2 - Launching the Writing Workshop

Kindergarten students come to our classrooms as budding authors full of stories and information from their own lives. This launching unit builds and capitalizes on the skills and enthusiasm from the oral language unit while introducing students to the world of written language. In this unit, students will learn how the little marks on the page convey thoughts, ideas and feelings.

It is hard to over emphasize the importance of establishing clear structures and routines so children can carry on independently during writing time. Students learn that writers assume identities and habits while the teacher accepts approximations and coach the students into a cohesive community of writers. The unit teaches necessary routines through explicit lessons designed to scaffold students as they become independent. Children learn how to sit at tables and use a variety of tools and resources as they begin the journey of putting their thoughts onto paper.

As children begin to transfer their oral language stories into more permanent forms, writing and drawing will progress from single pages to multiple page booklets. The goal is to make sure that students can keep themselves engaged; working in a way the child believes is productive.

Immersing students in quality books is central to a literate classroom. The selection of books should include books that focus both on the written story and the visual representation. Writing is a social activity. Children will be engaged in talking and sharing with their fellow writers as they move to the conclusion of the unit when they go public with one piece of work.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers use mentor text to study characteristics of Small Moment/Personal Narrative stories and generate story ideas?
2. How do writers learn a process for writing?
3. How do writers use words to tell a story?
4. How do writers read over their writing to add more?
5. How do writers make their writing ready for the world?

Part One: On Demand Assessment

Part Two: Immersion Phase – Sample Lessons

Concept I: Writers use mentor text to craft their writing.

Sample Session: Writers can learn from mentor text.

Part Three: Lesson Sequence Phase

Concept II: Writers learn a process for writing.

Session 1 Writers think, picture, and say their stories to themselves and a partner.

Session 2 Writers sketch their stories.

Session 3 Writers label their sketches.

Session 4 Writers keep working by adding more to their picture, words, or by starting a new piece.

Session 5 Writers use supplies independently.

Session 6 Writers sketch and do the best they can.

Concept III: Writers use words to tell a story.

Session 7 Writers put their stories into words.

Session 8 Writers stretch and write the sounds they hear first.

Session 9 Writers spell the sounds they hear and keep writing.

Session 10 Writers use an ABC chart to find and write letters.

Concept IV: Writers read over their writing to add more.

Session 11 Writers have a system for organizing their writing.

Session 12 Writers progress to writing longer stories.

Concept V: Writers make their writing ready for the world.

Session 13 Writers select and improve a piece to share with others.

Session 14 Writers share their finished pieces with a partner.

Session 15 Writers share their finished piece.