Reading, Research, And Writing Section Of The Literacy Block

Introduction:

Students need many opportunities to write. During the Reading, Research, and Writing portion of the literacy block, students should have regular opportunities to respond to text and multiple texts.

This companion document provides aligned and thoughtfully sequenced explicit writing instruction that allows students to generate different pieces of writing, aligned to the unit of study.

What is the writing process?

Introduction of Mode and Topic(s) (Prewriting):

● During each instructional cycle, students are immersed in a unit of study. Therefore, students may often write about topics that are closely connected to the unit focus. During the introduction phase of the writing process, with guidance and support from the teacher,

However, because a writer is looking for two different things during this process, it is important to understand the differences and explicitly model each of the skills.

○ Revisions involve changing the meaning, content, and style of writing. Revisions often don’t occur after a student has completed drafting. Rather it is more fluid, in the moment. As a student is writing and rereading their piece, when the writer comes across errors in content, meaning, or style, they change it in the moment. Students may need to add or delete content during this time. A writer is never done. Once students have completed their drafts, and before publishing, students should reread the whole piece for final revisions.

○ Editing involves proofreading - making corrections to the language and mechanics of the writing. Editing also often doesn’t occur after a student has completed the drafting. Rather, it is more fluid as well. A writer is never done. Once students have completed their drafts, and before publishing, students should proofread the whole piece for final editing changes.

● Edit work.

Writing Task:

Students will write a personal narrative about a special event in their life- school (recess, friends) home (celebration, food), etc.

Student Friendly Writing Objectives:

1. I know that a personal narrative is a true story about me.

2. I can use the words “I” and “me” to tell my story.

3. I can write about important parts of my life.

4. I can tell stories.

5. I can choose an idea to write more about.

6. I can plan the beginning, middle, and end of my story.

7. I can write the first draft of my story.

8. I can add detail to my personal narrative.

9. I can write a reaction to what happened in my personal narrative.

10. I can check my work and fix my errors.

11. I can write a personal narrative.

PARCC/CCSS Aligned Narrative Rubric Connections

*Based on a level 3 as this is the goal for the completion of Kindergarten

1. Organization Goal: Narrates a single event or loosely link event (sequentially) using a complete thought in their writing (most words are decipherable)

2. Elaboration Goal: Includes multiple details in character and setting

3. Language and Conventions Goal: Uses logical approximations of most phonemes in most