WRK Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Writing Rubric Assessment Form Quarterly goals for writing rubric
Resources
Optional
September
Content and Essential Skills
Writing Unit is Launching a Writing Workshop (Lucy Calkins)
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Can students make pictures with lots of details that match the story they want to tell?
2. Do students know how to use the materials correctly?
3. Do students use an acceptable noise level when writing?
4. Do students demonstrate thinking about the story and picture before writing?
5. Are students practicing the idea of not giving up on their ideas?
Skills
1. Making pictures that match the story you want to tell.
2. Learning to make pictures with details.
3. Learning to use the materials.
4. Learning what is an acceptable noise level.
5. Thinking about the story and picture before writing.
6. Learn to not give up on an idea.
Assessment
Teacher Observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins Launching the Writing Workshop: Mini-lesson 1 to mini-lesson 14.
2. Paper from Resources for Primary Teachers by Lucy Calkins.
3. Baskets with date stamps, pencils, pens, colored markers, and erasers.
4. Writing folders with pockets for papers.
Optional
October
Content and Essential Skills
Writing Unit: Launching Writing by Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Continue to practice using writing materials
2. Practice stretching out the words and writing sight words in a “snap”
3. Practice doing your best in sounding out a word and moving on
Skills
Skills used in Units of Study by Lucy Calkins
1. Practice stretching out the words and writing sight words in a “snap”.
2. Practice using materials: folders, stapler and alphabet chart.
3. Practice doing your best and moving on.
Assessment
Assessment of Essential Skills at the end of First Quarter using the Kindergarten Writing Rubric.
Teacher observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins, Launching the Writing Workshop: Mini-lesson 14 to mini-lesson 21
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
November
Content and Essential Skills
Writing Unit: Small Moment Stories by Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet.
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Are students learning to write for a real purpose?
2. Are students learning to stretch a small moment during their day into a writing piece?
3. Are students thinking if several ideas and choosing the best one for a story?
Skills
Skills used in Units of Study by Lucy Calkins:
1. Practice writing for a real purpose.
2. Practice taking a small moment in your day and stretching it out.
3. Practice going thinking of ideas for a story and choosing the best.
Assessment
Teacher observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins
- Launching the Writing Workshop: Mini-lesson 22 to mini-lesson 23
- Small Moments: Personal Narrative Writing: Mini-lesson 1 to mini-lesson 3
2. Paper from Resources for Primary Teachers by Lucy Calkins.
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers.
4. Writing folders with pockets.
Optional
December
Content and Essential Skills
Writing Unit: Small Moment Stories by Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet.
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Do students understanding stretching out one moment and writing about that moment?
2. Do students understand telling a story to a partner?
Essential Questions:
1.Will students learn to write to an audience so that the audience understands and so that the audience is interested?
2. Will students practice good writing skills by using phonics skills, using spaces, capital letters,capital I, sight words and some punctuation appropriately?
3. Will students learn to use good models of writing by practicing what good authors and illustrators do?
Skills
Skills used in Units of Study by Lucy Calkins:
1. Continue to practice “zooming in” on the moment you are writing about.
2. Practice choosing a partner and telling your story to a partner before writing.
Assessment
Kindergarten assessments of essential skills for writing at the end of second quarter using the kindergarten writing rubric.
Teacher observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins:
- Small Moments: Personal Narrative Writing: Mini-lesson 4 to mini-lesson 6
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
January
Content and Essential Skills
Writing Unit: Small Moment Stories by Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Do the students understand how to tell and write a story with more that one part?
2. Do students understand how to listen and use what children’s stories and peers do?
3. Do students understand how to stretch out one moment to make a writing piece?
4. Do students understand how to stretch out words and write sight words in a “snap”?
Skills
Skills used in Units of Study by Lucy Calkins:
1. Practice using a booklet to write a story with more than one part.
2. Practice copying what great writers do
3. Practice stretching out a moment to write about
4. Looking at other students writing for good examples
5. Practice stretching out words and writing sight words in a “snap”
Assessment
Teacher observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins:
- Small Moments: Personal Narrative Writing: Mini-lesson 6 to mini-lesson 13
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
February
Content and Essential Skills
Writing Unit: Small Moment Stories by Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1.Will students learn to write to an audience so that the audience understands and so that the audience is interested?
2. Will students practice good writing skills by using phonics skills, using spaces, capital letters,capital I, sight words and some punctuation appropriately?
3. Will students learn to use good models of writing by practicing what good authors and illustrators do?
Skills
Skills used in Units of Study by Lucy Calkins:
1. Practice using a booklet to write a story with more than one part.
2. Practice copying what great writers do.
3. Practice stretching out a moment to write about.
4. Looking at other students writing for good examples.
5. Practice stretching out words and writing sight words in a “snap”.
Assessment
Teacher observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins
- Small Moments: Personal Narrative Writing: Mini-lesson 6 to mini-lesson 13
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
March
Content and Essential Skills
Writing Unit: Small Moment Stories by Lucy Calkins
Standard 2 Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Do the students understand how to tell and write a story with more that one part?
2. Do students understand how to listen and use what children’s stories and peers do?
3. Do students understand how to stretch out one moment to make a writing piece?
4. Do students understand how to stretch out words?
5. Do students know how to tell their story to a partner and listen to their partner?
6. Do students know how to use details, thoughts and feelings in their stories?
Skills
Skills used in Units of Study by Lucy Calkins:
1. Learning to concentrate on the words and sketch the picture.
2. Practice writing in a booklet when the story has more than one part.
3. Practice looking at peer writing and finding stories with details.
4. Practice looking at writing of good children’s authors.
5. Practice telling your partner the story you will actually write and listening to your partner.
6. Practice “zooming in” on your story.
7. Practice using details, thoughts and feelings in stories.
Assessment
Teacher observation
Resources
1. Units of Study for Primary Writing by Lucy Calkins
- Small Moments: Personal Narrative Writing: Mini-lesson 14 to mini-lesson 23
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
April
Content and Essential Skills
Writing Units:
- Poetry Unit as outlined by Reggie Routmann
- Teaching Skills and Strategies: Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
- 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions Used in Poetry Unit:
1. Are students learning to hear a rhythm in a poem
2. Are students learning to write a poem with fewer words than a story
3. Are students learning to change the ending of a poem
4. Are students learning to write a title for a poem
Essential Questions used in Teaching Skills and Strategies:
1. Are students stretching out the words and writing sight words in a “snap”
2. Are students learning to make writing readable by others
Skills
Skills Used in Poetry Unit:
1. Learn to hear a rhythm in a poem.
2. Learn to write a poem with fewer words than a story.
3. Learn to change the ending of a poem.
4. Learn to write a title for a poem.
Skills used in Units of Study by Lucy Calkins: Teaching Skills and Strategies:
1. Stretching out the words and writing sight words in a snap.
2. Learning to make writing readable by others.
Assessment
Teacher observation
Resources
1. Poetry Unit as outlined by Reggie Routmann
- Units of Study for Primary Writing by Lucy Calkins
- Teaching Skills and Strategies: Mini-lesson 1 to mini-lesson 3
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
May
Content and Essential Skills
Writing Unit:Poetry by Lucy Calkins
Standard 2
Students write and speak for a variety of purposes and audiences.
- 2.1 relate a narrative, creative story, or other communication by drawing, telling, and writing;
- 2.2 create a narrative by drawing, telling, and/ or emergent writing;
- 2.3 create a message by drawing, telling, and/ or emergent writing.
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
- 3.1 spell simple words;
- 3.2 apply letter/ sound relationships as emergent writers;
- 3.3 copy the 26 letters of the alphabet
Standard 5
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
- 5.1 create a message by drawing, telling, and/ or emergent writing.
Essential Questions:
1. Are students practicing writing carefully, stretching out words and leaving spaces?
2. Are the students writing the whole story?
Skills
Skills used in Units of Study by Lucy Calkins:
1. Practicing writing carefully, stretching out words and leaving spaces.
2. Practice writing the whole story.
Assessment
Teacher observation
Kindergarten Essential Skills Assessments for the End of Fourth Quarter using the Kindergarten Writing Rubric
Resources
1. Units of Study for Primary Writing by Lucy Calkins
- Teaching Skills and Strategies: mini-lesson 4 - ___
2. Paper from Resources for Primary Teachers by Lucy Calkins
3. Baskets with date stamps, pencils, pens, colored markers, staplers and erasers
4. Writing folders with pockets
Optional
