Kindergarten Writing Assessment

By Jerry Robinson,2014-10-17 13:10
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Kindergarten Writing Assessment

    Teacher’s Guide - K

Helping Kindergarten Students Learn to

    Write to a Character Education Theme

Universal Theme: Caring

It’s Great to Be Me!


    In Kindergarten this prototype theme can be used several times throughout the year with the same four text

    selections. Repeat the lesson plan sequence, but change which story you use for each part.

In addition to this grade-specific packet,

    a teacher will need the following materials:

     Four “Read-Aloud” stories. Pages 4-5 of this Kindergarten packet review stories that can

    be used. If you use a basal, these or similar stories may be part of it; all are available as trade


    ; One Read-Aloud for Step 4

    ; One Read-Aloud OR audiotape & tape recorder for Step 9

    ; Two Read-Alouds for Cross-Text Comparison for Step 10

    (Read-Alouds are part of a balanced reading program. See pages 1-4 of the

    General Resources if you are unfamiliar with or want to review the technique).

     Markers and chart paper for Steps 5 and 7

     Copies of these General Resources “INSERTS” from this MI-Map Packet:

    ; INSERT - Picture Walk . . . and INSERT- Reading Aloud (4 pages)

    ; Pull-Apart Venn Diagram -or- T-Square for Step 10

    ; Teacher Response forms (1 of 2 options) for Step 8

     Enlarged Pull-Apart “Venn Diagram” or T-Square on chart paper for Step 10

     Individual Alphabet Chart

     Individual student writing portfolios with an assessment sheet stapled inside for Step 8

     Individual reproduced copies of Kindergarten Analytical Writing Rubric for Step 11

Students will require:

    Paper and supplies for drawing and writing in steps 6 and 9 (Some Kindergartners are not

    developmentally ready for lined paper.)

    Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 1


    Michigan Department of Education

    Kindergarten Expectations

    Version 12.05

     These selected Kindergarten Grade Level Expectations are clearly identifiable in this instructional model. Others may apply depending on instructional delivery. Please note the presence of narrative reading and

    writing connections in these expectations. Speaking is connected to reading and writing. Thus, when

    particular instructional devices are emphasized in reading and writing, they may also be emphasized in speaking.

    English Language Arts


    Students will…

    ; R.NT.00.01 become familiar with classic, multicultural, and contemporary literature recognized for

    quality and literary merit that represents our common heritage as well as cultures from around the


    ; R.NT.00.02 identify the basic form and purpose of narrative genre including stories, nursery

    rhymes , poetry, and songs.

    ; R.NT.00.03 discuss setting, characters, and events in narrative text.

    ; R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations

    to support the understanding of setting and characters.

    ; R.NT.00.05 respond to individual and multiple texts by finding evidence, discussing, illustrating,

    and /or writing to reflect, make meaning, and make connections.

    ; R.CM.00.01 begin to make text-to-self-and text-to-text connections and comparisons by activating

    prior knowledge and connecting personal knowledge and experience to ideas in text through oral

    and written responses.

    ; R.CM.00.02 retell up to three events from familiar text using their own words or phrasing. ; R.CM.00.03 begin to make connections across texts by making meaningful predictions based on

    illustrations or portions of texts.

    ; R.CM.00.04 apply significant knowledge from grade-level science, social studies, and mathematics


    ; R.MT.00.01 self-monitor comprehension when reading or listening to familiar text by using simple

    strategies to increase comprehension including making credible predictions based on illustrations. ; R.MT.00.02 construct and convey meaning using strategies including story grammar to identify

    the author’s perspective (e.g., first, second, and third person) and sorting and ordering information.

    ; R.CS.00.01 recognize how to assess personal writing and the writing of others with teacher


    ; R.AT.00.01 become enthusiastic about reading and learning how to read.

    ; R.AT.00.02 choose books, book activities, word play, and writing on their own during free time in

    school and at home.


    Students will…

    ; W.GN.00.01 write a brief personal narrative using pictures, words, word-like clusters, and/or sentences

    as support.

    ; W.PR.00.01 with teacher assistance, consider the audience’s reaction as they plan narrative and

    informational writing.

Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 2

    INSERT for Step 1 (cont.)

    ; W.PR.00.02 brainstorm to generate and structure ideas for narrative and informational writing. ; W.PR.00.03 draft focused ideas using semi-phonetic spelling to represent narrative and informational

    text when writing, incorporating pictures, and drawings.

    ; W.PR.00.04 attempt to revise writing based on reading it aloud, requesting suggestions and

    clarifications that support meaning.

    ; W.PS.00.01 develop originality in oral, written, and visual messages in both narrative (e.g., natural

    language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming,


    ; W.SP.00.01 in the context of writing, correctly spell a small number (about 18) of frequently

    encountered and personally meaningful words.

    ; W.SP.00.02 in the context of writing, correctly spell less frequently encountered words, relying on

    structural cues (beginning and simpler ending sounds) and environmental sources (word wall, word


    ; W.HW.00.01 form upper and lowercase manuscript letters.

    ; W.HW.00.02 leave space between words and word-like clusters of letters.

    ; W.HW.00.03 write from left to right and top to bottom.

    ; W.AT.00.01 be enthusiastic about writing and learning to write.

Speaking/Listening & Viewing

    Students will…

    ; S.CN. 00.01 explore and use language to communicate with a variety of audiences and for different

    purposes including problem-solving, explaining, looking for solutions, constructing relationships, and

    expressing courtesies.

    ; S.CN.00.02 speak clearly and audibly in complete, coherent sentences and use sound effects or

    illustrations for dramatic effect in narrative and informational presentations. ; S.CN.00.03 present in standard American English if it is their first language. (Students whose first

    language is not English will present in their developing version of standard American English). ; S.DS.00.01 engage in substantive conversations remaining focused on subject matter, with

    interchanges beginning to build on prior responses in literature discussions, paired conversations, or

    other interactions.

    ; L.CN.00.02 ask appropriate questions during a presentation or report.

    ; L.CN. 00.03 listen to or view knowledgeably while demonstrating appropriate social skills of audience

    behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to each other,

    interact, and respond appropriately

    ; L.RP. 00.01 listen to or view knowledgeably and discuss a variety of genre.

    ; L.RP.00.02 listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary

    texts recognized for quality and literary merit.

    ; L.RP.00.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, drawing,

    and/or writing in order to reflect, make meaning, and make connections.

    Character Education

    Global Understandings-A Framework for Teaching and Learning, by Charlotte Anderson with Susan K. Nicklas and Agnes R. Crawford, ASCD publication.

    ; Caring Outcomes: “The ability to care enables people to relate effectively to others. The concept of

    „relating effectively to others‟ means being able to develop friendships, work with other people, and

    communicate, but it also means more. It encompasses the ability to understand, appreciate, and

    recognize as legitimate the wide range of human experiences-current, past, and future-around the

    planet.” Three of the factors that enhance a student’s capacity to CARE are self-awareness, self-

    esteem and a sense of efficacy.

    Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 3

    INSERT for Step 2


The teacher should select four Read-Aloud books to use throughout the year. . . or add your own favorites.

    These four books can be interchanged in Steps 4, 9 and 10 each time you use the model.

    Title Author ISBN

    ABC I Like Me Carlson, Nancy 0140564853

    All by Myself Mayer, Mercer 0307119386

    Annie's Gifts Medearis, Angela Shelf 0940975319

    Bright Eyes, Brown Skin Hudson, Cheryl Willis 0940975238

    Crowning Glory Thomas, Joyce Carol 0060234741

    Hello Toes! Hello Feet! Whitford/Orchard 0789424819

    Here Are My Hands Martin/Archambault 0805003282

    Hooray for You! Richmond,Marianne 0931674441

    I Am Me Kuskin. Karla 0689814739

    I Love My Hair Tarpley, Natasha 0316523755

    I'm Gonna Like Me: Letting Curtis, Jamie Lee 0060287616

    Off a Little Self-Esteem

    Little Red Ant and the Climo, Shirley 0395720974

    Great Big Crumb,

    Mice Squeak, We Speak Shapiro, Arnold 0698118731

    Now I’m Big Miller, Margaret 0688140785

    Michigan Department of Education Office of School Improvement MI-Map 6:4 Writing in Response To Text - Kindergarten Page 4

    INSERT for Step 2


    See also Barnes and Noble’s Website

    ABC I like Me!

    Feeling good about yourself is as easy as A-B-C!

    Nancy Carlson's cheerful pig is back in this vibrant ABC companion book to I Like Me! -and she's brought along a few friends to join her. Introduce children to the alphabet and reinforce positive self-esteem with the lovable characters of ABC I Like Me!

    All by Myself

    In this simple, sweet, and very human picture book, Mercer Mayer's popular Little Critter shows us all the things he can do by himself, from tying his shoes (almost) to pouring his own juice (and only spilling a little).

    Annie's Gifts (Feeling Good Series)

    Annie has a talented, musical family, but Annie does not have musical talent. She learns that different people have different talents, and the gifts she possesses are important, too.

    Bright Eyes, Brown Skin (Feeling Good Series)

    Four children who feel good about who they are and how they look enjoy the activities of a typical day at school, happy and brimming with confidence and self-esteem.

    Crowning Glory

    A collection of poems, including "First Braids," "Grandma's Way," and "Mama's Glory," in which an African-American girl celebrates herself, her family, and her heritage.

    Hello Toes! Hello Feet!

    A girl takes delight in all the things she and her feet do throughout the day.

    Here Are My Hands

    Owners of human bodies celebrate them by pointing out various parts and mentioning their functions, from "hands for catching and throwing" to the "skin that bundles me in."

    Hooray for You!: A Celebration of "You-Ness"

    Rhyming verses describe many of the reasons for celebrating one's unique qualities. In this celebration of the individual, Richmond encourages readers to embrace their unique traits and talents. The text bounces along, celebrating diverse cultures, different physical traits, and individual dreams. The illustrations depict girls and boys feeling good about who they are.

    I Am Me

    After being told how she resembles other members of her family, a young girl states positively and absolutely that she is "NO ONE ELSE BUT ME."

    I Love My Hair

    In Tarpley's gracefully told story, a young African-American heroine celebrates her lovely head of hair as part of her heritage.

    I'm Gonna Like Me: Letting Off a Little Self-Esteem

    With fun rhyming verses and fresh lively artwork, Jamie Lee Curtis and Laura Cornell's book is about how it's important to like yourself every day. Through alternating points of view, a boy's and a girl's, I'm

    Gonna Like Me shows kids that whether they get an answer wrong in school or are picked last for the team, what's most important is liking yourself because you are you.

    Little Red Ant and the Great Big Crumb

    This Mexican version of a fable found in many cultures carries the message that "you can do it if you think you can."

    Mice Squeak, We Speak

    Three children describe a menagerie of animals and the sounds they make.

    Now I'm Big

    A group of 4 to 5 year old children reflect on the things they did as babies as opposed to the things they are able to do now that they are a little older and bigger.

Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 5

    INSERT for Step 3


Learning to write in response to text takes regular, focused instruction and practice time.

    Use the worksheet below to schedule when you’ll teach each part, over a 1-2 week period. Then keep notes here to help as you teach with future lessons.

    Step Planned Date Actual Date What We Found









    Michigan Department of Education Office of School Improvement MI-Map 6:4 Writing in Response To Text - Kindergarten Page 6

    INSERT for Step 4


Thinking About the Theme

    Teacher Directions:

    1. Gather the children into a large reading circle for the purpose of sharing a common

    experience. Placing the children in a circle facilitates large group discussion, partner

    sharing, and builds good communication skills such as making eye contact and

    maintaining correct posture.

2. Introduce the esteem building theme, “It’s Great to be Me!” by sharing unique

    characteristics that make each of the children special. The conversation should focus

    on both physical and character traits. You can then gather words for the word wall

    or display sentence strips such as Monica is a friendly girl or Roberto has black hair.

3. Introduce the realistic fiction story you have selected by doing a picture walk of the

    book before reading it aloud. A description of a picture walk is included as INSERT

    PICTURE WALK in the General Resources section at the back of this packet.

    Remember to use the same four books throughout the year, alternating their

    placement in Steps 4,9 and 10.

4. After the reading, pose selected questions using Higher Level Question Cues.

    Review the Kindergarten Speaking Expectations (page 3 of this section) and use them

    to facilitate a group discussion relating the theme to the children’s lives.

    INSERT - THE ART OF READING ALOUD suggests sample Higher Level Question


Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 7

    INSERT for Step 5


Teacher Directions:

    ; Share with the students that the purpose of writing is to communicate important

    ideas across time and space.

    ; Using yourself as a real life example, tell a story about why you feel good about

    yourself. Using chart paper, draw a detailed picture, thinking aloud as you create

    the piece, about what you want to include in the picture and why.

    ; Write at least 4 observations/comments about the picture, again thinking aloud.

    Use boxes to help frame the sequence or show a chaining of ideas, which should

    move forward.

    Teacher Example:

     I can cook. I make good chicken.

    I make brown gravy. I cook dinner for my family.

    ; Facilitate a choral reading of the piece after it is completed to bring closure to

    the activity.

    Save this piece for Step 7 where the teacher will use it to model revising and editing.

Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 8

    INSERT for Step 6


Teacher Directions

Say to Students:

    Now it is your turn to draw/write a story! Remember you are sharing with someone

    else your good ideas. Draw/write about things you like about yourself. I can’t wait

    for you to share your drawing and/or writing with me! There are so many special

    things about each of you!


    Many children in Kindergarten are not developmentally ready to use lined paper.

    Writings may range from children relying primarily on pictures/scribbles to convey

    meaning, to writing recognizable short words/sentences about the picture.

    Students will need 20 minutes or longer to complete their pieces.

Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 9

    INSERT A for Step 7



Teacher Directions

    The teacher’s instruction will focus on helping the children increase their ability to share and record their ideas through drawing/writing. The students need to develop the concept that drawing/writing allows them to communicate their important ideas across time and space, and some word choices do this better than others. The teacher will need the piece that he/she modeled on chart paper in Step 5.

Give the following directions to students:

1. Think about all the stories we’ve heard about each person being special.

    2. Reread with me the piece that I wrote about why I think it is great to be me. Rereading

    is one of the most powerful strategies we can use when we write.

3. Help me revise and edit my piece. The teacher models the revising and editing

    process, using INSERT B for Step 7.

    The teacher needs to select from the questions included in the checklist. Children

    cannot address every writing component when they revise or edit a piece. The

    teacher needs to use a focused approach. Choose some things from the list the first

    time you use the unit (in September, for instance) and different things when you return

    in January and again in May.

Michigan Department of Education Office of School Improvement

    MI-Map 6:4 Writing in Response To Text - Kindergarten Page 10

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