Drafts 1 beginning sentence, 2 middle sentences, and 1 ending sentence Drafts 1 beginning sentence, 1 middle sentence, and 1 ending sentence Drafts 2 sentences related to the beginning, middle, or end Drafts 1 sentence related to the beginning, middle, or end Drafts events that are not related to topic Uses organizerIncludes 3 or more ideas from organizer Includes at least 3 ideas from organizer Includes at least 2 ideas from organizer Includes at least 1 idea from organizer Does not include ideas from organizer; may include unrelated ideas

48. CoSandra Haynes, READ 7140, Summer 200648 Informational Writing Day 4: Prewriting with pictures  Lesson 2:Prewriting our second informational piece  Teacher: Mini-lesson Review how to sequence pictures of a story Harrison, D. (2001).When cows come home. Pennsylvania: Boy Mills Press.  Practice: Shared writing and Class Story Organizer Draw pictures to show what a hen (or another farm animal) may do when it goes to the barn at the end of the day  Assessment: Individual Story Organizer Draw pictures to show what you do when you come home at the end of the day

49. CoSandra Haynes, READ 7140, Summer 200649 Informational Writing Day 5: Writing – from pictures to story  Lesson 2 continued…  Teacher: Mini-lesson Encourage students to add more details to pictures  Practice: Shared writing and Class Story Organizer form previous day Write sentences using the class organizer to show what a hen (or another farm animal) may do when it goes to the barn at the end of the day  Assessment: Individual Story Organizer Write sentences using your story organizer to show what you do when you come home at the end of the day

50. CoSandra Haynes, READ 7140, Summer 200650 Accommodations and/or Modifications Cultural and Linguistic Needs Make sure activities and instruction are not culturally bias. Bring in all items that will be used and referenced to during instruction. Allow learner to participate and to reenact activities. Developmental Delays (fine-motor issues) It may be easier for the child if he uses a pencil grip or a slantboard. Special paper with raised lines may help a struggling writer stay within the lines. Give student only plain white paper. \

51. CoSandra Haynes, READ 7140, Summer 200651 References Carolyn, C. & King, R. (2003). Differentiated instructional strategies for teaching writing in the content area. California: Corwin Press. Fletcher, R. & Portalupi, J. (2001). Writer’s workshop. Portsmouth: Reed Elsevier. Johnson, B. (2003). Never too early to write: adventures in the k-1 writing workshop. Gainesville, Fl: Maupin House Publishing.

52. CoSandra Haynes, READ 7140, Summer 200652 References continued… Root, T. (n.d.).The writing process: prewriting and beyond. Unpublished manuscript, Valdosta State University at Valdosta. Stead, T. (2001). Is that a fact? Teaching nonfiction writing K-3. Portland, ME: Stenhouse. Tompkins, G.E. (2004). Teaching writing: Balancing process and product. (4 th ed.). Upper Saddle River. NJ: Merrill Prentice Hall.