DOMAIN 2:

CONTENT AND
CURRICULAR
DESIGN
LABELING IN WRITING

JULIA COSTON

K I ND E R G A RT EN
TEACHING
SCENARIO During a nonfiction writing unit focusing on
making our writing easy to read there was a strong
emphasis on labeling. The point was to help them
understand what labeling does to a story that is
being written to help make it easier for others to
read and get them to use it. My students from past
observation were better equipped and more
inclined to use what they learned if there was an
increased emphasis on the tool and if they were
able to practice using it beforehand. I created a
variety of ways for them to practice labeling before
using it in their own stories. I made sure that the
activities would benefit the students and help them
to see the importance in the skill.
LABELING
Students were shown a nonfiction text that
AROUND THE had labels on it to help them know what the
CLASSROOM pictures were showing.

I then pointed out the label that’s next to the

bathroom and asked them why they think
that the label is there.

Just like they helped me label, I had them go

and label parts of the classroom that they
knew and could sound out and spell.
LABELING PHOTOS
•The students participated in what we called a
labeling party and were given sticky notes to label
Disney movie pictures.
• They were to pick a movie picture and then
something on the movie picture they could identify
• Then sound out the word, write what they hear and
put it on the sticky note
• Then they were to put the sticky not on the picture
itself next to what they labeled
LABELING OUR
STORIES • After practicing many
different forms of
labeling the students were
then instructed to label
parts of their own stories
• They could label people,
objects, places, anything
they thought would be
important for someone to
know in their stories
RATIONALE
• 2.2 The candidate creates learning experiences that make the discipline
accessible and meaningful for learners to promote mastery of the content.
• 2.3 The candidate can explain the rationale for each unit/lesson, aligning
student needs, community, standards, curriculum, and learning theory.
• 2.6 The candidate designs instruction that frame academic knowledge and
skills as tools for navigating and effecting change in both in- and out- of
school contexts