Oak Grove Curriculum Scope & Sequence

Writing & Grammar (Kindergarten)

Updated 8.14.17

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(start of year -  end of Oct)

Unit 1: Launching the Workshop (Narrative)

  • We are learning to...
  • Use a combination of drawing, dictating, and writing to compose a written piece W.2, W.3
  • Respond to questions and suggestions from peers and add details to strengthen writing, with guidance and support W.5
  • Explore a variety of digital tools to product and publish writing, with guidance and support W.6
  • Participate in shared research and writing projects W.7
  • Recall information from experiences or gather information from provided sources to answer a question, with guidance and support W.8

Unit 1: Launching the Workshop

  • We are learning to…
  • Demonstrate command of English grammar and usage when writing or speaking L.1
  • Demonstrate command of capitalization, punctuation, and spelling when writing L.2
  • Explore word relationships and nuances in word meanings, with guidance and support L.5
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice

  • Lucy Calkins’ Unit of Study #1, “Launching the Writing Workshop”
  • Mentor Texts
  • “Freight Train”, by Donald Crews
  • “Creak! Said the Bed”, by Phyllis Root
  • Consider a text like:“Naked Mole Rat Gets Dressed”, by Mo Willems (With text features/bubbles)
  • “Farm Animals” or other DK readers
  • Schoolwide Grammar Unit

  • Classroom library books
  • Mentor Texts:
  • The Pigeon Wants a Puppy! by Mo Willems
  • Matthew A.B.C. by Peter Catalanotto
  • If You Were a Capital Letter by Trisha Speed Shaskan
  • So Much! By Trish Cooke
  •  

Assessments for Unit 1: Writing Pathways On-Demand Writing Prompt (Narrative)

8 weeks

(Nov - Jan)

Unit 2: Writing for Readers (Narrative)

  • We are learning to...
  • Use a combination of drawing, dictating, and writing to compose a written piece W.3
  • Respond to questions and suggestions from peers and add details to strengthen writing, with guidance and support W.5
  • Explore a variety of digital tools to product and publish writing, with guidance and support W.6
  • Participate in shared research and writing projects W.7

Unit 2: Writing for Readers

  • We are learning to…
  • Demonstrate command of English grammar and usage when writing or speaking L.1
  • Demonstrate command of capitalization, punctuation, and spelling when writing L.2
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases L.4
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice

  • Lucy Calkins’ Unit of Study # 2, “Writing for Readers”
  • Mentor Texts
  • Simple picture book, with text underneath each picture
  • “Don’t Let the Pigeon Drive the Bus”, by Mo Willems
  • Example of independent reading book (Joy Cowley or Bill Cosby)
  • Consider: “A Chair for Mother”, by Vera B. Williams or “Owl Moon”, by Jane Yolen (great leads)
  • Consider: “Koala Lou”, by Mem Fox (another text with ending with feeling)
  • Schoolwide Grammar Unit

  • Conferring checklist, pg. 121-122
  • Mentor Texts:
  • Yo! Yes? by Chris Raschka
  • David Gets in Trouble by David Shannon
  • If You Were a Noun by Michael Dahl
  • Max’s Words By Kate Banks
  • My Mom by Anthony Browne
  •  

Assessments for Unit 2: Writing Pathways On-Demand Writing Prompt (Narrative)

8 weeks

(Feb- March)

Unit 3: How-To Books (Information)

  • We are learning to...
  • Use a combination of drawing, dictating, and writing to compose a written piece W.2, W.3
  • Respond to questions and suggestions from peers and add details to strengthen writing, with guidance and support W.5
  • Explore a variety of digital tools to product and publish writing, with guidance and support W.6
  • Participate in shared research and writing projects W.7
  • Recall information from experiences or gather information from provided sources to answer a question, with guidance and support W.8

Unit 3: How-To Books

  • We are learning to…
  • Demonstrate command of English grammar and usage when writing or speaking L.1
  • Demonstrate command of capitalization, punctuation, and spelling when writing L.2
  • Explore word relationships and nuances in word meanings, with guidance and support  L.5
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice

  • Lucy Calkins’ Unit of Study # 3, “How-To Books”
  • Mentor texts:
  • “My First Soccer Game”, by Alyssa Satin Capucilli
  • Consider gathering various “How-to” books during the unit
  • “How-to” books on the same series (Pebble Plus series for science or My First Soccer Game and My First Ballet Class)
  • Song: “Peanut Butter and Jelly Song”
  • Schoolwide Grammar Unit

  • Conferring checklist, pg. 121-122
  • List of Common Prepositions
  • Mentor Texts:
  • If You Were a Capital Letter by Trisha Speed Shaskan
  • My Mom by Anthony Browne
  • So Much! By Trish Cooke
  • Lucky Song by Vera B. Williams
  • Matthew A.B.C. by Peter Catalanotto
  •  Shared Text:
  • “A Baseball Kind of Day”

Assessments for Unit 3: Writing Pathways On-Demand Writing Prompt (Informational)

8 weeks

(April - May)

Unit 4: Persuasive Writing of All Kinds: Using Words to Make Change (Opinion)

  • We are learning to...
  • Use a combination of drawing, dictating, and writing to compose a written piece W.1, W.2
  • Respond to questions and suggestions from peers and add details to strengthen writing, with guidance and support W.5
  • Explore a variety of digital tools to product and publish writing, with guidance and support W.6
  • Recall information from experiences or gather information from provided sources to answer a question, with guidance and support W.8

Unit 4: Persuasive Writing of All Kinds: Using Words to Make Change

  • We are learning to…
  • Demonstrate command of English grammar and usage when writing or speaking L.1
  • Demonstrate command of capitalization, punctuation, and spelling when writing L.2
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice

  • Lucy Calkins’ Unit of Study # 4, “Persuasive”
  • Mentor texts:
  • Consider: “Click, Clack, Moo: Cows that Type:, by Doreen Cronin
  • Audio recording of: “If I Had a Hammer”, by Pete Seeger
  • Video Clip of mentor speechmaker (On DISC)
  • Schoolwide Grammar Unit

  • All of previous mentor texts
  • Shared Texts:
  • “A Cloudy Day”
  • “My Birthday Party”

Assessments for Unit 4: Writing Pathways On-Demand Writing Prompt (Opinion)