Integrating Writing into the Reading Curriculum CoSandra Haynes

Integrating Writing into the Reading Curriculum

CoSandra Haynes

CoSandra Haynes, READ 7140, Summer 2006 2

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!


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).


Stages in Writing/Spelling Development

Scribbling/Drawing

Precommunicative

Semiphonetic

Phonetic

Transitional

Conventional


Scribbles/Drawing

Can be observed at the beginning of kindergarten

Practicing how to hold a pencil

Motor control development


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


Semi-phonetic Use letters to represent

sounds Have trouble

communicating with vowels

May use space between words


Phonetic Assign letters to sounds that they hear Represent all sounds in words Writing can be read by others


Phonetic spelling example


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


Transitional spelling example


Upper Developmental Stages of Writing/Spelling Conventional Aware of alphabetic

principle Know basic spelling

words Can spell words

appropriately


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 3rd 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


Overview of Writing Process

Prewriting

Revising

Editing

Drafting

Publishing


PrewritingStudent 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


DraftingStudent “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


RevisingStudent Revising - “clarifying

and refining ideas” Change or enhance

ideas Rearrange information

Teacher Post class draft Get suggestions Add, delete, rearrange

content on class draft


EditingStudent “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)


PublishingStudent “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


“I’m An Author” A song to help you

remember the steps in the writing process.


Grouping OptionsPrewriting 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


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


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.


Writing Time

Use illustrations from prewriting Students compose sentences to match pictures Teacher conducts mini-conferences 15- 20 minutes


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.

Integrating Writing into the Reading Curriculum

Narrative Writing

Kindergarten


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.


Georgia Performance StandardsEnglish Language Arts GPS: WritingELAKW1 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 GPSELAKR6 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.


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


Getting Ready for Narrative WritingDay 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?


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?


Narrative Writing Story Organizer

My Plan f or Narrative Writing

Beginning pictures Middle pictures Ending pictures


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

EventsPictures 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 attempt to communicate events

Pictures are unrelated to topic but show sense of story

Characters Pictures 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

Illustrationsdescribe 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


WritingDay 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


Scoring Guide for Drafting Stage of Narrative WritingStandards criteria


5

Meets the Standard(M)

4


(A) 3

Needs time and instruction

(N) 2


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 do not describe the narrative

Characters Includes 2 or more characters

Includes at least 2 characters

Includes 1 character

Includes 1 character, often self

May include a character, often self

Story Map Includes 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


PrewritingDay 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!”


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!

Integrating Writing within the Reading CurriculumInformational Writing

Kindergarten


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


Georgia Performance StandardsEnglish Language Arts GPS: WritingELAKW1 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.


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


Informational WritingDay 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”


PrewritingDay 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.


Organizer for Informational WritingName _________________________________ Prewriting

At the end of my day I …

Haynes, C. (2006). Organizer for Prewriting Stage of Informational Writing. Unpublished manuscript, Valdosta State University.


Scoring Guide for Prewriting Stage of Informational WritingStandards criteria


5

Meets the Standard

(M)

4

Approaches the Standard (A)

3

Needs time and instruction

(N)

2

Needs substantial time and instruction

(NS)1

IllustrationPictures tell a “procedure”

Detailed pictures that show a step-by-step process4 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

Illustrationsdescribe 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


WritingDay 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.


Scoring Guide for Drafting Stage of Informational Writing

Standards criteria


5

Meets the Standard

(M) 4


(A)

3

Needs time and

instruction(N) 2


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 organizer Includes 3 or more ideas fromorganizer

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


Informational WritingDay 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


Informational WritingDay 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


Accommodations and/or ModificationsCultural 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.

\


ReferencesCarolyn, 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.


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. (4th ed.). Upper Saddle River. NJ: Merrill Prentice Hall.

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Integrating Writing into the Reading Curriculum CoSandra Haynes