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Kindergarten Writing Programs - Mind Map - START HERE!

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Kindergarten Writing Programs - Mind Map - START HERE!

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During the research process, I collected studies and samples of quality writing programs that can be implemented at the Kindergarten level. After conducting the research, I created a Mind Map to help organize the common themes I had seen in my artifacts, as well as some reflections I had made concerning the research. This is a good place to get an overview of the information I collected, before diving into the details!

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To wrap up my research, I have compiled a list of strategies and examples for implementing a quality writing program in Kindergarten. Many of ideas were pulled from the resources I already provided, but there are also some examples from my own host classroom. It is always important to have a list of strategies close at hand...enjoy!

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(You will need your cmich login in order to access this resource.) Self-efficacy is an important concept in writing at all ages, but especially when students are first exploring the world of writing. As teachers, it is important to know how to build up this self-efficacy in our students. This research article studies the effectiveness of certain practices that can be used to build up writer self-efficacy at the lower grades.

Snyders, C.S.B. (2013, December 5). ‘I Wish We Could Make Books All Day!’ An Observational Study of Kindergarten Children During Writing Workshop. Early Childhood Education Journal, 42.6, 405-414. Retrieved from http://link.springer.com/article/10.1007/s10643-013-0625-2.

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Central Michigan University Login | Central Michigan University

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CMU is an AA/EO institution, providing equal opportunity to all persons, including minorities, females, veterans and individuals with disabilities. | CentralLink Copyright Central Michigan University, Mount Pleasant, Mich. 48859 | Phone 989-774-4000 | Privacy Statement | Legal | Feedback

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D.E.A.R. programs have received many critiques over the past couple of years. However, the focus of Family Style D.E.A.R. is more about garnering family involvement in reading, rather than independent reading. Because family support and reading are both so integrally connected to writing success, this short video is a must-watch.

(2017). D.E.A.R. Reading -- Family Style. Teaching Channel. Retrieved from https://www.teachingchannel.org/videos/dear-reading.

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Thought starters

1. How does Ms. Laurance involve all students in family reading time, even if their family members are not in the classroom?

2. How does family reading time help to build community?

3. Think about how family reading time sets the tone for the rest of the day.?

School Details

Washington Elementary School
2300 Martin Luther King Junior Way
Berkeley CA 94704

Data Provided By:

Teachers

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Every Monday, first grade teacher Kimberly Laurance invites families into the classroom to read with her first graders. This family reading time helps to increase student engagement and excitement about reading. Kimberly says that this practice helps to build community by showing families that they are an important part of the classroom.

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Pump up the Volume: Making the Oral Vocabulary Connection is a fabulous resource for K-3 teachers looking to boost the vocabulary of their students through integration into already-implemented routines or lessons. The ultimate goal is highly developed student oral vocabulary, which then leads to a more highly developed written vocabulary.

Reynolds, Laureen. (2008). Pump up the volume: Making the oral vocabulary connection. Crystal Springs Books.

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pump up the volume: making the oral vocabulary connection

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Pump Up the Volume: Making the Oral Vocabulary Connection

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Filled with practical strategies, easy-to-implement activities, and time-saving reproducibles, this research-based book will help you build your students oral, or listening and speaking, vocabulary words they understand when heard and use when they speak. Drawing from years of experience in the c...

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My host school uses the 6+1 Trait® Writing Model, and I have  witnessed a high standard of writing within its classrooms. Consequently, I wanted to share a brief article that describes what the program is all about. This program focuses on the writing traits of ideas, organization, voice, word choice, sentence fluency, conventions, and presentation: all of which are important aspects of the writing process, even as early as the Kindergarten level.

(2017). Trait definitions. Education Northwest. Retrieved from http://educationnorthwest.org/traits/trait-definitions.

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The 6+1 Trait® Writing Model of Instruction & Assessment comprises 6+1 key qualities that define quality writing. These are:

Ideas

The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The Ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative-often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white ..." Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked.

Organization

Organization is the internal structure of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. Organizational structure can be based on comparison-contrast, deductive logic, point-by-point analysis, development of a central theme, chronological history of an event, or any of a dozen other identifiable patterns. When Organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about.

Voice

Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something-different from the mark of all other writers-that we call Voice.

Word Choice

Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong Word Choice resulting in imagery, especially sensory, show-me writing, clarifies and expands Ideas. In persuasive writing, purposeful Word Choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong Word Choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.

Sentence Fluency

Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the reader moves through the piece with ease.

Conventions

The Conventions trait is the mechanical correctness of the piece and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. Since this trait has so many pieces to it, it's almost an analytical trait within an analytic system. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play. Conventions is the only trait where we make specific grade level accommodations, and expectations should be based on grade level to include only those skills that have been taught. (Handwriting and neatness are not part of this trait. They belong with Presentation.)

Presentation

Presentation combines both visual and textual elements. It is the way we exhibit or present our message on paper. Even if our ideas, words, and sentences are vivid, precise, and well constructed, the writing will not be inviting to read unless it follows the guidelines of Presentation. These include: Balance of white space with visuals and text, graphics, neatness, handwriting, font selection, borders, and overall appearance. Think about examples of text and visual presentation in your environment. Which signs and billboards attract your attention? Why do you reach for one CD over another? All great writers are aware of the necessity of Presentation, particularly technical writers who must include graphs, maps, and visual instructions along with their text. Presentation is key to a polished piece ready for publication.

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The 6+1 Trait® Writing Model of Instruction & Assessment comprises 6+1 key qualities that define quality writing. These are: The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme.

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Drawing children into reading? What does that have to do with writing? Everything! As educators, we of course know that learning reading and writing go hand in hand. This video explains how drawing also fits in the picture! The "Drawing Children into Reading" program addresses academic areas from fine motor handwriting to "publishing" writing projects.

Halperin, Wendy Halperin (Producer). (2016, October 8). Lending A Hand: October 2016 Documentary DCIR. Retrieved from https://www.youtube.com/watch?v=FteSiieST4M&feature=youtu.be.

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Lending A Hand : October 2016 Documentary DCIR

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Drawing Children Into Reading is a non profit organization to develop fine motor skills in ages 4 through 9 or 2nd grade. Engagement through drawing is our fuel. We advocate correct pencil grip, a 70 minute attention span, organized materials and individual work space.