SBCP Fall Winter 2012 Grade K

Standards Based Change Process Grade K: 

Standards Based Change Process Grade K Kamehameha Schools Hawai‘i Fall and Winter 2011

Standard: 

Standard Core Standard 4: Writing: Informational, Research and Persuasive Texts Ask how and why questions about a topic of interest. Gather information from different sources. Demonstrate that writing has meaning by using pictures, letters and words (Phonetically or conventionally spelled) to convey ideas. Write for a specific audience and purpose.

Benchmark: 

Benchmark A kindergarten student can share information in writing that will teach the reader what they have learned from a topic.

Procedures for Collecting Evidence: 

Procedures for Collecting Evidence Informational Writing Prompt: Summer Collection We are going to do a special kind of writing today. We do this kind of writing to tell about things we know. Everything that we write will be true. We are going to use this paper for our special writing today. You can draw pictures in this square and write your words and ideas on these lines. Try your best to sound out your words. Today I want you to write about a (person) that you know really well. Try to draw and write things about this (person) that we don’t know so that we can learn about them. If you need more paper you may come to the table and get another sheet. If you don’t finish your story today, we will have more time tomorrow. Please be respectful and write quietly so we all can focus write our own stories. * The topic may vary during the different samples collected in the year due to what is being learned at that time.

Prompt For Winter Collection: 

Prompt For Winter Collection We did a Stephanie Harvey lesson on what it means to be a specialist on a topic. The class defined the term specialist and brainstormed a list of things they thought would fit that category and themselves. There was a homework assignment to come up with three topics (not a story) related to their personal specialist list. The prompt was to select one topic from their list and to write using the format we had done in shared class informational writing.

Rubric: 

Rubric Not Met Approaching Met Exceeds Ideas Information does not stick to the topic. Some ideas are not complete. Readers may have some questions. Ideas are clear and focused to the topic. Information shows how the student has learned about the topic. Information is a deeper description of the topic. It builds on the topic and shows good understanding. Organization Information is unconnected and incomplete Information is confusing. There is no ending. Topic is introduced with new ideas written about it. There is an ending sentence. Ideas are easy to follow and connected to the topic. The ending tells why the topic is important to the writer.

Fall 2011: 

Fall 2011

Winter 2011: 

Winter 2011

Not Met Example – Fall 2011: 

Not Met Example – Fall 2011 Pre- Sample MispsslisIsaiahLuiz (My special (person) is Isaiah Luiz ) The topic is not developed. Ideas are not complete. The reader does not know any information about this person.

Approaching Example – Fall 2011: 

Approaching Example – Fall 2011 Pre- Sample I lkwn my dad pls wl me. My bad lk gons tpki (I like when my dad plays with me. My dad likes going to pick it.) The piece stays on the topic of the dad. There is no introduction or ending. There is little information.

Meets Example – Fall 2011: 

Meets Example – Fall 2011 I no my cousin Titas and he is a baby boy we are playing. and he is so cute he is one years old and I love him too. he is my best cousin ever. he is cute. There is an introduction. It stays on the topic and gives related information. There is closure even though it’s a short piece.

Approaching Sample- Winter 2011: 

Approaching Sample- Winter 2011 How to Make Legos I can make a big big big big big big big big big First you grab a lego piece and the instructions tell you where to put it After you put the piece in the spot you grab another piece and you put it in the new missing spot And one of the pieces stabbed me I had a good day with my legos Ideas are not complete. The information is confusing and does not tell what he is making with the legos . His fourth idea does not really relate to the topic.

Met Example – Winter 2011: 

Met Example – Winter 2011 How to play baseball. To play baseball you have to run fast. Also you should not be scared of the ball. And you have to catch the ball! And it does not matter who wins or loses. And to play baseball you have to sign up. I like baseball because I like the trophies I get. The story has a clear focus on the topic. The writer give good information, showing knowledge of more than one idea about the topic. There is a good ending.

Exceeds Example – Winter 2011: 

Exceeds Example – Winter 2011 My story is about exercising. I sweat when I box. When I box I kick. I shadow box. I do push-ups and abs and jumping jacks. And I run sideways and I do balancing ball. And I do jujitsu. I only do one round and I do shadow kick. I even elbow and kneeing. It is important because I can be strong. There are good descriptions of what he does to exercise. He builds in his telling of the topic. He ends with why it is important to him.

Students’ Strengths and Weaknesses: 

Students’ Strengths and Weaknesses Strengths Fall All the students were willing to sit and draw or write. Many students understood that they were writing about one person. Most of the students had enough letter/sound knowledge to write phonetically. Winter All of the students understood that they were writing on one topic. They knew they were to write about a topic of which they were a “specialist.” Most students had some kind of an introduction and an ending. Weaknesses Most of the students were not met due to lack of topic focus. Students do not yet know how to structure their writing with introductions, body and ending. Ideas are incomplete. There is some unnecessary information as related to the topic. Some ideas were confusing- the language was not complete or clearly stated.

Instructional Improvements/Next Steps: 

Instructional Improvements/Next Steps Fall Build writing confidence and strategies with daily journal writing. Initially focus on narrative writing in addition to accomplish this. Use real and shared experiences (such as cooking activities) to begin informational as a whole group. Use circle maps to organize information gathered from a class learning experience, then model through shared writing an informational piece. Winter We have done several whole class informational writing pieces. Animal stories ( Ie : turkeys, bats) were read and students took notes on a post-it sheet. Using the notes in a later lesson, we wrote as a group about what we now knew. A writing format was designed with three components: 1) introduce your topic, 2) tell you information and 3) write why it was important or what you learned from it. This was done whole class 2-3 times before we did the winter SBCP collection. Next step is to continue reading and note taking on non-fiction pieces. Continue whole class and support more individual writing from these topics.

Reflection: 

Reflection Fall Basic writing skills are still being learned as well as behavior expectations during the writing block. We plan to focus on narrative writing in the first trimester so not to overwhelm our students with multiple expectations and assist them in getting basic skills in place. Our students are excited to publish and share their stories with the understanding that this is the outcome of the writing period. We will begin to show them another purpose for writing as we move into informational writing. Winter The lesson on identifying an area of special knowledge gave the students something solid to write about. Having the home connection in coming up with ideas strengthened their topic choices. This is our first year using the SH strategies and we think it will support this writing style as we learn to think deeper about what we read or have read to us and learn to better record these thoughts.