Kindergarten Writing Long-Term Plan 2016-2017

This is a long-term writer’s workshop plan for kindergarten based on the Lucy Calkins
curriculum. It will lead to student achievement because it is based on standards, and has
assessments to ensure that students are achieving the learning targets. The individual unit
lengths take into account the school calendar.

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length

Unit 1: Writing Workshop Expectations 2 weeks

Unit 2: Launching Writer’s Workshop/Small Moments 9 weeks

Unit 3: Narrative Writing 4 weeks

Unit 4: How-To Books 6 weeks

Unit 5: Persuasive Writing 5 weeks

Unit 6: Informational Writing in Science 6 weeks

Unit 7: Fantasy 4 weeks

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long-Term Plan.
Course Length

Total number of instructional weeks/days in school year: 36 weeks

Total number of instructional weeks/days for all units included in Long-Term Plan: 36 weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if
any).
UNIT 1: Writing Workshop Expectations UNIT 1 LENGTH: 2 Weeks

UNIT 1 LEARNING GOALS

• Students will be able to understand that:

Standards: W.K.2, RI.K. • Words and pictures have meaning.

1, RI.K.2, SL.K.1, SL.K.5, • Writers put ideas on paper with pictures and words.
L.K.1, L.K.2 • Writers work independently.

Spiraling • N/A

Remedial (R)
Enrichment (E) • Writers must have pictures and words that match.
(to be completed after
receiving diagnostic
assessment results)

Performance Tasks:
Other Evidence:
* Through what authentic performance tasks will students demonstrate the desired
understandings?

- Collecting weekly writing samples

Assessment

* Through what other evidence (e.g. quizzes, tests, academic prompts, observations,
homework, journals) will students demonstrate achievement of the desired results?
-Shares
-Small groups
-Homework

UNIT 2: Launching the Writer’s Workshop UNIT 2 LENGTH: 9 Weeks

UNIT 2 LEARNING GOALS

• Students will be able to understand that:

• Writers stretch out words to write them.

Standards: W.K.2, RI.K. • Great writers plan their writing.
1, SL.K.4, S.L.K.5, L.K.1, • Great writers add details to their work.
L.K.2. • Great writers edit their work.
• “When we are done, we have just begun.”
• Great writers stay on topic.
• Great writers write about small moments

• Words and pictures have meaning.

Spiraling • Writers put ideas on paper with pictures and words.
• Writers work independently.

Remedial (R)
Enrichment (E) • Writers must match letters to sounds.
(to be completed after • Writers’ words need to match their pictures.
receiving diagnostic
assessment results)
 Performance Tasks:
Other Evidence:
* Through what authentic performance tasks will students demonstrate the desired
understandings?

- Collecting weekly writing samples

Assessment

* Through what other evidence (e.g. quizzes, tests, academic prompts, observations,
homework, journals) will students demonstrate achievement of the desired results?
- Publishing Party
- Shares
-Small groups
-Homework

UNIT 3: Narrative Writing UNIT 3 LENGTH: 4 Weeks

UNIT 3 LEARNING GOALS
• Students will be able to:
Standards: W.K.3, W.1.3,
W.K.5 • share information about their lives by writing a true story.
• go back and make their writing easier to read by rereading, editing, and revising.
• Writers stretch out words to write them.
• Great writers plan their writing.
• Great writers add details to their work.
Spiraling • Great writers edit their work.
• “When we are done, we have just begun.”
• Great writers stay on topic.
• Great writers write about small moments
• In narrative writing, you write about a true story. Students may want to write a
Remedial (R) fiction story, prep them for this by telling different stories and asking them “Do you
Enrichment (E) think this is true?” (IE. “I went to the park with my purple pet lion.”)
(to be completed after • Students may think they are done because they have words and a picture on
receiving diagnostic each page. Model for students how to use a checklist to make sure you have a
assessment results) title, detailed drawings, labels, stretched out words etc.
 Performance Tasks:
* Through what authentic performance tasks will students demonstrate the desired
understandings?

-Turn and talks

-Graphic organizers
-Student stories

Assessment
Other Evidence:
* Through what other evidence (e.g. quizzes, tests, academic prompts, observations,
homework, journals) will students demonstrate achievement of the desired results?

-Collecting weekly writing samples

-Publishing Party
-Feedback from peers
-Turns and talks

UNIT 4: How-To Books UNIT 4 LENGTH: 6 Weeks

UNIT 4 LEARNING GOALS

• Students will be able to:

• Use a checklist to self-assess their work and determine what they need to add or
Standards:
fix in their how-to books
W.K.2, W.K.5, RL.K.10, • Write directly to the reader using “you”
L.K.1, L.K.2, SL.K.1, • Number their steps and explain several steps across several pages.
SL.K.2, SL.K.3 • Draw detailed, labeled diagrams to better inform their reader of how to do
something
• Begin their how-to book with an introduction and a What You Need page to catch
the reader’s attention and let them know what they need to have on hand when
they begin the task.
•

• Writers stretch out words to write them.

• Great writers plan their writing.
Spiraling • Great writers add details to their work.
• Great writers edit their work.
• “When we are done, we have just begun.”

Remedial (R)
Enrichment (E) • Difficulties picking a topic, or selecting a topic that is difficult to teach
(to be completed after • Not providing enough details
receiving diagnostic • Students limit their how-to books to 3-4 pages
assessment results)
 • Brainstorm sheet to demonstrate understanding of what topics/tasks make good
how-to books (specific tasks that require chronological steps)
• Self-assessing/self-monitoring using the editing checklist and revision checklist
Assessment
• Publishing Party
• Collecting weekly writing samples

UNIT 5: Persuasive Writing UNIT 5 LENGTH: 5 Weeks

UNIT 5 LEARNING GOALS

Students will be able to:

Standards: W.K.1, RI.K.
7, RI.K.8, RI.K.10, SL.K.1 -Use hooks to get their audience involved
SL.K.2, SL.K.3, SL.K.6 - Write different forms of writing- including letters, signs, songs, and lists.
L.K.1, L.K.2 - Use proper punctuation and capitlazation.

• Writers stretch out words to write them.

• Great writers plan their writing.
Spiraling • Great writers add details to their work.
• Great writers edit their work.
• “When we are done, we have just begun.”

Remedial (R)
Enrichment (E)
(to be completed after • Students may have trouble determining what a problem and a solution are.
receiving diagnostic
assessment results)

-Create a sign (1 week) (same problem all together)

-Create a song ( 1 week)
-Create a list ( 1 week)
Assessment
-Create a letter ( 1 week)
-Published piece- one of the four that were done before.

UNIT 6: Informational Writing in Science UNIT 6 LENGTH: 6 Weeks

UNIT 6 LEARNING GOALS

• Students will be able to:

- Conduct research on a specific topic

-Produce an informational book
Standards: W.K.2, W.K.5, -Add written representation to accompany their picture
W.K.8 -Develop independence in the writers’ workshop and acclimate to routines
utilize non-fiction text features to assist in researching a specific topic

• Writers stretch out words to write them.

• Great writers plan their writing.
Spiraling • Great writers add details to their work.
• Great writers edit their work.
• “When we are done, we have just begun.”
Remedial (R)
Enrichment (E) • Students might copy words straight from a book
(to be completed after • Students might put anything they have heard about a topic in their informational
receiving diagnostic book.
assessment results)

- Students will create an informational text.

- Students will research a specific topic.
Assessment - Students will organize an informational text with table of contents and at least 4
sections.

UNIT 7: Fantasy UNIT 7 LENGTH: 4 Weeks

UNIT 7 LEARNING GOALS

• Students will be able to:

- understand identify and use the elements of a story to create their own.

- identify if their writing is easy to read by going back, rereading and editing their work
Standards:
CC.K.RF.K.1, CC.K.RF.K. using a checklist.
3, CC.W.K.3, CC.K.W.K.6
CC.K.W.5

-understand that writers can write scripts that can be acted out and filmed.

• Writers stretch out words to write them.

• Great writers plan their writing.
Spiraling • Great writers add details to their work.
• Great writers edit their work.
• “When we are done, we have just begun.”

Remedial (R)
Enrichment (E) • Students may not understand the story elements.
(to be completed after
receiving diagnostic
• Students may not be able to ‘make writing easy to read’ independently.
assessment results)

-As a summative assessment, students will be broken up into groups and will act out
and film one story. Then the class will have a viewing party so the students and
families can watch their videos. 

Assessment: