MADISON PUBLIC SCHOOL DISTRICT Kindergarten Literacy Curriculum Authored by: Elisabeth Ramella Meredith Waryha Stephanie Dimakos Reviewed by: Janine Loconsolo, Supervisor of Elementary Education Adapted from TCRWP Curriculum Calendars and Writing Units of Study, Calkins, 2013 Approved: September 10, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice‐President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ 07940 www.madisonpublicschools.org 1
I. PURPOSE AND OVERVIEW The Madison School District elementary literacy program provides a balanced instructional approach which includes study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so, our curriculum is designed to be responsive to these developmental stages. Our differentiated workshop approach allows students to be engaged with reading and writing experiences appropriate to their point in development, and our teachers assess students at regular intervals to inform their instructional decisions. II. COMPONENTS OF BALANCED LITERACY The components of a successful balanced literacy program include the following:  Reading Workshop  Writing Workshop  Shared Reading  Read Aloud  Word Study Reading Workshop: (Approximately 60 minutes) The reading workshop is comprised of four parts; the mini‐lesson, independent reading time with conferring, a mid‐workshop teaching point, and finally a teaching share, partnership*, or book club* discussions. Mini‐Lesson‐ The mini lesson takes place at the beginning of the reading workshop and should last about 10 minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the mini‐
lesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy while still gathered together. Independent Reading Time/Conferring‐ At this time, students are reading independently in their reading spots throughout the classroom and practicing strategies they have learned in mini‐lessons. During the independent portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting small group strategy lessons. This is also the time to conduct guided reading lessons if necessary. Mid‐Workshop Teaching Point‐ Many times as teachers are conferring with students, they notice that there is either a common difficulty students are having, or that most students seem to grasp the concept and are ready to move on. Thus, the mid‐workshop teaching point can be used either to clarify confusion, or to expand upon a strategy to push students to go further in their reading. The mid‐workshop teaching point is most often decided during the workshop and comes as a result of teacher observation. This should take no more than 5 minutes. Share/Partnerships/Book Clubs‐ At the end of a workshop, the teacher takes a couple minutes to wrap up the days work with a teaching share. Many times the point a teacher makes in the share comes from specific student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students can meet in their partnerships or book clubs to discuss the reading work they have been doing (anywhere from 5‐15 minutes). Writing Workshop: 2
Like reading workshop, the writing workshop is comprised of 4 parts; mini‐lesson, independent writing/conferencing time, mid‐workshop teaching point, and a teaching share. Mini‐Lesson‐ The mini lesson takes place at the beginning of the writing workshop and should last about 10 minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the mini‐
lesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy while still gathered together. Independent Writing Time/Conferring‐ At this time, students are working independently, most often practicing the skill or strategy that has been taught in that days’ mini‐lesson. During this time, the teacher is conferencing with students about the work they are doing as writers. This is also time for small group strategy lessons. Mid‐Workshop Teaching Point‐ Many times as teachers are conferring with students, they notice that there is either a common difficulty students are having, or that most students seem to grasp the concept and are ready to move on. Thus, the mid‐workshop teaching point can be used either to clarify confusion, or to expand upon a strategy to push students to go further in their writing. The mid‐workshop teaching point is most often decided during the workshop and comes as a result of teacher observation. This should take no more than 5 minutes. Share/Partnerships ‐ At the end of a workshop, the teacher takes a couple minutes to wrap up the days work with a teaching share. Many times the point a teacher makes in the share comes from specific student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students can meet in their partnerships to discuss the work they are doing as writers. Shared Reading: Shared reading refers to the reading of a text that all students can see (like a morning meeting board), or that all students have a copy of. Shared reading is beneficial to increase word recognition skills, fluency and concepts of print. It gives students the opportunity to see a teacher working through text. It is also useful to provide extra support on difficult skills and strategies. Shared reading sessions only need to last about ten minutes. Read Aloud: The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop. Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels, genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of study, as it is useful to touch upon read alouds in the mini‐lesson portion of reading workshop. Word Study: The word study component of balanced literacy is the time where phonics, spelling and vocabulary are focused on and are specifically taught. The Fundations program provides the phonics/ word study portion of the literacy program. III. GOALS (Common Core State Standards) Common Core English Language Arts Standards are outlined in each unit.
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IV. ASSESSMENT Student learning will be assessed through:  Fountas and Pinnell Teachers College Reading Assessments  DIBELS Assessment  Teachers College Sight Word Assessment  Informal Running records  Writing samples and student writing portfolios  Student/ teacher conferences V. Scope and Sequence READING WORKSHOP
September/October Readers Build Good Habits/ Back to School
WRITING WORKSHOP
Launching the Writing Workshop In this unit students explore why we read, and how to take In this unit students are introduced to workshop care of books. procedures and participate in interactive writing as a means of exploring conventions. October/November November/December Introducing Concepts of Print Establishing Writing Behaviors In this unit students explore the organization and basic In this unit students practice workshop procedures and features of print. routines, and practice writing conventions. Strategies to Use When Reading
Telling a Story on Paper In this unit students learn and practice literal comprehension In this unit students working toward putting their ideas skills and strategies such as retelling.
into sentence form by writing narratives about memories. Return to Concepts of Print and Introduction to Guided Making Writing More Conventional using Different Types Reading of Writing In this unit students continue to practice more complex In this unit students work to improve their writing and reading strategies, and begin meeting in leveled guided explore various forms of writing. January/ February reading groups. March/April Non‐Fiction: The Four Seasons
Tell Me More
In this unit students explore non‐fiction informational text, In this unit students work on elaborating their writing and May/June and its unique features and characteristics. telling stories bit‐by‐bit, across pages. Story Elements Mentor Study: Eric Carle and Leo Lionni
In this unit students explore and practice identifying story In this unit students study a mentor author to explore ways elements as they read. to enhance their own writing. 4
Content Area: READING WORKSHOP Grade Level: Unit: Unit 1: Launching the Reading Workshop K Common Core State Standards: SLK.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 rules for discussions (eg.,listening to others and taking turns speaking about the topics and texts under discussion) b.
Continue a conversation through multiple exchanges SLK.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail RLK.1 With prompting and support, ask and answer questions about key details in a text. RLK.5 Recognize common types of texts (eg., storybooks, poems) RLK.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story RLK.10 Actively engage in group reading activities with purpose and understanding RIK.5 Identify the front cover, back cover, and title page of a book L.K.1 Demonstrate command 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. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
Enduring Understandings 
Essential Questions 
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Readers work to build a community of learners who care about books and each other. What do readers look like during reading time? How do readers take care of books? Teaching Points/ Knowledge (Students will know . . .) 
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Good readers explore who reads and why do we read. Good readers explore what goo reading looks like. Good readers establish reading time routines to help their reading time run smoothly: Rules, expectations for sharing ideas during reading time, how reading time should sound, listening to others, raising your hand to share. ‐Share/Discuss and enjoy different books about being in school for the first time. Good readers explore how best to take care of books. Good readers use strategies to help them choose books that interest them. Skills (Students will be able to …) Students will be able to: 
Learn how to take care of books 
Learn how good readers sit during reading time and listen to a story 
Identify title and author of a story 
Begin to make predictions about a story based on the cover and illustrations 
Carefully turn pages, identify front and back cover, hold book right side up 
Locate and learn how to use classroom library (Baskets may include ABC books, math, rhyming, holidays, class made books, specific authors, leveled readers) •
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Good readers identify front/back cover. Good readers read from left to right, top to bottom. Good readers look at the cover of a book to make guesses about what may happen in the story. Good readers explore ways to identify the title and author of a book. Readers can “reread” books they have heard read before by remembering what happened in the story and reading the pictures. Assessment 
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Teachers College Reading Assessments DIBELS Testing Teachers College Sight Word Assessment Teacher observation of students participation during shared reading and mini lessons Teacher observation of child’s attitude and reading behavior during reading time Fall Kindergarten Assessment packet Resources Suggested Mentor Texts/Read Alouds: 
The Kissing Hand, Audrey Penn 
The Night Before Kindergarten, Natasha Wing 
David Goes to School, David Shannon 
Welcome to Kindergarten, Anne Rockwell 
Franklin Goes to School, Paulette Bourgeois 
Miss Bindergarten Gets Ready for Kindergarten, Joseph Slate Resources: Big books, poems, songs, rhymes 5
Helpful Websites:
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Teachers College Reading and Writing Project Content Area: READING WORKSHOP Grade Level: Unit: Unit 2: Concepts of Print K Common Core State Standards: RIK.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text RFK.1 Demonstrate understanding of the organization and basic features of print. a.
Follow words from left to right, top to bottom, and page by page. b.
Recognize that spoken words are represented in written language by specific sequences of letters. c.
Understand that words are separated by spaces in print. d.
Recognize and name all upper‐and lowercase letters of the alphabet. RFK.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) a.
Recognize and produce rhyming words. b.
Count, pronounce, blend, and segment syllables in spoken words L.K.1 Demonstrate command 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. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. Enduring Understandings 
Essential Questions Readers apply strategies to make meaning of print. 
How does a reader recognize the message contained in print? Teaching Points/ Knowledge (Students will know . . .) 
Good readers set a purpose for reading. 
Good readers recognize that print contains a message. 
Good readers locate where on the page to start reading . 
Readers read left to right, top to bottom (Practice directionality using nursery rhymes, charts, songs, and other short rhyming poems) 
Good readers explore the relationship between letters and words. 
Good readers recognize that letters make up words and words make up sentences. 
Good readers notice that there are spaces are between words. 
Good readers touch each word as they learn to read (one to one correspondence). 
Good readers Identify rhyming words in text and identify other words that rhyme with that same word. 
Good readers listen to and sing along with rhymes. Skills (Students will be able to…) Students will be able to: 
Review how to navigate text (left to right, top to bottom) 
Explore how letters form words 
Recognize and locate simple punctuation 
Identify rhyming words 
Locate letters and high frequency words in text 
Good readers learn about high frequency words and practice recognizing
those words in text. 
Good readers recognize, locate, and identify simple punctuation in text. 
Good readers preview and predict what will take place in selected text. 
Good readers begin to develop fluency: reread, echo read, and choral read text together. 
Good readers identify/discuss characters met in books/rhymes. They notice what the character is doing, what he/she looks like, and his role in the story. 
Good readers retell stories/rhyme using their own words. 
Good readers answer comprehension questions about rhyme/story. 
Good readers look for letters and words they know in familiar poems and books. Assessment 
Teachers College Reading Assessments 
Teachers College Sight Word Assessment 
Teacher observation of child’s attitude during reading time 
Teacher notes of students’ recall of high frequency words and alphabet letters 
Teacher observation of students participation during shared reading and mini lessons Resources Suggested Mentor Texts/Read Alouds: 
Mother Goose 
Nursery Rhymes 
Songs 
There Was an Old Lady Who Swallowed a Fly, SimmsTaback 
Is Your Mama a Llama?, Deborah Guarino Resources: poems, songs, rhymes Big books 6
Helpful Websites: 
Teachers College Reading and Writing Project Content Area: READING WORKSHOP Grade Level: Unit: Unit 3: Strategies to Use When Reading K Common Core State Standards: RLK.2 With prompting and support, retell familiar stories, including key details
RLK.3 With prompting and support, identify characters settings, and major events in a story RLK.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (eg what moment in a story an illustration depicts) RLK.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories RLK.10 Actively engage in group reading activities with purpose and understanding RIK.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. L.K.1 Demonstrate command 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. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. Enduring Understandings 
Essential Questions Readers apply strategies to help them understand text. 
How do good readers work to make meaning of text? Teaching Points/ Knowledge (Students will know . . .) ▪ Good readers understand that each spoken word matches one word in print.
▪ Good readers use picture clues to help them read and understand a story. ▪ Good readers look for sight words and other words they know in text. ▪ Good readers look at the initial sound to decode words. ▪ Good readers are able to count how many words are in a sentence. ▪ Good readers locate the first and last word in a sentence. ▪ Good readers continue to point under words while reading charts, poems, and big books during shared reading time. ▪ Good readers read across the entire word to decode. ▪ Good readers make connections with characters met. ▪ Good readers stop and think as they read . ▪ Good readers think about the story as they read and don’t just read the words. ▪ Good readers retell story events in the correct sequence using terms like first, next, last etc. ▪ Good readers identify the beginning, middle, and end of story. ▪ Good readers make inferences about characters by paying attention to their expressions in pictures, actions, and words. Skills (Students will be able to …) Assessment Students will be able to: 
Identify sight words 
Locate words in a sentence 
Begin to decode words 
Identify different elements of a story 
Retell events of a story 
Make connections with characters 
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Teachers College Reading Assessments Teacher observation of students participation during shared reading and mini lessons Teachers College Sight Word Assessment Resources Suggested Mentor Texts/Read Alouds: 
I Like Me, Nancy Carlson 
I’m Gonna Like Me, Jamie Lee Curtis 
It’s Okay to be Different, J.L. Curtis 
I Like Myself, Karen Beaumont 
The Hello Goodbye Window, Norton Juster 
When I Was Little, Jamie Lee Curtis 
Chrysanthemum, Kevin Henkes Resources: ▪ Books ▪ Large poems/songs on charts ▪ Book bins 7
Helpful Websites: a.
Teachers College Reading and Writing Project Content Area: READING WORKSHOP Grade Level: Unit: Unit 4: Return to Concepts of Print and Introduction to Guided Reading K Common Core State Standards: RIK.4 With prompting and support, ask and answer questions about unknown words in a text. RIK.5 Identify the front cover, back cover, and title page of a book. RIK.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text RFK.1 Demonstrate understanding of the organization and basic features of print. 
Follow words from left to right, top to bottom, and page by page. 
Recognize that spoken words are represented in written language by specific sequences of letters. 
Understand that words are separated by spaces in print. d. Recognize and name all upper and lowercase letters of the alphabet RFK.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Read common high frequency words by sight L.K.1 Demonstrate command 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. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. Enduring Understandings Essential Questions Readers participate in small group reading instruction to practice and reinforce reading skills. How do readers continue to build a repertoire of reading strategies?
Teaching Points/ Knowledge (Students will know . . .) 
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Good readers apply reading strategies previously taught including: pointing under each word, recognize sight words within text, look at the beginning of words to decode, use picture clues to figure out what is going on in the story. Good readers locate known words on page during shared reading time. Good readers look at the first letter/letters in a word to predict what the word could be and then move on to ending letters . Good readers get their minds ready to read books (activate prior knowledge and schema). Good readers make sure the text makes sense, and if it doesn’t, they try again. 
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Good readers think about the story and ask questions. Good readers look for smaller words in big words. Good readers are aware of word families and identify them within the text. 
Good readers are aware of –ing and sh,ch,th,wh. 
Good readers make personal connections with characters met (How is the character similar/different to me?). 
Good readers read in a smooth voice that sounds more like talking than word by word “choppy” reading. Skills (Students will be able to …) Students will be able to: 
Attempt to read across basic words to decode and recognize sight words in text 
Continue to build repertoire of reading strategies, especially prediction, recognizing sight words, and using picture clues Assessment 
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Teachers College Reading Assessments Teacher observation during whole group and guided reading instruction
Teacher implementation of running records for those children who are ready to read DIBELS testing Teachers College Sight Word Assessment Resources Suggested Mentor Texts/Read Alouds: a.
Snowballs, Lois Ehlert b. The Mitten, Jan Brett c.
When it Starts to Snow, Phillis Gershator d. The Smallest Snowman, Sarah Fisch e.
Winter Coats, Margo Mason f.
Snow Friends, Christina Butler 8
Resources:
poems, songs, rhymes Big books Helpful Websites: 
Teachers College Reading and Writing Project Content Area: READING WORKSHOP Grade Level: Unit: Unit 5: Non Fiction Unit ‐ The Four Seasons K Common Core State Standards: RIK.1 With prompting and support, ask and answer questions about key details in a text
RIK. 4 With prompting and support, ask and answer questions about unknown words in text RIK.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts) RIK.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, on procedures). L.K.1 Demonstrate command 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. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. Enduring Understandings 
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Essential Questions There are different types, or genres of books. Non‐fiction text has unique features and characteristics. 
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What are some characteristics of non‐fiction texts? How does a good reader use prior knowledge to understand non‐fiction? Teaching Points/ Knowledge (Students will know . . .) 
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Good readers continue to practice reading strategies taught 
Good readers access prior knowledge before reading a throughout the year including concepts of print and nonfiction selection by asking themselves “What do I already decoding. know about this topic?” Good readers explore the unique characteristics of nonfiction 
Good readers can learn more about a topic by reading into the texts. pictures as well as the words. Good readers read nonfiction texts to learn more about a During shared reading of nonfiction texts, model taking picture walks, topic they are interested in. Good readers compare and contrast fiction and nonfiction. activate prior knowledge, use print strategies to read challenging words Skills (Students will be able to…) Students will be able to: 
Identify characteristics of non‐fiction texts 
Access prior knowledge 
Read pictures 
Use print strategies to read challenging words Assessment 
Teachers College Reading Assessments 
Teacher observation and anecdotal notes during whole group and guided reading instruction One‐on‐one reading conference notes Teachers College Sight Word Assessment 
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Resources Mentor Texts/Read Alouds: The Reasons for Seasons, Gail Gibbons Every Season, Anne Love Woodhull Four Seasons Make a Year, Anne Rockwell Book Bins with various levels 9
Helpful Websites: •Teachers College Reading and Writing Project Content Area: READING WORKSHOP Unit: Unit 6: Story Elements Grade Level: K Common Core State Standards: RIK.4 With prompting and support, ask and answer questions about unknown words in a text. RIK.5 Identify the front cover, back cover, and title page of a book. RIK.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text RFK.1 Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper and lowercase letters of the alphabet RFK.3 Know and apply grade level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Read common high frequency words by sight L.K.1 Demonstrate command 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 verb 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. Enduring Understandings Essential Questions Readers recognize an author by the common elements in his/her work.
How authors carry similar elements across books they write? Teaching Points/ Knowledge (Students will know . . .) 
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Good readers read mentor text that demonstrates how an author uses details in pictures/words to create images in the minds of their readers Good readers listen to text read aloud looking for things like: patterns, colors, repeating text, and speech bubbles Good readers get to know characters across different books. Good readers identify main character in text. Good readers identify setting when reading. Good readers retell sequence of events (beginning, middle, end). Good readers talk about characters feelings and learn more about them through their actions. Good readers draw and label characters inside/outside traits e.g. gender, feeling. 
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Good readers make personal connections to characters met in text Good readers identify setting. Good readers listen to books read aloud, looking for story structure (beginning, middle, end). Good readers recall information by creating a story map sequencing events in order using pictures and/or words. Skills (Students will be able to …) Students will be able to: •Compare books written by one author •Identify main character and make personal connections Assessment 
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Teachers College Reading Assessments Teacher observation Participation during class discussions Level of description, e.g. labeling, of main character Teacher observation and anecdotal notes during whole group and guided reading instruction One‐on‐one reading conference notes DIBELS testing Teachers College Sight Word Assessment Resources Suggested Mentor Texts/Read Alouds: •Eric Carle Suggested Additional authors: •Donald Crews •Lois Elert •Laura Numeroff •Mo Willems •Todd Parr 10
Resources:
poems, songs, rhymes Big books Helpful Websites: •Teachers College Reading and Writing Project Content Area: WRITING WORKSHOP Grade Level: Unit: Unit 1: Launching the Writing Workshop K Common Core State Standards: WK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
L.K.1 Demonstrate command 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. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. L.K.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word. 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. Enduring Understandings 
Essential Questions Writers participate in interactive writing to learn how to put 
ideas on paper. How do writers put their ideas on paper? Teaching Points/ Knowledge (Students will know . . .) 
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Good writers learn that writers write to communicate about different things. Good writers practice writing some alphabet letters. Good writers practice writing their first name. Good writers help to generate a list of ideas that they could write about. 
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Good writers draw a picture representing ideas generated through class discussion. Good writers observe teacher‐composed text going from left to right top to bottom. Good writers learn that we can tell stories orally. Good writers learn that we can tell stories by using pictures. Good writers participate in writing classroom signs/rules, messages with teacher as scribe. Skills (Students will be able to …) Assessment Students will be able to: 
Offer letters and words as teacher composes text 
Listen for sounds in words 
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Teachers College Reading Assessments Conferring Notes Teacher observation Resources Mentor Texts/Read Alouds: Professional Resources: 1. The Kissing Hand, Audrey Penn 2. David Goes to School, David Shannon Helpful Websites: 3. Welcome to Kindergarten, Anne Rockwell Teachers College Reading and Writing Project 4. Miss Bindergarten Gets Ready for Kindergarten, Joseph Slate Content Area: WRITING WORKSHOP Unit: Unit 2: Establishing Writing Behaviors Common Core State Standards: 11
Grade Level: K WK.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed
L.K.1 Demonstrate command the conventions of standard English grammar and usage when writing or speaking. a. Print many upper‐ and lowercase le b. Use frequently occurring nouns and verbs 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
L.K.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word. 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. Enduring Understandings 
Essential Questions Writers build a community through routines and procedures. 1.
How can we use tools (e.g., books, pictures, labels) to become a writers? Teaching Points/ Knowledge (Students will know . . .) Teacher will:  Introduce children to writing workshop  Introduce children to writing workshop routines  Model and practice routines for using writing materials and then putting them away Writers will:  Make labels for the classroom  Use labels to tell people what things are  Make labels easier to read by writing down the sounds they hear in the word Skills (Students will be able to …) 
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Learn that writers stretch out words for sound spellings Use the word wall to find conventional spelling 
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Say a word slowly and write down the sounds they hear one by one Use pictures to match their labels Add details to their pictures to make it even better Learn what they should do when they think they are done
Assessment •
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Teachers College Reading Assessments Conferring Notes Teacher Observation Resources Mentor Texts/Read Alouds: ▪ Big Books ▪ Favorite Classroom Books ▪ Poems ▪ Songs/Rhymes Professional Resources:  Pacing Calendar  Rubric Helpful Websites:  Teachers College Reading and Writing Project Content Area: WRITING WORKSHOP Unit: Unit 3: Telling a Story on Paper Common Core State Standards: 12
Grade Level: K WK.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing and supply some information and the topic L.K.1 Demonstrate command 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 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.
L.K.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word. 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. Enduring Understandings 
Essential Questions 
Writers write about personal experiences. How do writers generate story ideas from personal experience? Teaching Points/ Knowledge (Students will know . . .) 
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Good write about many different things Good writers like to tell stories about things that they have experienced Good writers Think about their story first then tell it orally Good writers put pictures on their paper to tell their story Good writers add details to their pictures to make their story more interesting Good writers label their pictures Good writers use pictures and words Good writers learn that the pictures and words in a story should match Good writers know that when we write words we write down the sounds we hear, try our best, and keep going 
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Good writers write words that they already know in a snap (sight words) Good writers use sight words in their stories Good writers put spaces in between words through interactive writing Good writers always capitalize the pronoun “I” Good writers start a sentence with an uppercase letter. The other words in sentence use lowercase letters Good writers add a punctuation mark at the end of their sentence through Interactive writing: 
Good writers will practice skill in journals and with different paper Skills (Students will be able to …) Assessment Students will be able to: 
Attempt to use word wall words in their stories •
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Attempt to stretch out words and write down the sounds their hear •
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Teachers College Reading Assessments Conferring Notes Teacher Observation Resources Mentor Texts/Read Alouds: ▪
I Like Me, Nancy Carlson ▪
I’m Gonna Like Me, Jamie Lee Curtis ▪
It’s Okay to be Different, Jamie Lee Curtis ▪
The Hello Goodbye Window, Norton Juster ▪
Chrysanthemum, Kevin Henkes Big Books Favorite classroom books 13
Professional Resources: 
Rubric Helpful Websites: 
Teachers College Reading and Writing Project Content Area: WRITING WORKSHOP Grade Level: Unit: Unit 4: Making Writing More Conventional Using Different Types of Writing K Common Core State Standards: WK.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic WK.3 Use a combination of drawing, dictation, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened WK.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed WK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question L.K.1 Demonstrate command 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 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships.
L.K.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word. 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. Enduring Understandings 
Essential Questions 
Writers practice writing strategies taught throughout the year to improve their writing. How do writers make their writing better for their readers? Teaching Points/ Knowledge (Students will know . . .) 
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Good writers make signs, label, stories, and also write for other reasons. Good writers write for their friends, including cards and notes. Good writers think about the person they are writing to and what they would like to say to that person. Good writers use pictures and words in their notes and cards so the reader knows what they are trying to say. Good writers look at their words and try to make them easier to read by adding more letters and sounds. Good writers use careful handwriting to make it easier for others to read. 
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Good writers attempt to use end punctuation. Good writers demonstrate understanding that a sentence tells a whole idea. Good writers recognize that a sentence starts with an uppercase letter. Good writers use their sight words in their sentences. Good writers practice skills taught through interactive writing, reader response activities, journal writing. Skills (Students will be able to …) Assessment Students will be able to: •
Use letter sound knowledge to put their sentences on paper •
Know to use careful printing to make their words easier to read •
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Teachers College Reading Assessments Conferring Notes Teacher Observation Resources Mentor Texts/Read Alouds: 
Click, Clack, Moo: Cows that Type, Doreen Cronin 
A Letter to Amy, Ezra Jack Keats 
Big Books 
Favorite classroom books 14
Professional Resources: 
Pacing Calendar 
Rubric Helpful Websites: 
Teachers College Reading and Writing Project Content Area: WRITING WORKSHOP Unit: Unit 5: Tell Me More Grade Level: K Common Core State Standards: WK.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. WK.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. L.K.1 Demonstrate command 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 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. L.K.4 Determine or clarify the meaning of unknown and multiple‐
meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word. 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. Enduring Understandings Essential Questions 
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Writers can write about many different things in booklets. How do good writers come up with their ideas for their stories? Teaching Points/ Knowledge (Students will know . . .) 
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Good writers write about different things in booklets: Their own experiences, Retelling of stories, All about books Good writers learn that a story is about one thing Good writers use booklets when they have a lot to share about their story Good writers say their story aloud first Good writers touch each empty page as they tell their story Good writers tell one part of their story on each page with pictures and/or words Good writers include illustrations on each page Skills (Students will be able to …) Students will be able to: 
Work towards writing across pages 
Work toward matching pictures and words in their booklets 
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Good writers attempt to add a sentence to each page that matches the illustration Good writers read what they have written to see if it makes sense Good writers add details to their pictures Good writers use describing words to tell the readers more Good writers practice skills taught through interactive writing, journal writing, reader response activities or booklets Assessment 
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Teachers College Reading Assessments Conferring Notes Teacher observation Work in booklets, journals, reader response page Resources Mentor Texts/Read Alouds: •
Big Books •
Favorite classroom books •
Student stories 15
Professional Resources: ▪
Pacing Calendar ▪
Rubric Helpful Websites: ▪
Teachers College Reading and Writing Project Content Area: WRITING WORKSHOP Grade Level: Unit: Unit 6: Mentor Study: Eric Carle K Common Core State Standards: WK.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.
L.K.1 Demonstrate command 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 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. d. Spell simple words phonetically, drawing on knowledge of sound‐letter relationships. L.K.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, ‐less) as a clue to the meaning of an unknown word. 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. Enduring Understandings 
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Essential Questions Writers are often inspired by some of an author’s ideas. 
Writers often include elements of mentor author’s writing in their own writing. How do writers develop the ability to write like a mentor author? Teaching Points/ Knowledge (Students will know . . .) Writers will be introduced to author Eric Carle: 
Good writers immerse children in mentor texts and create lists of things we notice about the author’s work. 
Good writers notice how the author includes punctuation at the end of sentences. 
Good writers notice how the author puts spaces between words.
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Good writers notice that the pictures on a page match the words. 
Good writers develop a class character and emulate some of the characteristics used by mentor author. 
Good writers discuss what the character will be like, where story happens, setting. Skills (Students will be able to …) a.
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Develop a class character through interactive writing Identify and including characters and setting in class story 
Through interactive writing over several days, writers will compose text about a character, setting, and what the character is doing in story. Assessment •
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Teachers College Reading Assessments Conferring Notes Teacher observation Student work in booklets, journals reader response pages Resources Mentor Texts/Read Alouds: Eric Carle •
The Very Hungry Caterpillar •
The Tiny Seed •
The Grouchy Ladybug •
The Foolish Tortoise 16
Professional Resources: 
Rubric Helpful Websites: 
Teachers College Reading and Writing Project Appendix A: K‐5 Common Core Grammar Scope and Sequence Common Core Language Standards 1 and 2: Conventions of Standard English Grammar Concept Nouns KDG L.1.1b – Use common, proper and possessive nouns Grade 2
Grade 3
Grade 4 Grade 5
L.2.1a – Use collective L.3.1a – Explain the function nouns (e.g., group) of [nouns] in general and L.2.1b – Form/use their function in particular frequently occurring sentences irregular plural nouns L.3.1b – Form/use regular (e.g., feet, children, teeth, and irregular plural nouns mice, fish). L.3.1c – Use abstract nouns (e.g., childhood) L.3.2d – Form and use possessives. Pronouns L.K.1d ‐ Understand and L.1.1d – Use personal, L.2.1c – Use reflexive L.3.1a – Explain the function L.4.1a – Use relative use question words possessive, and pronouns (myself, of [pronouns] in general pronouns (e.g., who, (interrogatives) – e.g., indefinite pronouns ourselves) and their function in whose, whom, which, who, … (e.g., I, me, my; they, particular sentences that) them, their, anyone, L.3.2d – Form and use everything) possessives. Verbs L.K.1b – Use frequently L.1.5d – Distinguish L.2.1d – Form/use past L.3.1a – Explain the function L.4.1b – Form and use L.5.1b – Form and use the Verb Tense occurring …verbs shades of meaning tense of frequently of [verbs] in general and progressive verb tenses perfect verb tenses L.K.5b – Demonstrate among verbs differing in occurring irregular verbs their function in particular (e.g., I was walking; I am L.5.1c – Use verb tense to understanding of manner. (e.g., sat, hid, told) sentences walking; I will be convey various times, frequently occurring L.1.1e – Use verbs to L.2.5b – Distinguish L.3.1d – Form/use regular walking) sequences, states, and verbs….by relating them convey a sense of past, shades of meaning and irregular verbs (e.g., I L.4.1c ‐ Use modal conditions to their opposites present, and future. among closely related walked; I walk; I will walk) auxiliaries to convey L.5.1d – Recognize and L.K.5d – Distinguish (e.g., Yesterday I walked verbs… L.3.1e – Form/use simple various conditions (e.g., correct inappropriate shifts shades of meaning home; Today I walk verb tenses can, may, must) in verb tense among similar verbs by home; Tomorrow I will acting out the meanings walk home). Adjectives L.1.1f – Use frequently L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1d – Order adjectives ‐ including occurring adjectives. and adverbs and choose of [adjectives] in general within sentences articles/ L.1.5d – Distinguish between them depending and their function in according to determiners shades of meaning on what is to be particular sentences conventional patterns among adjectives modified. L.3.1g – Form/use (e.g., a small red bag, differing in intensity L.2.5b – Distinguish comparative and rather than a red small L.1.1h – Use shades of meaning superlative adjectives and bag) determiners (articles, among closely related … adverbs, and choose demonstratives) adjectives between them depending L.2.6 – Use words and on what is to be modified. phrases acquired through conversations, etc…., including using adjectives and adverbs to describe Adverbs L.K.1d ‐ Understand and L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1a – Use relative use question words and adverbs and choose of [adverbs] in general and adverbs (e.g., where, (interrogatives) – e.g., … between them depending their function in particular when, why) where, when, why, how on what is to be sentences modified. L.3.1g – Form/use L.2.6 – Use words and comparative and phrases acquired through superlative adjectives and conversations, etc…., adverbs, and choose including using adjectives between them depending and adverbs to describe on what is to be modified. Conjunctions L.1.1g – Use frequently L.3.1h – Use coordinating L.5.1a – Explain the occurring conjunctions and subordinating function of [conjunctions…] (e.g., and, but, or, so, conjunctions in general and their because). function in particular sentences L.5.1e – Use correlative conjunctions (e.g., either/or, neither/nor) 17
L.K.1b – use frequently occurring nouns L.K.1c – form regular plural nouns orally by adding /s/, or /es/ (dog ,dogs; wish, wishes) Grade 1 Prepositions L.K.1e – Use frequently L.1.1i – Use frequently occurring prepositions occurring prepositions (eg., to, from, in, out, (e.g., during, beyond, on, off, for, of, by, with) toward) Interjections Agreement L.4.1e – Form and use prepositional phrases L.5.1a – Explain the function of [prepositions…] in general and their function in particular sentences L.5.1a – Explain the function of [interjections…] in general and their function in particular sentences L.1.1c – Use L.3.1f – Ensure subject‐verb singular/plural nouns and pronoun‐antecedent with matching verbs (He agreement hops. We hop.) Sentence L.K.1f – Produce and L.1.1j – Produce/expand L.2.1f – Produce, expand, L.3.1i – Produce simple, L.4.1f – Produce Structure expand complete complete simple and and rearrange complete compound, and complex complete sentences, sentences in shared compound declarative, simple and compound sentences recognizing and language activities interrogative, sentences. (e.g., The boy correcting inappropriate imperative, and watched the movie; The fragments and run‐ons exclamatory sentences little boy watched the in response to prompts. movie; The action movie was watched by the little boy). Capitalization L.K.2a – Capitalize first L.1.2a – Capitalize dates L.2.2a – Capitalize L.3.2a – Capitalize L.4.2a – Use correct word in sentence and and names of people. holidays, product names, appropriate words in titles. capitalization pronoun ‘I’ and geographic names. Punctuation L.K.2b – Recognize and L.1.2.b – Use end L.2.2b – Use commas in L.3.2b – Use commas in L.4.2b – Use commas L.5.2a – Use punctuation to name end punctuation punctuation for greetings and closings of addresses. and quotation marks to separate items in a series. sentences letters. L.3.2c – Use commas and mark direct speech and L.5.2b – Use a comma to L.1.2c – Use commas in L.2.2c – Use an quotation marks in dialogue quotations from a text. separate an introductory dates and to separate apostrophe to form L.4.2c – Use a comma element from the rest of single words in series contractions and before a coordinating the sentence. frequently occurring conjunction in a L.5.2c – Use a comma to possessives. compound sentence. set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.2d – Use underlining, quotation marks, or italics to indicate titles of works Spelling L.K.1a ‐ L.1.2d – Use L.2.2d – Generalize L.3.2e – Use conventional L.4.1g – Correctly use L.5.2e – Spell grade‐
L.K.2d – Spell simple conventional spelling for learned spelling patterns spelling for high‐frequency frequently confused appropriate words words phonetically words with common when writing words (e.g., and other studied words words (to, too, two; correctly, consulting spelling patterns and for cage badge boy and for adding suffixes to there, their) references as needed. frequently occurring boil) base words (e.g. sitting, L.4.2d – Spell grade‐
irregular words. L.2.2e – Consult reference smiled, cries, happiness) appropriate words L.1.2.e – Spell untaught materials, including L.3.2f – Use spelling correctly, consulting words phonetically beginning dictionaries, as patterns and references as needed. needed to check and generalizations in writing correct spelling words L.3.2g – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings 18
Appendix B: Strategies for Struggling Learners Strategies to Help K‐2 Struggling Readers Reader has difficulty working with their reading partner. 
Model appropriate behavior for reading workshop. Reader has difficultly discussing what they have read. Reader has difficulty staying focused during reading workshop. Reader has difficulty acquiring print strategies. Reader has difficulty reading with fluency. Reader has difficulty choosing a just right book. Reader has difficulty re‐telling story in sequence. Reader has difficulty using post‐its. Reader has difficulty using non‐fiction text features. Reader has difficulty organizing non‐fiction sub‐topics. 
Keep group near teacher for easy redirection. 
Give picture cues to keep reader on task. Example: Give student a picture of a person to remember to discuss the character. 
Chunk time and give prompts to keep student on task. 
Work with student in a small setting using highlighters, tape, etc. to help reader notice area of difficulty. 
Chunk or scoop sentences into short phrases. 
Have student physically chunk or scoop sentences for fluency on the smartboard or worksheets. 
Have student use a fun pointer to scoop in a book. (i.e. witch finger) 
Review how to choose a book carefully. 
Limit book choice for student. 
Use different color post‐its to identify beginning, middle, and end of story. 
Use picture cues to remember setting and characters. 
Put post‐its at pre‐determined spots within in a book so student can record thoughts or feelings. 
Mark specific text features with post‐its to make sure student notices. 
List one subtopic on individual sheet of paper and have student read each fact and post‐it on correct sub‐topic. Strategies to Help K‐2 Struggling Writers
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Writer has difficulty following the routines of writing workshop. 
Writer has difficulty writing upper and lower case letters. 
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Create a menu with picture cues for student to keep in their folder. Sit student near teacher for redirection. Practice skill in a variety of media including chalk, colored pencils, crayons, crayons on sand paper etc. Read both “watermelon” and “seed” stories to student and have student identify each. Writer has difficulty distinguishing between “seed” and “watermelon” stories. 
Writer has difficulty adding detail in their story. Writer has difficulty using revision strategies. 
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Put post‐its in story to show where student can add more detail. Confer with student on where detail can be added. Give picture cues on what type of detail could be added. Confer with teacher and/or partner to practice specific skills. Writer has difficulty choosing a topic for their “How To” writing 
Brainstorm a list topic and choose topic they know the most about. Writer has difficulty sequencing their “How To” writing 
Have student use post‐its to sequence events. Writer has difficulty incorporating content specific vocabulary into their writing. 
Give student a list of vocabulary that should be used in their writing based on the topic. Writer has difficulty following the routines of writing workshop. 
Writer has difficulty writing upper and lower case letters. 
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Create a menu with picture cues for student to keep in their folder. Sit student near teacher for redirection. Practice skill in a variety of media including chalk, colored pencils, crayons, crayons on sand paper etc. Read both “watermelon” and “seed” stories to student and have student identify each. Writer has difficulty distinguishing between “seed” and “watermelon” stories. 
Writer has difficulty following letter format. 
Give student a fill‐in‐blank‐template to follow. Writer has difficulty using powerful persuasive language. 
Give student a list of persuasive word to use.