Planning for Launching Writing Workshop Kindergarten

Planning for Launching Writing Workshop – Kindergarten Immersion Collecting Drafting Revising Editing Publishing Celebratin g

Literacy Collaboration Kindergarten Launching Writing WorkshopTeaching Points  Writers add movement marks to people and things in their pictures to show their readers what was moving in their story by looking at each person or thing in their picture and asking themselves, “Was this person or thing moving?” Then, if it was moving, they add movement marks to the parts of the person or thing that was moving.  Writers get ideas for writing by thinking of something they really love or are passionate about. They think of a one time story about that thing they really love or are passionate about.  Writers get ideas for writing by thinking of one time they never want to forget.  Writers get ideas for writing by thinking of a special person and one time with that special person.  Writers get ideas for writing by thinking of a special place and one time at that special place.  Writers think about who they are writing for before they get started on a new piece. They think about a special person who they would like to write something for and then think of a story about one time with that special person. (Page 163 & 164 in About the Authors by Katie Wood Ray).  Writers make a special part of their writing seem really important by repeating it (writing it again) in another place in their story (chapter 8 in Wondrous Words by Katie Wood Ray).  Writers make their writing feel real to their readers by using the specific name of things in their writing (instead of candy, write Starburst / instead of drink, write Sprite).  Writers use quiet voices during Writing Workshop so that everyone can work without being disrupted.  Writers talk about their writing during Writing Workshop by asking themselves, “Do I need help with my story right now? Do I need help with an idea right now?” (you may want to model talking not about writing and then model talking about writing).  Writers have five minutes of no walk, no talk at the beginning of Writing Workshop, so that they can reread their writing from their folder and make writing plans for the day (it’s good to set a timer for the 5 minutes, so that when it goes off, they know they can talk about their writing – you also don’t have to do this mini-lesson if you feel your kids don’t need it)  Writers put the date on the paper by (using a date stamp / looking at the chalkboard to see what the date is) so that they can always remember when they started a piece of writing.  Writers use an ABC chart to help them write letters and words in their stories by thinking of the word they want to write, saying the word slowly, matching the sound/s they say/hear to a letter/picture on the ABC chart.  Writers go back to their old pieces and add to the words and pictures by looking at one page at a time and asking themselves, “What else should be on this page?”.  Writers make the pictures and words match in their stories by drawing the picture of what was happening first and asking themselves, “What words will tell what was happening in my picture?”  Writers stretch their stories across pages by saying across their fingers what happened first, next, and last. Each finger becomes a page in their book.  Writers plan their stories by touching each page and saying what is happening on each page before they write their story.  Writers add speech bubbles to their pictures so that whoever reads their story will know what the characters were saying. Writers do this by looking at their picture, closing their eyes, and asking themselves, “What were the people saying to each other on this page? What did I hear? What could they have said?”  Writers add the weather and time of day to their stories by looking at each page and asking themselves, “What was the weather and time of day in this part?” Then, they add details to show the weather and time of day.  Writers add the ground to their pictures first by asking themselves, “Where was this happening and what was the ground like (carpet, grass, pavement)?” They do this so that whoever reads their story will know where the story takes place and so that the characters aren’t floating in the air.  Writers add to their pictures by adding feelings to their characters’ faces. They look at each person in their story and ask, “How was this person feeling in this part of the story?” Then, they add details like smiles, frowns, tears, eyes wide open, and more to let their reader know how the people were feeling.  Writers add thought bubbles to their pictures to let their readers know what all of their characters were thinking in their story. Writers do this by looking at each character in their story and asking themselves, “What was this character thinking about in this part?” Management Issues  How we use our writing folders (green/red or sun/moon or any other organizational method). It’s good for you to have a writing folder to use for modeling, in addition to all of your writing on the charts.  What to do when we feel finished (add to our pictures, add to our words, start a new story).  How we talk to our partner.  How we talk with the teacher during a conference.  How we sit on the carpet in the meeting area.  How we get our folders after the mini-lesson.  Responsibilities during the mini-lesson (quiet during connection and teach, but sharing during active involvement). Charts for Launching Created During Mini-lessons Story Ideas:  Think of a special person and 1 time with that special person. (Pictures, pictures, pictures of special people!!! Maybe you could have them bring in photos of special people in their lives for the chart.)  Think of a special place and 1 time at that special place.  Think of a special thing and 1 time with that special thing.  Think of a time you were happy, mad, or sad. What to do when I feel finished:  Add to my picture  Add to my words  Start a new story Ways to add to my story:  What did I hear?  What did I say?  What did I see?  How did I feel?  Weather and Time of Day What do I want my kindergarten students to be able to do before I move them to Concept Books?  Retelling their story consistently to their neighbor.  Text and illustration match  Page-to-page is all about the same story  The words on the page – at least 1st letter matches sound  Beginning sound and random letters  True story about their life  Different stories – branch out a little  Planning across their hand – one day…  Using “and then”  Using booklets  Writing a sentence  First, and then, and then…  Write on a line  Count the words  Using the word wall  Living like a writer – eyes wide open  Reading their story  Management issues: independence, using charts Unit 2 Concept Books ~ Writing Workshop What do we How to write a Planning your counting Counting Book: Counting Book: notice about Counting Book book after you picked (Repeat lesson, but focus How to choose paper concept books? Choosing a Topic a topic more on saying story to add to your Chart: Types of Chart: (Think about the across the pages) counting book. Concept books Writers think order.) ABC, 123, shape, about… 1.Picture it Turn and Talk: Each Demo: By choosing color, opposites 1.Love 2.Say it on hand(Page child will have their paper paper and writing the 2.Know by page) choice under their next page: example: 3.Do 3.Touch and say it on pockets for this mini- I saw 4 dogs running (No writing, just the paper lesson. on the sidewalk. planning) Turn and Talk: Each (Books are stapled in child will have their Writing begins today groups of 3, students paper choice under need to understand their pockets for this that their counting mini-lesson. books may extend.) (No writing, just planning) 2 paper choices Management Counting Books Counting Books Color Books Color Books Lesson: New Book paper choice How to connect What to do Repeat lesson: 2 part mini-lesson Getting words on counting books before writing: review chart Part 1: Use chart: paper and matching that belong Revisit and How to choose a topic beginning sounds together with a Reread chart Demo: How to Writers think about… paperclip revisit and reread 1.Love What: Writers Demo: Very Turn and Talk: 2.Know write the words for important to Think about the Active Involvement: 3.Do their color story stress that only counting book you Students will have Thumbs up and tell How: by touching pages that belong were working on folders under their Turn and Talk: Tell and saying the words together can be the day before pockets to revisit partner your topic in their sentence and clipped together. and reread Part 2: listening to the Off you go: set Turn and Talk: Tell 1.Picture it sounds for each word Active the timer for 5 partner about the 2.Say it on hand(Page Involvement: minutes to revisit things you noticed by page) Folders under and reread that need to be 3.Touch and say it on pocket, students added to your the paper will be given one counting book. Turn and Talk: Each paperclip to child will have their locate a story paper choice under that needs their pockets for this connected. mini-lesson.

Shape Books Shape Books

Mini-lesson: Mini-lesson: Mini-lesson: Mini-lesson: Mini-lesson:

Adding more Adding more Pick 3 favorite FANCY UP DAY Choose favorite words to concept words to concept concept books: FIX- Fancy up all 3 story: Demo: how stories stories UP DAY to writers choose their best story to Describing Words Using and/or publish

Mini-lesson: Mini-lesson: Make and sketch a title page. Copy title page after students are finished to use for front cover of the book. Fancy Up title Morning Mini- Additional Notes: page and front lesson: How are our students doing with this? cover What: Writers reread published Lesson Possibilities: Robison/Love books Using word wall Publishing (Bind How: Using Concept Labels books together) remembering Labeling story by using Listening to sounds in words the pictures and Look at endings in our stories (adding last page) touching words Afternoon Future Plans: Begin concept unit in reading workshop 2-3 days Writer’s before concept unit in writing workshop Celebration:

Planning for Concept Books - Kindergarten Immersion Collecting Drafting Revising Editing Publishing Celebratin Planning g *Reading Concept *something you *What kind of *adding “or” *matching the *ABC or 123 *Make a class Books in Reading love, something concept are you *adding “and” beginning letter to highlight the concept book and Workshop you’re good at, or going to use to *adding describing the sound special part of the put it in the *Listing on paper something you make this book? words *letters and concept book classroom library the kind of know a lot about Knowing before *adding a last numbers made *Thinking about *Video them concept books we you start page to wrap it up correctly how you want each reading know about *They go in an *add a connection *star words spell d object already order page correctly *Stencils *Introducing new *All about the *spacing concepts same thing *Read like a writer *Start a noticings chart *Lots of Read Aloud