Curriculum Leaders/NRRC Summer Writing Institute
Writing Prompt 2012-13
Disclaimer: This writing prompt is a benchmark and tool for use within the district. It is not a dictated format or process. Each district will elect how they incorporate, expand or utilize these materials.
Grade: Kindergarten
 Narrative
Subject: Writing
 Informational  Argument/Opinion
Title: Animal Facts
Standards addressed by this writing prompt: (standards from the specific grade level):
W2: 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.
W5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
L1 (a-f): 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.
L2 (a-d): 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.
L4 (a-b): 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.
L5 (a-d): 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.
L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Curriculum Leaders Network/NRRC/UMass 2012

Related Content/Topic Component:
Science/Animals
Writing Prompt (check for CRAFT components in the prompt):
Using your Animal Fact Page, draw and write about your animal. Tell what you learned about that animal.
Suggested Administration (for example- accommodations, timeframes, etc):
Prompt to follow whole class instruction related to unit on animals – instruction would include:
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Teacher will design a graphic organizer for student use to collect animal facts
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Use and exploration of Animal research resources (books, illustrations, websites)
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Scaffolding of topic development through shared reading, brainstorming, etc.
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Guided instruction in completing graphic organizer to gather and organize facts from multiple sources
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Students choose an animal of interest and gather information and complete animal fact graphic organizer
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Two sessions of approximately 20 – 30 minutes
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Session 1 – students will draw to complete their Animal Fact organizer (see above)
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Session 2 – administration of prompt
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Story may be dictated to an adult
Apply all accommodations and/or modifications per IEP or 504 plans
TEAM MEMBERS: Donna Morton – facilitator TriTown, Lisa Besen – Andover, Linda Briere – Woburn,
Amy VanGilder – Ayer Shirley
Curriculum Leaders Network/NRRC/UMass 2012