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180 Days of Writing for Kindergarten , livre ebook

Shell Education - Tracy Pearce

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218 pages

English

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A propos
Informations
Extrait

Description

180 Days of Writing is a fun and effective daily practice workbook designed to help students become better writers. This easy-to-use kindergarten workbook is great for at-home learning or in the classroom. The engaging standards-based writing activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Each week students are guided through the five steps of the writing process: prewriting, drafting, revising, editing, and publishing. Watch student confidence grow with daily writing, grammar, and language practice.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

Informations

Publié par	Shell Education
Date de parution	01 octobre 2015
Nombre de lectures	0
EAN13	9781425897666
Langue	English
Poids de l'ouvrage	58 Mo

Informations légales : prix de location à la page 0,1150€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Level

Author Tracy Pearce

Standards For information on how this resource meets national and other state standards, see pages 4–6. You may also review this information by scanning the QR code or visiting our website at http://www.shelleducation.com and following the onscreen directions.

Publishing Credits

Corinne Burton, M.A.Ed.,President; Emily R. Smith, M.A.Ed.,Content Director; Jennifer Wilson,Editor; Grace Alba Le,Multimedia Designer; Don Tran,Production Artist; Stephanie Bernard,Assistant Editor; Amber Goff,Editorial Assistant

Image Credits

pp. 17, 21, 33, 66, 68, 78, 99, 136, 143, 195, 197, 210, 213, iStock; All other images Shutterstock.

Standards

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

#51523—180 Days of Writing

TàblE of CotEts

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Writing Analyses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Editing Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Writing Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Writing Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Peer/Self-Editing Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

The Need for Practice

Itroductio

To be successful in today’s writing classrooms, students must deeply understand both concepts and procedures so that they can discuss and demonstrate their understanding. Demonstrating understanding is a process that must be continually practiced for students to be successful. Practice is especially important to help students apply their concrete, conceptual understanding of each particular writing skill.

Understanding Assessment

In addition to providing opportunities for frequent practice, teachers must be able to assess students’ writing skills. This is important so that teachers can adequately address students’ misconceptions, build on their current understandings, and challenge them appropriately. Assessment is a long-term process that involves careful analysis of student responses from a discussion, project, practice sheet, or test. When analyzing the data, it is important for teachers to reflect on how their teaching practices may have influenced students’ responses and to identify those areas where additional instruction may be required. In short, the data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment.

#51523—180 Days of Writing

How to UsE This Book

With180 Days of Writing, creative, theme-based units guide students as they practice the five steps of the writing process: prewriting, drafting, revising, editing, and publishing. During each odd week (Weeks 1, 3, 5, etc.), students interact with mentor texts. Then, students apply their learning by writing their own pieces during each following even week (Weeks 2, 4, 6, etc.). Many practice pages also focus on grammar/language standards to help improve students’ writing.

Easy to Use and Standards Based

These daily activities reinforce grade-level skills across the various genres of writing: opinion, informative/explanatory, and narrative. Each day provides a full practice page, making the activities easy to prepare and implement as part of a classroom morning routine, at the beginning of each writing lesson, or as homework.

The chart below indicates the writing and language standards that are addressed throughout this book. See pages 5–6 for a breakdown of which writing standard is covered in each week. Note:Students may not have deep understandings of some topics in this book. Remember to assess students based on their writing skills and not their content knowledge.

College and Career Readiness Standards

Writing K.1—Use a 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 the topic or the book.

Writing K.2—Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Writing K.3—Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Language K.1—Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language K.2—Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

#51523—180 Days of Writing

How to UsE This Book (cont.)

Below is a list of overarching themes, corresponding weekly themes, and the writing standards that students will encounter throughout this book. For each overarching theme, students will interact with mentor texts in the odd week and then apply their learning by writing their own pieces in the even week.Note:You may wish toThe writing prompt for each week can be found on pages 7–8. display the prompts in the classroom for students to reference throughout the appropriate weeks.

Overarching Themes

Park

School

Seasons

The Five Senses

Community Heroes

Nursery Rhymes

Solar System

Holidays

Animals

Weekly Themes

Week 1:Playing at the Park Week 2:Picnic at the Park

Week 3:What We Do in School Week 4:School Rules

Week 5:Spring or Fall? Week 6:Summer or Winter?

Week 7:Sight and Smell Week 8:Taste and Touch

Week 9:Firefighters Week 10:Police Officers

Week 11:Humpty Dumpty or Jack and Jill? Week 12:Itsy Bitsy Spider or Little Bo Peep?

Week 13:Sun and Moon Week 14:Earth

Week 15:Christmas or St. Patrick’s Day? Week 16:Valentine’s Day or Halloween?

Week 17:Ocean Animals Week 18:Land Animals

Standards

Writing K.3—Narrate a single event or several loosely linked events. Tell about the events in the order in which they occurred, and provide a reaction to what happened.

Writing K.1—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 the topic or the book. Writing K.2—Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Writing K.2—Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Writing K.1—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 the topic or the book. Writing K.2—Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Writing K.1—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 the topic or the book. Writing K.2—Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

#51523—180 Days of Writing

Overarching Themes

Nature

Sports

People We Know

Pets

Birthdays

Food

Birds

Weather

How To . . .

How to UsE This Book (cont.)

Weekly Themes

Week 19:Farms Week 20:Forests

Week 21:Soccer Week 22:Baseball

Week 23:Family Week 24:Friends

Week 25:Pet Hamsters or Bunnies? Week 26:Pet Dogs or Cats?

Week 27:My Birthday Week 28:Favorite Birthday Party

Week 29:Apples or Oranges? Week 30:Ice Cream or Cookies?

Week 31:Peacocks Week 32:Ducks

Week 33:Hot or Cold? Week 34:Wind or Rain?

Week 35:How to Make a Peanut Butter and Jelly Sandwich Week 36:How to Wash Your Hands

#51523—180 Days of Writing

Standards

Writing K.3—Narrate a single event or several loosely linked events. Tell about the events in the order in which they occurred, and provide a reaction to what happened.

Writing K.1—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 the topic or the book.

Writing K.3—Narrate a single event or several loosely linked events. Tell about the events in the order in which they occurred, and provide a reaction to what happened.

Writing K.1—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 the topic or the book.

Writing K.2—Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Writing K.1—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 the topic or the book. Writing K.2—Compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Write aboutThe Itsy Bitsy Spider orLittle Bo Peep.

Write about land animals.

Write about something you taste or touch.

Write about spring or fall.

#51523—180 Days of Writing

Write about spending time in a forest.

Prompt

Write about a school rule that you follow.

Weekly Setup

Prompt

Week

Write about what you do at school.

Write about a time you played at the park.

Write about summer or winter.

Write about something you see or smell.

Week

Write about a time you had a picnic.

How to UsE This Book (cont.)

Write about Valentine’s Day or Halloween.

Write about a soccer game.

Write about firefighters. Tell what they do.

Write about police officers. Tell what they do.

Write about ocean animals.

Write about the sun or the moon.

Write each prompt on the board throughout the appropriate week. Students should reference the prompts as they work through the activity pages so that they stay focused on the topics and the right genre of writing: opinion, informative/explanatory, and narrative. You may wish to print copies of this chart from the digital resources (filename: GK_writingprompts.pdf ) and distribute them to students to keep throughout the school year.

Write about spending time on a farm.

Write aboutHumpty Dumptyor Jack and Jill.

Write about Christmas or St. Patrick’s Day.

Write about Earth.

Week

How to UsE This Book (cont.)

Prompt

Write about a baseball game.

Write about spending a day with your family.

Write about spending a day with a friend.

Write about a hamster or a bunny.

Write about a dog or a cat.

Write about a birthday party you have had.

Write about your favorite birthday party.

Write about apples or oranges.

Write about ice cream or cookies.

Write about peacocks.

#51523—180 Days of Writing

Week

Prompt

Write about ducks.

Write about hot or cold weather.

Write about wind or rain.

Write about making a peanut butter and jelly sandwich.

Write about washing your hands.

How to UsE This Book (cont.)

Using the Practice Pages

The activity pages provide practice and assessment opportunities for each day of the school year. For this age level, teachers may wish to complete the pages together as a class. Teachers may wish to prepare packets of weekly practice pages for the classroom or for homework. As outlined on pages 5–6, each two-week unit is aligned to one writing standard.Note:Before implementing each week’s activity pages, review the corresponding prompt on pages 7–8 with students and have students brainstorm thoughts about each topic.

On odd weeks, students practice the daily skills using mentor texts. On even weeks, students use what they have learned in the previous week and apply it to their own writing.

Each day focuses on one of the steps in the writing process: prewriting, drafting, revising, editing, and publishing.

There are 18 overarching themes. Each odd week and the following even week focus on unique themes that fit under one overarching theme. For a list of the overarching themes and individual weekly themes, see pages 5–6.

Using the Resources

The following resources will be helpful to students as they complete the activity pages. Print copies of these resources and provide them to students to keep at their desks.

Rubrics for the three genres of writing (opinion, informative/explanatory, and narrative) can be found on pages 199–201. Use the rubrics to assess students' writing at the end of each even week. Be sure to share these rubrics with students often so that they know what is expected of them.

WEEK 1 DAY 1Name: _____________________________ Directions:Read the notes about playing at a park. Choose and underline one note in each box.

Who?

Prew riting my friend(s) P layin g a t th e P a rk and I

my sister and I

When?

on Sunday

on Monday

Event 2

I went on the swings.

I played soccer.

#51523—180 Days of Writing

Where?

outside

near my house

Event 1

I climbed a tree.

I ate lunch.

Narrative Writing Rubric informative/Explanatory Directions:. Students Evaluate students’ work in each category by circling one number in each row. Students Opinion Writing Rubric have opportunities to score up to five points in each row and up to 15 points total. Writing Rubric Evaluate students’ work in each categoEryxcbeyptciircolinnagloWnreintiunmgber in eacQh ruoalwi.tyStuWdreintitsng Developing Writing Directions: Evaluate students’ work in each category by circling one number in each row have opportunities to score up to five points in each row nd up to 15 points total. Directions: States a clear introduction. States an unclear opinion. have opportunities to score up to five points in each row and up to 15 poin s total.. States an introduction. Includes lots of events. Exceptional Writing Quality Writing Developing Writing Exceptional WritingStatesQanuoapliintiyon.WritingInDcleuvdeels foewpionrguncWlerairtdientagils States an unclear introduction. States an ncle r topic sentence. . Includesat least one event. States a topic sentence. States a clear topic sentence.Includes a strong closing. States a clear opinion. Includes least one detail. Does not include a closing.Includes fewor unclear events. Includes fewor unclear details Includes a closing. .Includes at least one detail. Includes lots of details.Focus and Includes lots of details. Includes a closingDoes not include a closing. Organization Does not include a closing. Includes a closing. Includes a strong closing. Includes a strong closing. Points Focus and 5 4 3 2 1 0 Focus andOrganization Organization Uses variedand interesting Uses a limited or unvari d . descriptive words. Uses some descriptive words. vocabula y 5 4 3 2 1 0 5 4 3 2 1 0 PointsUses a limited or an unvaried Uses some descriptive words. Maintains a consistent voiceUses a l mited or an unvar ed Maintains a consistent voice. PointsProUvisdeessonmiencdoesncsirsitpetinvtevowicrde..vocabulary. Uses varied and interestingand uses a tone that supportsvocabulary. Uses varied and interesting Maintains a consistent voice. descriptive words.meaning. descriptive words. M intains a consistent voice.Provides an inconsistent voice. Provides an inconsistent voice. Maintains a consistent voice Maintains a consistent voice and uses a tone that supportsWritten Expression and uses a tone that supports . meaning. meaning Points Written5 4 3 2 1 0 Expression Sentences begin with capital Most sentences b.egin with Written Expression letters. lowercase lettersSome sentences begin with 5 4 3 2 1 0 Some sente5nces begin with4 3 2capital letters.1 0 Points. Most sentences begin with Sentences end in correctMost sentences begin with Pointscapital letters S ntences end in incorrect Some sentences begin withlowercase letters. Sentences begin with capitalpunctuation.lowercas l tters. Sentences begin with capital u ctuation, or no punctuatiSoonme sentencesend in correct capital letters. letters. letters. Some sentences end in correct is used.punctuation. Sentences end in incorrect Language Words in sentences have correctSentences end in incorrect punctuation. ConventiSoonmse s tences end in correctpunctuation, or no punctuation Sentences end in correctspacing between them.punctuation, or no punctuation Sentences end in correct Words ave incorrect spaciMnogst words in sentences have punctuation.is used. punctuation. i used. punctuation. Most words in sentences have between them.correctspacing between them. correct spacing between them. Most words in sentences haveWords have incorrect spacing Points Words in sentences haveLcaornrgecutaWgoredWords have incorrect spacings in sentences have correct 5 4 3 2between the1m.0 Languagecorrect spacing between them. Conventions Consvpeacinntgibonetsween them.spacing between them. between them. Total Points: 5 4 3 2 1 0 5 4 3 2 1 0 ____________________ Points Points

____________________ ____________________ Total Points: Total Points: