WRPK Curriculum Map
From Brush Schools Wiki
Go back to main Writing page.
Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
THEME: Beginning of school/Being away from home/Using Writing Tools Properly
ESSENTIALS
1. What is a story?
2. How do I tell/create/write a story?
3. Why do I want to tell a story?
4. How do I hold the pencil correctly?
5. How do I position the paper correctly.
STANDARDS:
2-A Preschool learners use spoken language for a variety of purposes.
2-B Preschool learners use symbols for communication and for enjoyment.
2-C Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
SKILLS
1. Students will draw pictures, write their name, with proper pencil grasp and paper positioning.
2. Students will tell the story of what that picture depicts.
3. Students will tell peers something about themselves.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
Hand Writing with out Tears Paper
Pencils
Markers
Crayons
OPTIONAL
October
Content and Essential Skills
THEME: Pumpkins/Fall/Halloween
ESSENTIALS
1. How can I make my picture match my story?
2. How do I tell/create/write a story?
3. How do I add details to my story?
4. How do I hold the pencil correctly?
5. How do I position the paper correctly.
6. How do I write the letters in my name in the proper formation?
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Students will be able to create a picture and tell a story that includes parts of their picture.
2. Learn to write the letters in their name in the proper formation.
3. Learn the sounds with the letters learned.
4. Begin to gain an understanding of lower case and upper case letters.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
OPTIONAL
November
Content and Essential Skills
THEME: Thanksgiving/Traditions/Turkey's
ESSENTIALS
1. How do you write a story without writing words?
2. How can I make my picture match my story?
3. How do I tell/create/write a story?
4. How do I add details to my story?
5. How do I hold the pencil correctly?
6. How do I position the paper correctly.
7. How do I write the letters in my name in the proper formation?
8. Gain an understanding of the beginning of a sentence and end of a sentence.
9. Where do I start reading? (top to bottom)(left to right)
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Students will practice writing the letters that make up their own names/will participate in activities that help them to recognize their names in print as well as others' printed names.
2. Practice writing in Handwriting Without Tears Books.
ASSESSMENT
Direct observation; comparisons of journal pages created earlier in the year to the ones being created at this point.
Note improvements/changes.
RESOURCES
OPTIONAL
December
Content and Essential Skills
THEME: Holidays/Letter J
ESSENTIALS
1. How do we write/draw to tell someone something we want them to know?
2. How do we understand what others are writing/drawing?
3. How do you write a story without writing words?
4. How can I make my picture match my story?
5. How do I tell/create/write a story?
6. How do I add details to my story?
7. How do I hold the pencil correctly?
8. How do I position the paper correctly.
9. How do I write the letters in my name in the proper formation?
10. Gain an understanding of the beginning of a sentence and end of a sentence.
11. How do I follow what I have wrote? (top to bottom)(left to right)
12. Use of a variety of tools for writing. (pencils, colored pencils, small crayons, large crayons, finger paints, skinny markers, fat markers)
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
Skills
1. Creating a picture letter to Santa to show what things students might like to receive during the holidays.
2. Observing others' drawings/journals to see if we can figure out what they might like to receive as a present during the holidays.
3. Practice writing letters in the proper formation.
4. Create a variety of holiday pictures and stories through a variety of mediums.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
Construction Paper
Pencils
Colored pencils
Small crayons
Large crayons
Finger paints
Skinny markers
Fat markers
OPTIONAL
January
Content and Essential Skills
THEME: Winter/Snow/Snowmen
ESSENTIALS
1. How do we write/draw to tell someone something we want them to know?
2. How do we understand what others are writing/drawing?
3. How do you write a story without writing words?
4. How can I make my picture match my story?
5. How do I tell/create/write a story?
6. How do I add details to my story?
7. How do I hold the pencil correctly?
8. How do I position the paper correctly.
9. How do I write the letters in my name in the proper formation?
10. Gain an understanding of the beginning of a sentence and end of a sentence.
11. How do I follow what I have wrote? (top to bottom)(left to right)
12. Use of a variety of tools for writing. (pencils, colored pencils, small crayons, large crayons, finger paints, skinny markers, fat markers)
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Practice writing the letter and saying the sound of each letter in their name, with the shoe box and Jello.
2. Practice writing each letter learned this month on Magnadoodle boards
3. Learn to use a variety of mediums when writing our names.
4. Learn to write our middle names.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
Magnadoodle
Construction Paper
Handwriting Without Tears Paper
Pencils
Colored pencils
Small crayons
Large crayons
Finger paints
Skinny markers
Fat markers
Shoe box
Jello
OPTIONAL
February
Content and Essential Skills
THEME: Hearts/Valentines
ESSENTIALS
1. How do we write/draw to tell someone something we want them to know?
2. How do we understand what others are writing/drawing?
3. How do you write a story without writing words?
4. How can I make my picture match my story?
5. How do I tell/create/write a story?
6. How do I add details to my story?
7. How do I hold the pencil correctly?
8. How do I position the paper correctly.
9. How do I write the letters in my name in the proper formation?
10. Gain an understanding of the beginning of a sentence and end of a sentence.
11. How do I follow what I have wrote? (top to bottom)(left to right)
12. Use of a variety of tools for writing. (pencils, colored pencils, small crayons, large crayons, finger paints, skinny markers, fat markers)
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Practice writing the letter and saying the sound of each letter in their name, with the shoe box and Jello.
2. Practice writing each letter learned this month on Magnadoodle boards
3. Learn to use a variety of mediums when writing our names.
4. Continue to practice writing our first and middle names.
5. Make Valentine's for a loved one. Write loved one's name. Decorate.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
Handwriting Without Tears Paper
Handwriting Without Tears Books
Magnadoodle
Pencils
Colored pencils
Small crayons
Large crayons
Finger paints
Skinny markers
Fat markers
Shoe box
Jello
OPTIONAL
March
Content and Essential Skills
THEME: Leprechauns/Clover's/Green
ESSENTIALS
1. How do we write/draw to tell someone something we want them to know?
2. How do we understand what others are writing/drawing?
3. How do you write a story without writing words?
4. How can I make my picture match my story?
5. How do I tell/create/write a story?
6. How do I add details to my story?
7. How do I hold the pencil correctly?
8. How do I position the paper correctly.
9. How do I write the letters in my name in the proper formation?
10. Gain an understanding of the beginning of a sentence and end of a sentence.
11. How do I follow what I have wrote? (top to bottom)(left to right)
12. Use of a variety of tools for writing. (pencils, colored pencils, small crayons, large crayons, finger paints, skinny markers, fat markers)
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Draw a picture of where they think the Leprechaun has hid his gold. Tell the story to their peers.
2. Make their own treasure map of where they would hide the gold if they had any.
3. Practice writing letter and practicing the sounds of letters through different mediums.
4. Practice writing the letters in their names in proper formation through different mediums.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
Magnadoodle
Construction Paper
Handwriting Without Tears Paper
Pencils
Colored pencils
Small crayons
Large crayons
Finger paints
Skinny markers
Fat markers
Shoe box
Jello
OPTIONAL
April
Content and Essential Skills
THEME: Spring/Rain/Dinosaurs
ESSENTIALS
1. How do we write/draw to tell someone something we want them to know?
2. How do we understand what others are writing/drawing?
3. How do you write a story without writing words?
4. How can I make my picture match my story?
5. How do I tell/create/write a story?
6. How do I add details to my story?
7. How do I hold the pencil correctly?
8. How do I position the paper correctly.
9. How do I write the letters in my name in the proper formation?
10. Gain an understanding of the beginning of a sentence and end of a sentence.
11. How do I follow what I have wrote? (top to bottom)(left to right)
12. Use of a variety of tools for writing. (pencils, colored pencils, small crayons, large crayons, finger paints, skinny markers, fat markers)
STANDARD
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Students will draw pictures of dinosaurs and share a story of their dinosaur. Then I will put together as a book we can read as a class.
2. Practice writing their first, middle and last name, through different mediums.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
Resources
Magnadoodle
Construction Paper
Handwriting Without Tears Paper
Pencils
Colored pencils
Small crayons
Large crayons
Finger paints
Skinny markers
Fat markers
Shoe box
Jello
OPTIONAL
May
Content and Essential Skills
THEME: Summer Time
ESSENTIALS
1. How do we write/draw to tell someone something we want them to know?
2. How do we understand what others are writing/drawing?
3. How do you write a story without writing words?
4. How can I make my picture match my story?
5. How do I tell/create/write a story?
6. How do I add details to my story?
7. How do I hold the pencil correctly?
8. How do I position the paper correctly.
9. How do I write the letters in my name in the proper formation?
10. Gain an understanding of the beginning of a sentence and end of a sentence.
11. How do I follow what I have wrote? (top to bottom)(left to right)
12. Use of a variety of tools for writing. (pencils, colored pencils, small crayons, large crayons, finger paints, skinny markers, fat markers)
STANDARDS
2-A: Preschool learners use spoken language for a variety of purposes.
2-B: Preschool learners use symbols for communication and for enjoyment.
2-C: Preschool learners use pictures and symbols as a representation for oral language.
3-A: Preschool learners begin to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression.
3-B: Preschool learners become aware of grammar and punctuation through listening to and experimenting with oral language.
3-C: Preschool learners become aware of grammar and punctuation through exposure to written language.
3-D: Preschool learners begin to associate sounds with the written letter.
SKILLS
1. Review letter formation.
2. Review letters.
3. Review letter sounds.
4. Write a story about what they will do this summer. Share it with peers.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
Magnadoodle
Construction Paper
Handwriting Without Tears Paper
Pencils
Colored pencils
Small crayons
Large crayons
Finger paints
Skinny markers
Fat markers
Shoe box
Jello
OPTIONAL
