Maddy George

Becky Witte
TE 802
October 17, 2019
TE 802 Assignment Three: Teaching Writing in a Responsive Way

Writing Sequence Initial Planning and Rationale

Name: Maddy George Grade Level: Kindergarten

Start date of Literacy CLT: November 4, 2019

1. Genre and Audience: What genre are students writing and who will the audience be? The
students will be learning how to informatively write a how-to piece. The audience will be the
other kindergarten students and the teachers in the class.

2. Writing Sequence Goals (2):

1. Goal 1: Students will understand the pieces of a how-to
1. Why did you choose this goal?
A how-to writing piece is completely new to the kindergarteners. They are used
to just drawing/writing about a topic, and then moving on to another topic the
next day. Teaching a how-to can expose students to various pieces like
brainstorming multiple topic that they can teach someone about, using a graphic
organizer, creating a title, and using sequencing words (first, next, last, etc.) to
write sentences.

2. Goal 2: Write/draw/dictate a how-to writing piece of a topic of with some choice.

1. Why did you choose this goal?
I want students to be able to not just learn “what a how-to writing piece is”, but
to be able to write about a subject that they feel confident they can teach/explain
of their choice. I think choice is vital during writing time, and my kindergarteners
often write explicitly about the writing topic of the day, and nothing more. I want
them to write about something that interests them. I want them to be able to take
the components of a how-to and be able to transform them from understanding
them, to actually showing me that they can use them. I also want them to be able
to work on daily goals as they continue to develop their how-to (beginning and
ending sounds, where to write sentences, thinking of a sentence in your head,
using sight words, etc.).
I ended up altering this goal to give them some structure, but not completely. I had students write
about “How to Halloween”, where they could interpret the steps it takes as it applied to them. I
wanted them to write about parts of the Halloween season that interests them. I found that my
students were not at the stage where they could write down the steps of their own how to, but
instead I would let students verbally share some to help us think of what components are in a how-
to piece.

3. Criteria for Success:

Writing Sequence Criteria for exceeds Criteria for meets Criteria for needs
Goal target support

Students will Student is able to Student describes a Student describes one

understand the describe multiple few elements of a to no elements of a
components of a elements of a how-to how-to writing piece how-to writing piece
how-to writing piece writing piece (student understands (understanding the
(understanding the the importance of importance of
importance of brainstorming, that brainstorming, that
brainstorming, that there is a title, a first there is a title, but
there is a title, first and last step (around does not understand
step, middle step, 2 steps) etc.) there are more than
ending step) one steps, etc. )

Students will write a Student is able to Student is able to Student is able to

how-to using some write multiple demonstrate through demonstrate through
choice with the components of a how writing a few writing one to no
appropriate to (title, first step, components of a components of a
components of one. middle step, ending how-to piece (title, at how-to piece (just the
step, and have least two steps with title, one to no
corresponding corresponding multiple steps with
pictures). pictures ) few to no
corresponding
pictures).

3. Connection to CCSS Writing Standards: Paste no more than 3 Common Core State Standards
for Writing that your students will work towards during this Writing Sequence. Highlight the
applicable parts of the standards that connect with the writing goals and your instructional plan.

CCSS.ELA-LITERACY.W.K.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.

CCSS.ELA-LITERACY.W.K.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.

4. Mentor Texts:
My Own Mentor text- “How to Brush Your Teeth”, will be interesting to my students because we are
learning how to take care of ourselves in our every day lives by making good choices. I will be using
sight words to help with linguistic support and continue to build linguistic knowledge.

How to Wash a Wooly Mammoth- Michelle Robinson- this book has a catchy introduction, numbered
steps, and illustrations that inform. Students in my class for the most part love to read books that have
silly concepts, so I am positive this will be a book that sparks their interest! It doesn’t have many difficult
words for students who need linguistic support.

5. Student Needs and Knowledge:

Charley- content, she needs extra support with letter sound correspondence, walk over to her to help her
hear sounds by modeling how to stretch it out. Be able to give her linguistic support by defining any
difficult or uncommon words.

Luke-writes with his pencil grip, make sure he has one on the pencil he is using

Sammie-monitor to give extra content support with writing his letters. Show him the alphabet in the front
of his book for reminder on letters. He also might need motivation to stay focused, but to interest him,
help him brainstorm something he is interested in to write about.

Hunter- socially gets distracted, move him if needed so he can think clearer. Have vocabulary words from
mentor text readily to be defined if asked due to his curiosity in learning new words.

Ejay- motivation support to start his work, walk over to him to make sure he is on task, and help him
brainstorm ideas on what to write about.

**encourage all children to write their own how-to that is relevant and interesting to them.
6. Complete the Writing Sequence Plan.
Day 1 3 2 4 5 6
2

Date 10/30 11/1 11/4 11/6 11/7 11/8

**NEW DAY
INSERTED
BASED ON
PREVIOUS
DAY
REFLECTION

Daily Objective Students will Students will Students will Students will Students will
understand the Students will understand the understand the understand understand that
components of a understand the importance of importance of that there is a there is a
how-to writing importance of title for a how- listing the first step in a middle step in a
piece. to piece and materials for a how-to writing how-to writing
brainstorming
will sound out how-to piece piece and will piece and will
Students will also for a how-to beginning and and write their write their write their own
label a picture of piece. ending sounds own labels for own by Commented [GM1]: Here, I added this entire day on
by sounding
Students will brainstorming after reflecting on how students grasped
the how-to topic. of words to their pictures sounding out out beginning
me modeling a whole “how-to” piece. I got the feeling
also label a write their of the needed beginning and and endingthat my students were not going to be able to come up
picture of the own. materials. ending sounds. with their own how to topics right away, but rather
sounds. needed guidance for this first one. Later on, after the
how-to topic. unit, I hope we can revisit this and they can create their
own. Because I wanted to give them some choice, I
added a day on brainstorming a variety of activities and
items that could fit into the overall topic “How to
Mini Lesson Overview: Using Writing a title Using our Figuring out FiguringHalloween”,
out so students could choose or come up with
Focus showing what a brainstorming and discussing labeling skills and then and thenthings that were important or exciting to them. I thought
how-to looks like techniques to its importance to complete a writing down by modeling brainstorming and making a chart,
writing down
and the steps it organize our material’s the first step, the next students were able to more quickly and effectively
figure out their three steps. They were able to re-
takes to complete thoughts. page to help and coming up (second)reference
step these activities every day, and I even saw
one organize our words that of a how-to
students going up to the chart to look at it during
thoughts and signal that independent writing time.
writing piece.
Review quickly decide what something is
the familiar skill of materials are the first step.
how to label a needed for our (First, at the
picture at the end. booklet. beginning, to
start, etc.)

Mentor Text Read How to Wash How to Wash a My mentor My mentor My mentor text
a Wooly Mammoth Wooly text of “How text of “How of “how to
by Michelle Mammoth by to Brush Your to Brush Your brush your
Commented [GM2]: One change I made was stopping
Robinson at the Michelle Teeth” Teeth” teeth” the use of my original mentor text “How to Brush Your
read aloud before Robinson Teeth”. I did this because students were getting
confused if they should write about Halloween or
writing. brushing their teeth. Instead, I modeled how to think
My mentor text out my next step, and actually showed them me
of “How to stretching out words (candy=cand) and using sight
Brush Your words (I, see). This helped them have a clearer idea on
what we were working on and was definitely less
Teeth” confusing, so it was a beneficial change.
Instruction: Show examples Think aloud of Show the title Show the Read example Show student
from mentor text how of How to brainstorming of step one work who
I do: of the multiple brainstorming Wash a Wooly chart to have from my linked an object
We do: components of a can help us Mammoth by students come mentor text of from their
You do: how-to (show organize our Michelle up with “How to material’s page
Share: students the title, thoughts. Robinson and objects on Brush Your to the first step.
materials, Introduce topic prompt there rather Teeth”. Discuss the
numbered steps, of Halloween students to than actions next step of a
and the for How-to telling me the that might be I do: I do a how-to and
illustrations that writing piece. title and necessary to think aloud on how this
correspond). Explain how various steps have for how to stretch writing piece
broad this topic and ideas Halloween. out and write has multiple
I do: introduce is, and how mentioned Read the word steps.
what how-to there are throughout the examples of “first” and
writing pieces are various book. verbs/actions why I would I do: show
and begin to components verse nouns want to use students mentor
prompt why how- within it that
I do: explain (for example, this word. text of “how to
to pieces are can be what a title is, carving a brush your
important and organized towhere it goes, pumpkin We do: teeth” and
when they are help us withand why it is would include continue as a show the
used. I model our booklets.
important (tells a pumpkin and class to second step.
writing a how-to Model writing
readers what a knife/sharp discuss the Model
on the topic “How down thoughts
the topic is) by object) sequence word brainstorming a
to Brush Your on chart paper
modeling with “first”, and new idea
Teeth” by writing to referencethe How to I do: I show brainstorm a stretching out
the steps that the later on in the
Brush Your the materials I variety of beginning and
students came up unit. Teeth book drew in my sentences that ending sounds
with. To do this, I done “How to we could use for my next
model writing the I do: Introduce previously. Brush Your to describe the step. Here, I
title, drawing a the topic of Introduce the teeth book” first step of also show a
corresponding Halloween, trick or treat and show how to previousCommented [GM3]: I changed the topic of our book
picture, writing the
and explain book where they Halloween. students from
worksomething more specific to something broader. I
steps using why we need Halloween showed up in that usedoriginally
the wanted students to come up with their own
topics, but after conferring with my MT, she thought the
sequence words to organize our How To my writing. You do: word “first”
students weren’t ready for that and needed more
and drawing thoughts before journal that we Next, I model students go to and attempted
guidance. Thus, I switched from us all doing the same
corresponding just writing a will be using labeling the their seats and to soundthree
out steps of trick or treating, to “How to Halloween”,
pictures. book. the rest of the pictures in my write the first words toso students had the element of choice and could pick a
model
variety of activities that they wanted to include. I
unit. journal of step of how to to the class how
thought the change was a good idea because it hit my
Review all the We do: On materials I Halloween. this signifies
goal better about using choice in their writing. In an
steps to complete chart paper, we We do: As a might want to step 1, but if world, I would have liked for them to also create
ideal
the overview. come up with class, we use in my Share: point students their
need,own, but my MT said we can continue to work on
various decide where Halloween out students’ they can this
justdown the road, and that I was more building their
foundational skills for it.
Halloween the title of our book. work who use numbers to
ideas that we how-to books used the word show.
We do: Brainstorm can use to go, where we We do: create “first” or any
as a class why complete steps put our names, a list on the starter word to
how-to’s are in our booklets. what a good board of signify the We do:
important. I write down title might be, objects first step. brainstorm the
Introduce “how the students and how to students came variety of steps
to go trick or thoughts. stretch out up with from we could use in
 treating” write this We review words to write the chart. our “How to
on an anchor chart how to label the sounds we Halloween”
to organize ideas. our pictures. hear. You do: books and look
Students come up students work at chart and
with the various You do: on the materials page
materials, steps, You do: students get “Material to gather ideas.
and the sequence Students draw their “How to” Page” of their Have students
of “How to Brush and label a books and journal, turn and talk to
Your Teeth”, picture of their make the title labeling their share their
while I model favorite about Halloween ideas.
writing it in the activity of Halloween and pictures.
journal. Halloween to draw a You do:
get them corresponding Share: point students draw a
thinking of picture. out students’ picture of the
You do: Have various ideas. work who are second step of
students go to their Share: point attempting to Halloween and
desks and write in Share: Point out students’ label their then write a
their journals a out students’ work whose picture with simple sentence
picture of them work who title is in the beginning and by stretching
trick or treating created correct spot, ending out beginning
something to do detailed whose pictures sounds. and ending
with How-to Brush pictures and match their sounds of
Your Teeth” and attempted to words, and words.
write a simple write letters for who sounded
sentence about it the sounds of out the word
or label it. (too the words in “trick or Share: point out
much today will their pictures. treating” students’ work
overwhelm them) who drew and
wrote a simple
Share: point out sentence for the
examples of appropriate
students’ work next step and
whose drawing used a word
matches the topic like “next” or
and their simple “after”
sentence. .

Planning for Meet with all Meet with all Meet with all Meet with all Meet with all Meet with all
conferring students before students before students to see students to see students to see students to see
they go to book they go to what they what they their first step who grasped
In Kindergarten look to see what “book look” to wrote as the wrote for their and if it the concept of
writing, we they wrote and dictate what title and what materials and corresponded the
confer daily with dictate it on the they wrote and they drew. what they to the picture middle/next.
each student and bottom of their drew. Dictate it for drew. Dictate they drew, and Look at Luke’s,
dictate what they paper. students who it for students see who Waylon’s, and
say at the bottom Pay attention cannot write who cannot attempted to Ejay’s work to
of their paper. Pay extra attention to Lucy, the words. write the use the word see if their
Since I meet with specifically to Amelia, Isaiah words. “first, etc.” to second step
all students, I did Sammie and and Daphne to show the differs from the
not name them, Charley to see if make sure they beginning their first.
but on certain they are grasping are on topic. step.
days wrote who I it.
would focus in on
more than once.

Assessments Collect students’ Collect Collect Collect Collect Collect

worksheets and students’ students’ books students’ students’ students’ books
take anecdotal worksheets and and take notes books and books and and take notes
notes on whose take anecdotal on who wrote take notes on take notes on on who wrote
picture notes on whose an appropriate who who grasped about and drew
corresponded to pictures title and had a wrote/drew the about the next
our topic “how to corresponded corresponding appropriate appropriate step. Note who
go trick or to our topic picture. materials and first step. Note is proficient,
treating” “How to “How to Note who is attempted to who is needs some
Brush Your Teeth” Halloween”. proficient, label them. proficient, support, and
Note who is Note who is needs some Note who is needs some needs lesson
proficient, needs proficient, support, and proficient, support, and retaught)
some support, and needs some needs lesson needs some needs lesson
needs lesson support, and retaught) support, and retaught)
retaught) needs lesson needs lesson
retaught. retaught)

Teaching Notes/ How to Wash a Chart paper Elmo My Mentor

Resources Wooly Mammoth My version of Text of “How Next page of
by Michelle Markers their book to My Mentor to Brush Your book to show
Robinson project on the Text of “How Teeth” second step.
Student Elmo to Brush Your
Dry erase board journals Teeth” Elmo Elmo
and markers Elmo
Anecdotal Markers My journal Books for
Markers notes Markers students
My journal First page of
Elmo Student book to show Markers
journals Student first step.
My Journal to journals Anecdotal
Model Anecdotal Books for notes
notes Anecdotal students.
Student journals notes
Markers.
Anecdotal notes
Anecdotal
notes.

Reflection Today students I am very Students Students Students got Today, students
learned the happy I added learned where understood the concept of learned how to
components of a this day in my the title goes that there are choosing one think of a new
how-to writing unit. This and for the certain of the idea and write
piece. I know they helped make most part, how materials that brainstorming the next step of
learned the general the rest of my to draw a need to be ideas to write their book.
overview of the unit days easier corresponding listed to show about as their They were able
pieces because at for my students picture. I know the reader starting point to discuss with
the end they were to come up this because what they for what they a partner, use
able to list the with ideas when need to do to celebrate their materials
various regarding the conferencing complete the Halloween. page, and the
components (title, topic. Students with each activity. I chart to come
various steps, etc.) could reference student, they know this by up with their
the chart were able to discussing I know that next step.
Students didn’t throughout the correctly put with students some students
fully learn yet unit. the title in the after the didn’t fully Some students
what is included in correct spot. lesson why comprehend did not grasp
each component, Today students Some students materials that we were that they had to
rather they got a learned the attempted to might be working on follow the
general overview. importance of write important, and Halloween, overall topic.
Students were brainstorming, “Halloween” by assessing and were For example,
unable to answer a and how doing but drew whose pictures instead still Isaiah wrote
lot of specific this at the pictures that matched the stuck on the about
questions, but beginning can had nothing to topic of “How to something not
rather more help them in do with it Halloween. Brush Your relevant to his
general ones on later days (Sammie, Teeth” first step and
the overall idea. come up with Isaiah, Lucy, Students because I title.
Review tomorrow more ideas. I Charley). I didn’t fully accidentally
with Sammie and know they need to refocus learn that you made that my The next day, I
Charley about learned this them tomorrow only use the focus, rather am going to
what a how to tells because they on our topic. materials that than modeling reiterate how to
readers and why re-referenced you are going a new one pick a new
they are important ideas The next day to write about. with the idea relevant step
(they seemed throughout should go as For example, we were for our last
confused) various unit planned. e since they are working on. step, and how I
days, and used in This was can brainstorm
I realized that the class ideas kindergarten, I evident when I that step.
modeling the in their writing was rather saw drawings
brushing teeth this day. using this of
topic should be the page to help toothbrushes
only topic we Students didn’t them and
focus on today. I learn the brainstorm toothpaste,
was able to see specifics of their ideas so and I had to
that students were what they will they could re- reinstruct
able to label and be writing reference, those students
explain to me a about for each rather than on our topic.
step of the “How day, but they strictly going
to Brush your did learn an off those After talking
Teeth”, once they overall picture. materials. to my mentor
conferred with me. teacher, I
I will introduce Tomorrow, I The next day found out that
Halloween topic will begin to of my unit I should less
the next day, and get more should go as be looking for
help brainstorm a specific and planned. the word
variety of topics explain the “first”, “next”
within that topic so importance of or “last” but
students are clear the title piece instead the
on what they are of a how-to. number at the
writing about and top of the
have more choice page, and then
on what is focus on the
included in their effort students
book. To do this, I put into their
bumped the title words/sentenc
day to day 3 of my es and pictures
unit. rather than
them using the
sequence
words. So for
the next days,
I will be
paying more
attention to
the quality of
their thoughts,
words,
sentences and
pictures, but
still mention
using those
words.

The next day

should go as
planned.
Day 7 8 9 10

Date 11/11 11/12 11/13 11/14

Daily Objective Students will Students will write Students will Students will
understand that a simple sentence, write a simple read their
there is a last step using sight words, sentence using How-to
in a how-to about the overall the sight word Books to the
writing piece, and topic of their how- “I” on the class
they will be able to to to wrap up their “About the explaining
sound out thoughts. Expert” page their title,
beginning and and will steps, and etc.
ending sounds of recognize that to
words to write they are the demonstrate
their own last step. author of this they
book. understand
the
components
of a how-to
piece.

Mini Lesson Planning a last Using the sight Using sight Using known
Focus sentence to wrap words we know word “I” to components
up a how-to about our how-to show we are of a how-to
writing piece. book. (Sight the author of piece to
words: see, go, my our how-to explain it out
Figuring out I, like) book, and loud using
(brainstorming) understand one’s own
and writing down what an author examples to
a last NEW step is. do so.
for our booklet.

Mentor Text My mentor text of

“how-to brush
your teeth”

Instruction: Read the last Show Lucy’s work Show student Explain how
sentence of “how (talked about in work who used students
I do: to brush my teeth”. previous the sight word books are
We do: Show student reflection) to show “I” in previous different, yet
You do: work for the how this will pages of the each show
Share: previous step that actually be what book to show various steps
used beginning we are doing what we are on how
and ending today. going to be students
sounds, items from Discussion on doing to individually
the material’s page creating simple complete into celebrate
and detailed sentences that this day’s goal. Halloween.
pictures to do their have to do with To do this,
next step. Explain our topic. I do: Model compare two
that there is one Students will think the “About the students’
final step in our of past sight words Expert” page books who
booklet that varies and how they can to use the sight wrote about
from the other two find our topic of word I to different
steps. our book and describe activities on
make a sentence myself and this each day.
I do: show the last with those words topic.
page and talk (Ex: I like “I like I do: Model
about how I used Halloween) pumpkins, with my book
the word “last” to candy, and how to read it
signify my final I do: Model my costumes. I to the class.
step. thought process of like
writing of an Halloween!” We do: As a
Model by doing a overall sentence and then draw class, we give
think aloud on using sight words a picture of three
how to write a new and sounding out me. compliments
last step for the other words I to the reader.
book. (Flip to the don’t know.
material’s page, We do: Reflect You do:
look at past days as a class on Students get
work, and create We do: We my previous to read their
new activity to brainstorm various steps pages book to the
write about for last overall sentences and make a class.
day) that have to do sentence as a
with our topics. class about Share: point
We do: Students something I out a
help me sound out know about compliment
words in the last this topic. to each
step, and help me You do: Have Discuss in turn students
think of the word students go to their and talk form, writing after
“last” or “final” to desks and write in various they read it
signify it is the last their journals a author’s we aloud.
step. simple sentence know, and
about the overall how we are the
You do: students topic Halloween author’s of our
write the last and draw a book.
sentence of how to corresponding
Halloween and picture.
draw a You do:
corresponding Share: Point out students make
picture. students work who their own
used sight words simple
Share: point out to describe their sentence using
students work who overall sentence the sight word
made a simple on the book. “I” to talk
sentence and a about
corresponding themselves as
picture for the last authors of this
step of how to topic.
Halloween
Share: point
out students
work who use
the sight word
“I” and
attempt to
write about the
 overall how-to
book topic.

Planning for Meet with all Meet with all Meet with all Talk to all
conferring students to see students before students to see students after
who grasped the they go to book what they they read
concept of the last look to see if their wrote on the about what I
step. sentence had to do “About the liked about
with their topic of Expert” page their work
Check in multiple the whole book. and what they and how they
times with Margo, drew. Dictate can improve
Gabriel, Lilly, and Meet with Egypt, it for students next time.
Kyndal to see if Luke and Hunter who cannot
they are on topic, who were absent write the
and writing about the day before to words.
a new event that go over the
could signify the previous day’s
last part of their work.
“How to
Halloween”

Assessment Collect students’ Collect students’ Collect Watch

books and take worksheets and students’ students as
notes on who take anecdotal books and take they explain
wrote about and notes on who was notes on who their title,
drew about the able to use a sight wrote an materials
last/final step. word to describe appropriate page, steps,
(Note who is their book in a title and had a and about the
proficient, needs sentence. (Note corresponding expert to see
some support, and who is proficient, picture. if they are
needs lesson needs some Note who is able to
retaught) support, and needs proficient, describe
lesson retaught) needs some various parts
support, and of a how to
needs lesson and use
retaught) examples.
Note who is
proficient,
needs some
support, and
needs lesson
retaught)

Teaching Notes/ Last page of book About the My mentor

Resources to show last step. Chart paper Expert page in text
journal Chair for
Books for Markers student to sit
 students. Elmo in
Student journals
Markers. Markers Fire place
Anecdotal notes YouTube in
Anecdotal notes Student books back ground

Anecdotal
notes Student books

Markers

Anecdotal
notes

Reflection Students Students learned Students The students

understood that how to use known learned that loved this
there needed to be sight words to they are the activity. They
one last step to make an overall authors of their got to share
conclude their sentence about the book! If it their work
book, that was not book. wasn’t for with the class
the same as the For example, them, this “around the
other two steps. I many students book would campfire” and
know this by wrote sentences not be written. were very
looking at their like “I like They were proud of their
past two steps and pumpkins best”, “I able to take work. I could
comparing it to the like this day”, ownership of tell students
last step page. “Halloween is their book and learned the
fun”, “I see reflect what a concept of
Some students did Halloween” and so how-to book various steps
not understand that on. is. because I
the last step was heard students
not the overall Some students just Students say “first,
thought on the wrote about one showed me next, then,
topic. For thing they wrote this by writing last, etc.”
example, Lucy about, so I can sentences or during their
wrote “I like work with those drawing reading.
Halloween”, students on how to pictures about
instead of saying a identify what the them and the Some
new activity to do. whole book is topic of students were
about by re- Halloween. unsure of the
No changes for the referencing the point of this,
next day due to title page. All students like Sammie
everything going learned that and Margo,
as planned. No changes for the they were the and thought it
next day due to author and this was more of a
everything going was proven story time.
as planned. when I looked Next time, I
at each page. will work
with them in
 No changes small groups
needed for the on giving
next day due them more
to everything examples of
going as various How-
planned. to pieces.

I thought this
was a great
wrap up day!

Final Reflection
2. What did the students’ work tell you about your strengths and areas of improvement as a
teacher? (I.e., what did it tell you that you needed to keep doing as a teacher because
students were successful / responded well, and what did it tell you that you needed to change
because students were not successful / did not respond well?)
 I found that the positive and exciting energy I brought to my students during my mini
lessons made them eager to start their books. When looking at my students’ work, so many of
them were ecstatic to show me what they wrote about, and kept asking if they could continue the
book and if they could take it home. This was new for me, because usually during writing, a good
amount of students are reluctant to start or try to write a sentence or word. I also thought a
strength during my unit was conferencing daily with each student. I noticed that by dictating what
students were writing, and giving them praises for their attempts, and advice on how to improve,
students work grew. I had one student come up to me and say “Miss George! I remembered you
telling me yesterday to try and use sequence words, and look I tried to spell “next” to show you
my next step!”.
 I also thought a strength was having resources available to show students how to think of
an idea (a materials sheet and a chart on Halloween activities), because I saw a handful of
students each day walk up and look at the chart and use ideas in their writing. I also provided
them with opportunities to share ideas before sending them to work independently to help the
students who needed a little bit of guidance. I felt this helped with the flow of getting students
started, and I looked at each student’s book, and everyone came up with a new idea each day!

At the end of my unit, I realized to strengthen my students’ work, I needed to explicitly

model how to come up with an idea/sentence that has to do with our topic, and how to write it
down with the knowledge a kindergartener had. I would go up to the brainstorm chart, pick an
idea, and practice sounding it out and stretching the words I didn’t know. At the beginning, I was
writing down words that I knew how to spell, yet kindergarteners wouldn’t. For example, in my
“How to Brush Your Teeth” booklet that we did on day 1, I wrote out every word correctly. For
Step 1 of my “How to Halloween” book that I was modeling during mini lessons, I didn’t finish
completely modeling it because I was “nervous students would copy my ideas”.

After discussion with my mentor teacher, she explained it is the bigger picture that is
more important, like modeling using sight words and stretching out words that aren’t known that
will benefit them more than coming up with their own idea. Thus, I altered my modeling to show
me taking the time to ask students what sounds they heard in my sentence, and would only write
those letters (see below).
 Essentially, I learned the more excited I was when modeling it and starting each day of
the unit, the students became more eager to start their own, and looked at it more positively. I also
noticed how literal I need to be when instructing kindergarteners because they do exactly what I
stay, so I cannot assume, as their teacher, that they automatically know something. Thus, I need
to explicitly model what I want.
3. What did the students’ work tell you about next steps for their learning? How did you
respond to this during conferences and the lesson itself?

To start, I collected my students’ work every day after each unit, but really focused on the
growth between step 1 and step 3 of my writing unit. I was able to see the most growth between
those days, because step 1 had more students writing general random sentences that had to do
with the topic, where as step three had more of an action for someone to complete (I like corn
mazes was what I saw on the step 1 of their book, and more of things like “Last, you eat donuts”,
was on step 3.

I was able to self-reflect on who needs additional guidance, and who needs to continue
where we are at, and who needs to be challenged. After conferencing with each student and
collecting their books, it became evident that a variety of students are in very different levels
when it comes to their writing. This means, as their teacher, I need to differentiate instruction and
keep all my students growing and helping them get to where they need to get to next. I have some
students writing two full sentences, using some punctuation, and drawing very detailed pictures.
When conferencing with these students, I was able to see what things I can specifically have them
work on next to keep enhancing their writing. For example, I mentioned to Maddy, one of my
above grade level students, during our conferences that she should work on adding punctuation,
and even though she didn’t put the periods in the right spot, it was a step in the right direction to
make her aware of them. During my lesson itself, I would use the challenge words to model a
sentence. I learned this from my teacher. She taught me to say “Maddy, Grace, Sienna, Coral (or
whoever I think needs a challenge), pay attention to how I am using the challenge word “you”
and “have”. It is okay if you don’t know it right now, but I want you to be aware of learning it.”
And most of the time those students will then use those words in their writing, especially if
prompted.
 Some of the students are able to use sight words to help guide their simple sentence.
Next for these students would be continuing to expose them to opportunities to sound out or
stretch their words and really listen for the sounds they hear in them. To help with this, I model
how to do it for my own book, and I have students tell me the sounds they hear when I want to
write a word. Below is a picture of one of my student’s material page. During conferencing, I
was asking her what she drew, and for the first picture of a spider. She only had the “s”, and thus
I prompted her to practice saying it out loud a couple of times and listen for the sounds, and she
was able to add “i” “d” and “r”. She went back to her seat and added more sounds and came back
and I dictated the words she was unsure on what sounds were there.
 On the other hand, I have some students who do not use sight words and will either
scribble, or write random letters. For those students, during conferences, I tried to encourage them
to work on their detailed pictures and to try and get a beginning sound. Most of those students
were able to identify with the class the sounds of words I modeled stretching out, but they didn’t
know how to write them. The next step in their learning would be practicing writing
corresponding letters.

In regards to procedural writing, as a class, I think students next will benefit working on
sequencing more to make it more accurate to what a “how to” consists of. This time, they more
focused on brainstorming a variety of steps. During whole class instruction, I modeled using
those words, and would conference with students about including words like those if they were at
 that point. I did find for students who were not able to write a sentence, I began to help prompt
them by asking “what is your first step?, etc.” and they would say “First, you…”, even though
they couldn’t write it. Overall, they were grasping that there were multiple steps for a how-to
piece, and that they were writing actions rather than just random sentences.

4. Based on your students’ work in this unit, what would be some important teaching points
for the next (i.e., a hypothetical future) writing sequence? Why?
For the next writing sequence, I would go more in depth about teaching sequence words. Because
this was the first time students were exposed to this type of writing, and it is early in the year for
kindergarteners, they were a bit overwhelmed when I was mentioning using those words. A
handful of students grasped it, but majority did not attempt to write sequence words. I think using
graphic organizers for this would be beneficial next time, and would help students visually see the
order of events can matter.

I would also focus on letting students choose their own how-to topic once they grasped what
procedural writing looks like. For their own topic, this would let students show me what they
know and can teach me, and I think this is important because it would be more motivational for
them to write about a topic they are interested in.

5. Briefly describe the following: What do you want to remember for the future about…
1. Formative assessment / analyzing student work? Why?
Formative assessments and analyzing student work is vital to seeing where I, as a teacher, need to
go the next day. I was happy that I got to meet with each student every day of the unit, and was
able to get the feel of who was grasping the concept, what I needed to reteach and what I needed
to alter the next day. I think this is important because in a whole class discussion students can
“act/fake” like they get something, but it is more evident in their individual work what they
understand. I was able to use examples of student work throughout my unit to show what I was
expecting and point out things that student was doing well, and then I could with my modeling,
take the time to go over things that might not have been clear for other students.

2. Teaching writing? Why?

I want to remember that teaching writing can be fun and exciting. At first, I was very
overwhelmed to teach 24 kindergarteners a procedural writing piece, but I ended up probably
learning just as much as they did. I learned that writing should be a stress-free time, and that if
some students aren’t at the same place as others, it is okay! It is the effort that counts, and it is my
job as a teacher to help them create a love for this subject. Overall, I think teaching writing is
important because it can be used in so many variety of contexts, and can help students express
themselves.

3. The connections between reading and writing (such as the connections that occur
through using mentor texts)? Why?
 I want to remember that using my mentor text did more good than bad! It was an easy reference
point throughout my unit. Finding an engaging text can help students comprehend the daily
learning goal, which can help them grow as both writers and readers. Reading and writing are
very connected, and they affect one another. Students in kindergarten are working on the
phonemic awareness and phonics skills. By writing what they hear, it can actually help them
when it comes to reading new words. The same goes with seeing words in a book or mentor text,
it can help them process it, learn it, and thus attempt to write it.

Assignment 3 (Teaching Writing Responsively) Rubric

4 3 2 1

Clear & Detailed: Student Very clear Mostly Kind-of clear Not very
clearly develops ideas with & detailed clear & & detailed – clear &
an appropriate detailed – some gaps detailed
length/amount of details so a few gaps
the reader understands the
message.

In general…. Excellent Good Developing Beginning

Element of the Assignment Points

Available
(4 pt. per bullet)

Planning and Rationale 20

● Thoughtful selection of mentor texts (i.e., rationale
speaks to content goals and knowledge of students)
● Thoughtful rationale for 2 writing sequence goals
● Clear criteria for success for 2 writing sequence
goals
● The goals and CCSS standards are aligned

● Plan demonstrates a thoughtful awareness of

students’ needs and funds of knowledge
Writing Sequence Plan with Ongoing Reflection & 28
Responsiveness
● Each lesson/day of the sequence includes all
components (e.g., date, daily objective, mini lesson
focus, mentor text, etc.) from the template
● Instruction matches the daily objective and the
mini-lesson focus
● The daily objectives and mini-lesson foci work
towards the overall writing sequence goals
● Instruction always involves one of the following:
analyzing author’s craft in a text, thinking-aloud while
modeling some aspect of writing, showing a piece of
student work as a positive model
● Student writing samples are collected at least at two
points in time (e.g., beginning, middle, end) so that
students’ growth and development as writers across the
unit can be analyzed
● Daily reflections include a sense of how the lesson
went, what was learned about the students from the
formative assessment(s), and what will be done in the
next lesson in response to what students’ need to meet
the goals of the unit
● Instructional decisions and changes are clearly
documented (in a different color font) and well
supported by data collected during each day’s lesson
(e.g., formative assessments, conferring)

Final Reflection – Clear answers with enough detail to the 28

following questions:
● Annotated writing sequence explaining 3 major
changes
● What students’ work told you about your teaching

● What students’ work told you about their learning

● Important teaching points for future writing

sequences
● Take-aways about formative assessment / analyzing
student work
● Take-aways about teaching writing
● Take-aways about the reading-writing connection
Correct spelling, grammar, and mechanics. 4

Total Points 80