Kindergarten Writing Scope And Sequence

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceB. Read grade level text for purpose and understanding.Speaking & Listening Standards:SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion).B. Continue a conversation through multiple exchanges.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is notunderstood.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Language Standards:L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.A. Print many upper- and lowercase letters.B. Use frequently occurring nouns and verbs.C. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).E. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).F. Produce and expand complete sentences in shared language activities.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.A. Capitalize the first word in a sentence and the pronoun I.B. Recognize and name end punctuation.C. Write a letter or letters for most consonant and short-vowel sounds (phonemes).D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.B. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).D. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).NJSLS from other subject(s)8.1 Educational Technology8.2 Technology Education, Engineering, Design, and Computational Thinking - ProgrammingCareer Ready Practices9.1 Personal Finance Literacy9.2 Career Awareness, Exploration, and PreparationCareers (Description of a career that relates to this unit)Revised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceEnduring Understandings/GoalsEssential QuestionsStudents will understand that Writing Workshop is a place to gather and record our life stories. What we know about letters and their sounds can help use to write letters, words, sentences,and even stories. Writers think of stories from their lives, remember them and tell them, and then draw andwrite about them. Writers look back and read their writing deciding on how they can make their writing better. What does writing workshop look and feel like?How do writers use what they know about letters and sounds to help them begin to write?How do we write true stories from our lives?How do writers revise their writing?Evidence of Learning (Assessments)Formative Assessments: Writing about readingWriters’ notebooksTeacher-createdperformance assessmentStudent reflectionsConferences and smallgroupSummative Assessments: Pre/Post-On-DemandAssessmentLearning ProgressionsBenchmark Assessments: Nonsense WordsTeachers CollegeRunning RecordsLetter Sound IDHigh Frequency WordAssessmentAccommodations and ModificationsSpecial Education:Curricular Modifications and Guidance for Students Educated in Special Class SettingsSubgroup Accommodations and ModificationsDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Differentiation: Preview content and concepts Behavior management plan Highlight text Small group settingHigh-Prep Differentiation: Alternative formative and summative assessments Guided Reading Personal agendas Project-based learning Tiered activities/assignments Varying organizers for instructionsLow-Prep Differentiation: Clubbing activities Exploration by interest Flexible groupingsSuggested Lessons for Differentiation with Small Groups:Bend I2-Helping Students Get Ideas onto Paper4-Study Your Students’ Writing to Gain Insights for Future Teaching5-Supporting Students in Getting Words on Their Papers Revised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceAlternative Assessments: F & P Running RecordsScholastic RunningRecordsBeBop Books for runningrecordsG&TAssessments:Sages-2Screening Assessment forGifted Elementary:Mathematics/ScienceLanguage Arts/SocialStudiesReasoningYopp-Singer test ofPhoneme SegmentationSentence-Writing GradePlacement TestLinguistics PhonemicAwareness ScreenerLinguistics DecodingPre/Post TestDyslexia ScreenerPRIM checklistLLI; Test PreparationLesson Framework F&PlevelsBend II8-Coaching Students to Return to Unfinished Work9-Reflecting on Your Role in the Writing Conference10-Helping Writers of Varying Abilities to Put Words on Their PageBend III13-Helping Students Stretch Their Stories across Multiple Pages14-Reminding Children that Writers Make Time to Write Words16-Coaching English Language Learners17-Nudging Students Towards Next StepsBend IV18-Supporting Students as EditorsEnglish Language Learners: Unit 1: Curriculum for ELLESL K-2Subgroup Accommodations and ModificationsDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Students at Risk for Failure: Subgroup Accommodations and ModificationsDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners}Gifted and Talented Subgroup Accommodations and ModificationsDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Students with 504 Plans Subgroup Accommodations and ModificationDifferentiation for All Students (Special Needs, ESL, Gifted Learners, & MainstreamLearners)Revised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceCore Instructional and Supplemental MaterialsProfessional Resources:Core ProfessionalResources: 2019-20 TeachersCollege CalendarUnit of Study SmallMoments Text by LucyCalkins2019-20 TeachersCollege Calendar, FirstGrade, Small MomentsUnitFlorham Park ELA PDSharing WebsiteThe Writing StrategiesBook by Jen SeravalloWriting Resources andScope and SequencesUnits of Study OnlineResourcesCore Instructional, Supplemental, Instructional, andIntervention ResourcesCore Instructional Resources: Supplemental Resources: SupplementalProfessionalResources: Any appropriate grade K novel as a read-aloudmodel to set up the routinesFreight Train by: Donald Crews (Level K)Creak! Said the Bed By: Phyllis Root (Level L)Salt Hands (Picture Puffins) (Jane ChelseaAragon) (Level L)Fireflies (Julie Brinckloe) (Level L)Bigmama’s (Donald Crews) (Level L)A Chair for My Mother by: Vera Williams (LevelM)Kitchen Dance by Maurie J. Manning (Level M)Author A True Story by: Helen Lester (Level J)Ralph Tells a Story by: Abby Hanlon (Level K)Teacher-selected books for book talks andmodeling good reader behaviorsLeveled LiteracyIntervention KitsRubric for Assessing aRetell on a Reading LevelAssessment - Levels A-Z(Teachers College) Revised March 2020Board Adoption August 28, 2017Conferring CurriculumFlorham Park ELA PD Sharing WebsiteConferring MenusBad Dog David McPhail (Level C)Birthday Surprise by Rachel Walker (Level D)The Case of the Lost Cecilia (Level A)Dust Everywhere by Robert Rosen (Level D)Going to the Zoo by Michael Taylor (Level D)Having Fun by Pam Holden (Level A)I See and See by Ted Lewin (Level B)It’s Time for A Haircut by Cathryn Summers(Level C)The Man Can by Sharon Coan (Level B)

Florham Park English Language Arts CurriculumKindergarten Scope and Sequence Intervention Resources:Primm BookTeachers College Units ofStudy - Phonics K-2Prompting Guide Part 1 For Oral Reading andEarly WritingPrompting Guide Part 2 For Comprehension :Thinking, Talking,WritingWriting Strategies Book Jennifer SerravalloFlip Your WritingWorkshop: A BlendedLearning Approach byDana Johansen and SonjaCherry-PaulHow’s It Going? APractical Guide toConferring with StudentWriters by Carl AndersonNotebook Know-How:Strategies for the Writer’sNotebook by AimeeBucknerFlorham Park ELA PDSharing WebsiteConferring MenusConferring Curriculum Interdisciplinary Connections Leveled Literacy Intervention TextsSix Minute SolutionsFountas and Pinell Guided ReadingFountas and Pinell Shared ReadingIntegration of Technology through NJSLSCorrelates to routines unit in math, rules and community units in social studies Identifyclassroom routines in other subject areas: math, science, and social studies.In Social Studies discuss routines in the communityUnderstand what it means to “read close” in social studies, science, and foreign language.Offer short, nonfiction picture books and nonfiction articles on science, social studies, andforeign language related activities to encourage building background knowledge andindependent reading about topics of interest to students. Create a word study word sort in Inspiration.Listen to books on CDs, tapes, videos or podcasts if available.Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,storyit.com, Elementary Connections Page)Use document camera or overhead projector for shared reading of texts. Ongoing: Listen to books on CDs, tapes, videos or podcasts if available.Revised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and Sequence Encourage students to respond to texts in their specific subject area notebooks as they reflecton what they have been reading.Highlight texts, themes, and reflections that connect to themes related to the Holocaust; i.e.power, bullying, empathy, and social activism.Listen to books on websites (pbskids.org/lions/index.html, storylineonline.net,storyit.com, Elementary Connections Page) Use document camera or overhead projector for shared reading of texts.Other: Use Microsoft Word, Inspiration, or Smart Board Notebook software to write the wordsfrom their word sorts. Use Inspiration to create a double timeline looking at plot events and character motivation. Integration of 21st Century Themes and Skills Financial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth LiteracySocial Justice LiteracyCreativity and InnovationCritical Thinking and Problem Solving Communication and Collaboration InformationLiteracyMedia LiteracyLife and Career Skills RazKidsUse Screencastify to record student reading, partner feedback, and/orstudent goal Digital Story BooksEpic Digital StorybookBrinpop Jr. New Jersey Educational Field TripConnect With Rick RiordanAuthor Visit KitAuthors Who Skype Media Literacy Integration Ask students to look for specific things when they view videos or read print material, andthen ask questions about those itemsBuild on the intuitive knowledge students have gained from media about the story andcharacterClarify the distinction between fiction and nonfiction in different types of mediareporting on the same topicUse print materials to practice reading and comprehension skills National Hispanic-Latino Heritage MonthNational Disability Employment Awareness MonthNational American Indian Heritage MonthBlack History MonthNational Women’s History Month,National Irish-American Heritage MonthNational Italian American Heritage MonthAsian Pacific American HeritageOlder Americans’ MonthJewish American Heritage MonthWeek of RespectRed Ribbon WeekInternational Dot Day (September 16) Career EducationGlobal PerspectiveBend/Goals Teaching PointsRevised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceBend I: We Are All WritersSession 1: We Are All Writers:Putting Ideas on Paper withPictures and Words*(Unit 1, pg. 3) Today I want to teach you that it is not just grown-up writers like Donald Crews who write to teachpeople what they know. You can do that as well. You think of something you know about, and then with drawings andwriting, you put what you know on the paper. Writers Teach People What They Know1. Think of something you know about.2. Picture what you know.3. Draw to show what you know.4. Write what you know.Session 2: Writers Know That“When We Are Done, We HaveJust Begun.”*(Unit 1, pg. 11) Today I want to teach you that after writers write what they know about a topic, they don’t just say, “I’mdone” and relax. No way! Instead, writers say, “I’m going to look back on my writing and see if I can add more to it.Writers revise. How to Revise1. Work hard to show what you on the page.2. When you’re done, reread your work.3. Think, can I add more to my writing. “What else do I know that I could teach people?”4. Add more.Session 3: Carrying onIndependently as WritersSession 4: Writers Call to MindWhat They Want to Say, ThenPut That onto the Page*(Unit 1, pg. 19) Today I want to teach you that when writers have problems and don’t know what to do, they say, “I cansolve this myself.” Then come up with solutions to those problems and carry on, writing, writing, writing. That way,writers don’t waste precious time. How To Solve Your Own Problems1. When you come to a problem, say “I can solve this myself”2. Think of ways to fix the problem.3. Keep on writing.*(Unit 1, pg. 27) Today I want to teach you that once writers have something they want to write about, it helps for themto get that topic-their garden, the supermarket- in mind before they write. Sometimes writer’s close their eyes, picturethe topic they want to write about, and then put all the details into the picture and words. Writers Call to Mind What They Want to Say, Then Put That on the Page1. Close your eyes and picture your topic.2. Think about what you want to write about.Revised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceSession 5: Stretching Out Wordsto Write ThemSession 6: Writing Even Hardto-Write IdeasBend II: Writing TeachingBooksSession 7: Turning Pieces intoScrolls and Books3.4.Put all the details into your picture.Write the words that match your thoughts.*(Unit 1, pg. 36) Today I want to teach you that writers use words as well as pictures to teach people what we know.Writers write words by saying the word slooooooowwwwwly and then writing down the first sound they hear. Using Words and Pictures to Teach People1. Think of the word you want to write.2. Say it slowly.3. Stretch it out from the beginning. Think, “What sound do I hear?”4. Write the sounds you hear.*(Unit 1, pg. 42)Today I want to teach you that when writers get that “oh-no!” feeling about an idea that is hard, theydon’t just quit. They keep trying. Writer’s Don’t Quit!1. When you get to a hard part in your writing don’t stop. Say, “I think I can, I think I can!”2. Keep writing.*(Unit 1, pg. 50) Today I want to teach you that writers write to teach more, they add more pages to their books. We canuse either a stapler or tape to turn pages into a book, or tape to turn pages into what people call a scroll. When You Want to Add More to Your Stories You Can. Add more pages and make a book. Tape pages together to make a scroll Anchor Chart: When We Are Done, We Have Just Begun (pg. 52)We Can: Add to our pictures. Add to our words. Start a new piece. Reread our writing.Session 8: Planning TeachingBooks Page by Page*(Unit 1, pg. 59) Today I want to teach you that writers of books take time to plan how their pages will go. Writer’s don’tjust write one page and then say, “Oops, I want to add another” Instead, writers know from the start that they will bewriting a whole book, and they plan out how that whole book will go. Planning Teaching BooksRevised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and Sequence1.2.3.4.5.Session 9: Asking and AnsweringQuestions to Add MoreCome up with a topic for your teaching book. Think, “What is something you know and care about?”Touch the the first page of your booklet as you think about what you want to write and draw on that page.Turn the page.Keep going.Begin writing your book.*(Unit 1, pg. 66) Today I want to teach you that partners help writers after a book is written, when the writer is thinking,“I’m done”. Specifically, a partner reads a writer’s book and then asks, “What questions does this book give me?” andthen the partner asks the writer questions. Those questions help a write know what to add on. Asking and Answering Questions to Add More1. When you think you’re done, read your writing to your partner.2. Your partner thinks, “What questions did this book give me?” Where? How? Why?3. Then, the partner asks the writer questions they had about their book.4. Next, go back and think about how to put more information into your writing. Anchor Chart: I Can Revise My Teaching BookAdd: I can add pages and scrolls, I can take out parts that don’t fit, and I can ask questions and try to answer them (pg. 69)Session 10: Stretching OutWords to Write Even MoreSounds*(Unit 1, pg.74) Today I want to teach you that brave writers need lots of practice in hearing sounds and matching themto letters. To get letters down, writers say the word they want to write, stretching it like a rubber band. Then theyrecord the first sound they hear and reread. Then they stretch the word out again to hear the next sound. And so on andso on. Brave Writers1. Say the word you want to write.2. Stretch it like a rubber band.3. Write the first sound you hear.4. Reread the word.5. Stretch the word out again to hear the next sound.6. Continue until you have written your word.Revised March 2020Board Adoption August 28, 2017

Florham Park English Language Arts CurriculumKindergarten Scope and SequenceSession 11: Letters to Teachers:Making Writing the Best It CanBeBend III: Writing StoriesSession 12: Getting Ideas forStories and PracticingStorytellingSession 13: Planning StoriesPage by Page: Planning andTelling Stories across Pages*(Unit 1, pg. 82) Today I want to teach you something about publishing your writing. Before authors finish, they doeverything they know to make their writing the best it can be! You have been checking your teaching books to make sureyou’ve added words and pictures. You all have done a great job of checking for those things-But guess what! Authorscheck for more things; they use a checklist to help them, just like the one I have right here! Today I’m going to give eachof you your own copy of this checklist to use before you publish, just the way other authors use them. Little by little, youcan add to this checklist, so it can always help you as you are finishing a piece of writing, even as you grow as a writer. Making Your Writing The Best it Can Be1. Choose an item from your writing checklist to look for in your writing.2. Reread your writing to make sure you did that in your book.3. Check off: NOT YET, STARTING TO, or YES on your writing checklist.4. Choose another thing to look for on your checklist.5. Repeat.6. Use the checklist to plan for your writing work.*(Unit 1, pg. 91) Today I want to teach you that one way writers get ready to write true stories is to first practice tellingthe stories. They tell all the little things that happened, including what people said and did. Getting Ideas for Stories and Practicing Storytelling1. Think of a story

Kindergarten Writing Scope and Sequence Writing Workshop Words Study Grammar Skill Work September - October (30 Instructional Days) Launching Writing Workshop & Storytelling (Book 1) This first unit is designed to help your students work with independence, confide