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K-1 Common Core Writing
Santa Fe Public Schools
Presented by: Sheryl White
Session Objectives
• Review expectations in Common Core Writing
• Gain ideas for teaching opinion writing
• Collaborate and articulate with K-1 teachers
Common Core Three Types of Writing
1. To provide opinions (K-5)
2. To inform and explain
3. To write narratives
CCSS Opinion Writing Expectations
Kindergarten
• Use combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about a topic or book (e.g. My favorite book is…)
1st Grade
• Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Gradual Release of Responsibility Model
I WATCH I HELP YOU HELP YOU WATCH
YOU DO YOU DO I DO I DO
Students read and write for different purposes.
Students do the work with help from the teacher.
The teacher invites the student to participate.
The teacher does all the work through modeling and demonstrating.
Think Aloud is a
core strategy.
Independent Use Student Practices Under Teacher
Guidance
Joint Practice Scaffolding
Teacher Directed
Model, Model, Model
Getting Started
• Define opinion for students
• Introduce opinion writing by activating students’ thinking about a topic or book
• Model the language
• Give students opportunities to talk about their opinions
• Provide prewriting activities to prepare them for successful writing
• Provide Structures for Opinion Writing
What is an Opinion?
An opinion is the way you think or feel about
something. I like the slide the
best!
I like the swings
the best!
You can agree or disagree with someone else’s opinion.
I like the slide the
best because it goes fast!
I like the swings the
best because they go high up
in the air! Because an opinion is what YOU think, it can’t really be wrong…especially if you have reasons for your opinion!
Using TPR to Support Learning
• Model use of TPR (Total Physical Response) in defining opinion
• Have students use motions to define “opinion”
• Let’s try it!
Remember the value of anchor charts!
Vocabulary for Stating An Opinion
• I think
• I feel
• I like…. / I don’t like….
• My favorite part
• My favorite thing
• This was interesting
• This was sad
• The book is so ……
Vocabulary for Supporting An Opinion
• Because…..
• When ….
• The reason….
• One reason ….
Vocabulary for Concluding an Opinion Statement
• I think…
• I feel…
• I suggest…
• I would recommend…
Language Development and Writing
If you can’t say it, then you can’t write it.
Turn and Talk
Writing About Topics
• Hook students with topics they can relate to
• Provide introductory activities
• Model vocabulary of opinion
• Prepare students for writing – Prewriting
– Writing
Topics for Opinions
• Food
• Pets
• Things to do at school
1 Minute Brainstorm At your table, see how many topics you can generate
for your students to write opinions about !
A Fruity Game • Create a set of cards based on a topic. (Fruit)
• Read a few cards to students and model an “opinionated” response.
• Pass out one card to each student.
• Have students stand up, put their hand up and find a partner.
• Each student takes turns asking the question on the card.
• After each student has responded they SWITCH cards and repeat the process several times.
Class, Group, or Individual Activity
• Vote on favorite fruit for class
• Group students into “favorite fruit” groups or have them work alone as appropriate
• Draw or complete a graphic organizer
• Write
Now Draw or Write
Kindergarten
• 1st Grade
Would you rather…?
• Picture card game
• Choice of two things or more?
• Ask why or why not?
Which Pet???
• Tell students they are going to give their opinion about which pet they would like to have.
• Read stories or information about different pets. Ask them to think about which pet they would rather have.
• Guide them with the language of opinion.
“When we give our opinion we usually have a
reason.”
• Show students reasons that come from the story for each pet.
All About Hamsters
A hamster is a small, furry animal. It looks like a mouse. A hamster has a short tail. Hamsters like to eat fruit, seeds, and plants. These chubby animals eat and play at night. Hamsters are fun to watch after the sun sets.
Puppy Care
If you get a puppy, you must take care of it. It will need food and water every day. You will have to give your puppy baths. If your puppy has long fur, you will have to brush it. Don’t forget to clean up after the puppy.
Interactive Language Based Response
• Teacher model and provide a stem.
• Students Turn and Talk
• I want a _____________________ for a pet because ____________.
Moving to Writing
• Kindergarten
• 1st Grade
------------------------------------------------------------------------------------------------------------------
Introduce topic and state an opinion.
Supply a reason for the opinion.
Provide some sense of closure.
Draw, dictate or write. State an opinion or preference.
Class Opinion Writing
• Data Collection
• Brainstorm Facts or Reasons
• Complete Organizer, Prompt or Drawing
What Cookie do You Like Best?
• Have one person from your table come and get a plate of cookies.
• Each person should eat one of each kind.
• Individually choose which cookie you like the best.
• Draw and complete a circle map with your reasons.
• Write.
Ideas for March
clover rainbow
1 2 3 4 5 6 7 8 9 10 11
Would you rather find a clover or a rainbow?
My answer: (circle one)
clover rainbow My reason:_______________ ____________________.
Kindergarten
• Draw
• Complete the sentence frame:
I would like to find a ____________________.
Reasons
Reasons why I would like to find a four leaf
clover.
Reasons why I would like to find a rainbow.
I would like to find a ______________ because_______________________. I think __________________________.
First Grade
I really want to find a _______because__________. I think it would be _____________________. I would love to find a _______________!
Graphic Organizer w/ Reasons
Introduce topic and supply a opinion.
Reason ________________________________________________________________________
Conclusion
Reason ________________________________________________________________________
Reason ________________________________________________________________________
A Few More Ideas
• Fruits and Veggies: You can only pick one to eat for the rest of the year. Which would you choose and why? Give at least 3 reasons.
• What Should I Do at Recess?: Pretend there is a new student and they want to know what to do at recess. Your job is to tell them what you think is the BEST activity and give three reasons why!
• Santa vs. the Tooth Fairy!: Both the tooth fairy and Santa Claus have a tough job trying to keep kids happy, but whose job is harder? Give at least 3 reasons why!
Your Turn…
• Choose a topic your students can form an opinion about.
• Determine your activating/introductory activity
• What support for prewriting will you provide?
Writing Opinions about Books
Kindergarten:
• name of the book they are writing about and state an opinion or preference about a topic or book (e.g. My favorite book is…)
First Grade:
• name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Gradual Release of Responsibility Model
I WATCH I HELP YOU HELP YOU WATCH
YOU DO YOU DO I DO I DO
Students read and write for different purposes.
Students do the work with help from the teacher.
The teacher invites the student to participate.
The teacher does all the work through modeling and demonstrating.
Think Aloud is a
core strategy.
Independent Use Student Practices Under Teacher
Guidance
Joint Practice Scaffolding
Teacher Directed
One Approach-Mentor Texts
• Start with revisiting previously read and enjoyed books.
• Talk to students about what they liked and disliked about a book.
• Select a book and read to students.
• “Turn and Talk” with partner. I liked _________
because _____________________________.
A Focus on Feelings or Thoughts
• Use visuals to guide students toward more complex vocabulary!
A Focus on Elements
• Setting
• Characters
• Major Events
What’s Your Opinion?
Draw a picture and write about your favorite part of the book.
Write and Opinion and Back it Up!
Kindergarten
Write and Opinion and Back it Up!
Kindergarten/
Beginning First
A Progression of Opinion Organizers
Draw a picture about your favorite part of the book. Name the book.
• Name the book.
• Draw and write about your favorite part of the book with
a reason/example.
Title:_________________
My favorite book was __(Title)_________. One of the ____________was when _(back it up! Tell about your favorite part.)__.
A Progression of Opinion Organizers
Write the Author’s Name
Write the Title of the Book.
Opinion (interesting, funny, exciting, sad, scary, happy)
Back it Up! Write about your favorite part from the book.
Conclusion This book is _________________________________.
Providing a Sense of Closure
• Explain to students that after you write about a book they can tell the reader why!
• Why?
– What do you want to tell a friend about the book?
– How does the reader know I am finished writing about this book?
Some Ideas for Closure • That’s what I like about this book!
• I think everyone should read this book!
1 Minute Brainstorm At your table, see how many different ideas you can
generate to teach student how to bring closure to their writing.!
Your Turn
• Take a book to your table.
• What are the different ways you could guide your students to develop an opinion writing on the book?
Notes to Recommend Books
• Have students write notes recommending books.
• I like this book_______ because ___________.
• Place their notes on a bulletin board by the reading center, along with the accompanying books.
• Have students read recommended books and write a follow-up or response note.
A Word About Assessment
Idea #1 • Use Common Core
Appendix C
• Study the student writing for your grade level
• Look at the annotation from the writing sample
• Use it as a tool to plan instruction for your students.
Idea #2 • Use simple rubrics to gauge
your students’ progress with opinion writing.
• Here is one resource:
http://blogs.egusd.net/ccss/2012/01/12/ccss-aligned-rubrics-k-12/
