Voyages in English 2018 Kindergarten, Writing Cards, Teacher Edition by Loyola Press

Personal Narrative OBJECTIVES • To identify the basic elements of a personal narrative • To write a personal narrative as a shared writing experience • To write a personal narrative as an independent writing experience

MATERIALS • Day 1: photo of yourself as a child participating in a family or school event • Day 2: What Is a Personal Narrative? blackline master (page 138)

DAY

1 Warm-Up

Bring in a photo of yourself as a young child participating in a family or school event. Pass around the photo so each child has a turn holding it. Tell a personal narrative that explains the photo. Be sure your story has a beginning, a middle, and an ending. Use the words I, me, and my in your story. ASK: Who else has had a similar experience? Invite volunteers to share their own stories. SAY: When we tell a true story about something that happened to us, we call this kind of story a personal narrative. This week, we will learn about and write personal narratives.

• Day 3: large strips of paper, construction paper, crayons or markers

• Day 5: Writing Cards Box, writing and drawing paper, writing utensils, crayons or markers, Personal Narrative rubric for Level 3 (page 155)

DAY

2 Teach

Retell the personal narrative (based on the photo of yourself as a young child) that you shared with students on Day 1. Provide each student with a copy of the What Is a Personal Narrative? blackline master, page 138. Together read aloud the title and the first paragraph. SAY: Let’s read a little more and then talk about the story I shared with you.

LESSON

2.1

Name

What s a Personal Narrative? A personal narrative is a story about you. A personal narrative has a beginning, a middle, and an ending. A personal narrative uses the words I, me, and my. 1. Beginning: The beginning tells what the story

is about. 2. Middle: The middle tells what happens in the story. 3. Ending: The ending tells how the story ends. Directions: Read the story. Write 1 for the beginning,

2 for the middle, and 3 for the ending. My Lucky Day One morning I found a penny on the sidewalk. © Loyola Press. Voyages in English Grade K

• Day 4: projector, whiteboard, or chart paper; writing utensils

I picked it up and put it in my pocket. When I got home, I got a phone call from my grandpa. He asked me to go on a fishing trip. I remembered the penny in my pocket. I was glad I picked it up.

It was my lucky day!

Next, read the sentence titled Beginning. ASK: What part of my story was the beginning? Provide guidance as needed. Repeat this activity with the sentences titled Middle and Ending. www.voyagesinenglish.com

beginning middle ending 76 • Part 2

Grade K

•

Lesson 2.1

Read aloud the activity directions on the blackline master. Read the story “My Lucky Day” with students and guide them to write 1, 2, and 3 in the correct places to show the beginning, the middle, and the ending of the personal narrative.

Help students identify action words in each personal narrative in Days 1 to 5.

LESSON

2.1 DAY

3 Practice

Write the following words on strips of paper and post them in different parts of the room: Rainstorm, Snowstorm, Windstorm. Talk about the words and invite each student to think of one storm in particular that they’ve been in and remember vividly. Ask students to go to the word that best describes the type of storm they were in. Once students are in their storm-word groups, have each one find a partner. Have partners tell each other their “storm story” by following these prompts: • Create a beginning for your story. Begin by saying, I once lived through a storm. Fill in the blank with a word that describes the storm. (Students take turns telling their story beginnings.) • Now make a middle for your story. Tell your partner what happened. You can use as many sentences as you like to tell the middle. Don’t share the end yet! (Students take turns telling the “middle” of their stories. Walk around the room and guide students to tell their stories in chronological order if they need assistance.)

R a i n s t o rm Snowstorm

Wi n d s t o rm

• Now let’s tell how your story ends. Tell your partner how the storm ended or what happened at the very end of your story. (Students take turns ending their stories.)

Provide each student with a sheet of construction paper folded into three sections. Have students draw a picture to accompany each part of their story. When the pictures are complete, SAY: Now that you’ve told your story in three parts and have drawn pictures for each one, let’s put all the parts together. Have students retell their stories to the class from beginning to end, using their pictures as a guide for each main part.

COMMON CORE STANDARDS CCSS.ELA.W.K.3 CCSS.ELA.SL.K.4 CCSS.ELA.SL.K.5 www.voyagesinenglish.com • Personal Narrative • 77

Personal Narrative

DAY step

step

4 Apply with

SHARED

Brainstorm with students a list of fun events the class has experienced together, such as fun games, field trips, special events, plays or presentations, or musical performances. Together narrow the list to one shared experience. Explain to the students that you are going to write a personal narrative together about that experience. Using a projector, whiteboard, or chart paper, work together on a personal narrative about the experience. Encourage volunteers to offer ideas for the story and to make suggestions for revisions. Be sure the story has a beginning, a middle, and an ending. Invite students to “share the pen” with you to write certain letters and words.

apple

• apple pickin g • Fall Sing-A long • field trip to the zoo • pumpkin ca rving

On September 30, our class went pickin at Morton Farms. We went on a hay ride out to the orchard. A pulled our wagon. Everyone had a paper bag. We each picked After apple picking, we rode back to the farm and Everyone took a nap on the way home. It was a great day!

tractor

step

78 • Part 2

4 apples. had lunch.

Read back the story that you wrote as a group. Help students identify the beginning, the middle, and the ending. Tell students that they will write their own personal narratives tomorrow.

I me my

INDEPENDENT

DAY step

5 Assess with Revisit with students the characteristics of a personal narrative. Write ideas on the board:

• We use sentences to write stories. • A personal narrative is a story about you. • A personal narrative has a beginning, a middle, and an ending. • A personal narrative uses the words I, me, and my. Remind students that the beginning tells what the story is about, the middle tells what happens in the story, and the ending tells how the story ends. WRITING CARDS

Provide each student with drawing paper and crayons or markers. Invite them to draw a picture to accompany their story. If time allows, help each student read aloud his or her personal narrative to the class. For students at Level 3, assess the narrative with the rubric on page 155. Then store students’ personal narratives in their writing portfolios.

ck.com/aznd

tock; iSto

Personal Narrative

Think of a time when you danced.

tock /Thinks

Provide students with writing paper and utensils. Choose an independent writing level for each student. Have each student choose a personal-narrative prompt from the Writing Cards Box to match the level you chose. If cards are being shared, students can sit in groups near the card they chose. Go to each student or group of students and read the directions on the card, carefully explaining how students can complete their writing assignment. On a separate sheet of paper, have students write personal narratives based on the card directions.

step

VE L

Copy and complete the sentences.

Melnikov/iS

step

I danced at I felt

(Tell where you were.)

(Tell how you felt.)

when I danced.

Language Experience For emerging writers who have dictated their personal narratives, read the narratives back to them. Point out the words as you read to help bridge the connection between the spoken and written word.

COMMON CORE STANDARDS CCSS.ELA.W.K.3 CCSS.ELA.SL.K.4 www.voyagesinenglish.com • Personal Narrative • 79

Friendly Letter OBJECTIVES • To identify the basic elements of a friendly letter • To write a friendly letter as a shared writing experience • To write a friendly letter as an independent writing experience

MATERIALS • Day 1: blank greeting card • Day 2: What Is a Friendly Letter? blackline master (page 139), projector

1 Warm-Up

Write a simple handwritten message inside a blank greeting card—for example, a message from a friend to you. Read aloud the message to the class and pass the card around. ASK: Have you ever received a card or a letter? What did it say? Ask volunteers to share their experiences. SAY: We often write cards or letters to say thank you, to share a message, or to ask N o ve m b e r 7, 2016 De a r M ia , someone a favor. We call this kind of letter Thank you fo so u p y o u b r th e d e li c io u s a friendly letter. This week, we will learn ro u g h t w h en si c k. I a m fe e li n g m u I w a s about and write friendly letters. ch

LESSON • Day 3: the book Dear Mr. ESSON L 2.2 Blueberry, by Simon James; Name assorted colors of chalk; half 2.2 sheets of colored construction s a Friendly Letter? L E S S O N paper; drawing supplies; What Letter? 2.2 Friendly s apaper; Whatbutcher transparent tape can say thank a message,letter that you you, share Reread the friendly friendly letter AName

DAY

Grade K

b e tt e r.

2 Teach

five parts. share favor. It contains these can say thank you, or ask aa message, A friendly letter shared with students on Day 1. Point • Day 4: projector, whiteboard, LESSON parts. five these Letter? contains It Friendly favor. a a or ask What s LESSON or chart paper; writing utensils to the different letter. of the letter. when you are writing theparts tells 2.2 This Date: 1. Name 2.2 can say thank you, share a message, letter friendly letter. areAwriting youCards tells Thenthe distribute copies of the What Is a Day 5:when Writing Box, the Name 1. Date:• This for. is letter whom tells This Greeting: 2. ask a favor. It contains these five parts. writing and drawingorpaper, Letter? blackline master, page for. the letter Wh at s aFriendly 2. Greeting: This tells whom r? Frie ndl Leoristte y Let dly ter? ien Fr s autensils, crayons to say. want This tells what you 3. Body: Whatwriting letter. the title and the writing areyou youAs 1. Date: This tells when139. read aloud A friend ly letter markers, Friendly Letter rubric toasay. you want tells what , can say thank you, share a message, 3. Body: This sage mes say thank you, share 4. say good-bye. you explanation, is how the Closing: A friendly letter can or ask a favor. This the letter for Levelthes 3 (page 156) tells It This conta Greeting: 2. inswhom these five parts. is for.have students follow ts. par five e s tain con It r. favo good-bye. say a you how is This ask 4. Closing: or name. to the five parts your you write along. Call This is where 5. Name: This say. to attention want 3. Body: Date: tellswhat whenyou letter.Thistells you are writing the letter. ing1.the writ are name. your you write you n where is This Name: whe 5. tells This e: 1. Dat described: Date, Greeting, Body, Closing, you say good-bye. is how ThisThis 4.2.Closing: Gree ting: tells whom for. is the letter r order. correct the lette show to is for. boxes the the Number m Directions: and Name. ASK: What part of my letter 2. Greeting: This tells who order. correct the name. your write you where is Directions: Number the boxes to show 5. This how Name: learned I summer. thisyou you visit to wait can’t I 3. Body : This tells what was the greeting? Provide guidance as want say. to say. y: This tells what you want to to swim. 3. Bod I will bring my new goggles. We’ll have fun! how I can’t wait to visit you this summer. I learned needed. by asking students to 4. e. Closi fun! This is how have ng: We’ll you sayContinue good-bye. to swim. I will bring my new goggles. good-by 2017 the boxes to show the correct order. 4. Closing: This is how you say Directions: April 10,Number identify the other parts of your letter: : This is where April 10, 2017 e. wait nam write Iyour how rDear learned summer. you thisyou e you5. name to visit can’t I Name . Grandma, 5. Name: This is where you writ date, body, closing, and name. SAY: All

Yo u r frie n d, Jack

LESSON

2.2

Name

What s a Friendly Letter? A friendly letter can say thank you, share a message, or ask a favor. It contains these five parts. 1. Date: This tells when you are writing the letter. 2. Greeting: This tells whom the letter is for. 3. Body: This tells what you want to say. 4. Closing: This is how you say good-bye. 5. Name: This is where you write your name. Directions: Number the boxes to show the correct order.

Name

DAY

I can’t wait to visit you this summer. I learned how to swim. I will bring my new goggles. We’ll have fun! April 10, 2017 Dear Grandma, Kylie Love, www.voyagesinenglish.com

Grade K

•

Lesson 2.2

to swim. I will bring my new goggles. We’ll have fun! Dear Grandma, Kylie friendly letters have these five parts. Direc :ect Numb er. the boxes order 2017 April corr10, to show the correct order. thetions Kylie ns: Number the boxes to show Directio Love, Ined can’t wait to visit you how this summe lear r. I learned how I mer. Dear Grandma, can’t wait to visit you this sum ILove, Read alouds. We’ll the have activity directions and then read aloud the mixed-up letter. to swim.fun! I will bring my new have l goggle We’l gles. gog fun! new my Grade K • Lesson 2.2 to swim. I will bring www.voyagesinenglish.com Kylie Explain that students should fix the letter so it follows the correct order April 10,Grade K • Lesson 2.2 2017 www.voyagesinenglish.com April 10, 2017 Love, for a good friendly letter. As students fill in the numbers on their sheets, Dear Grandma, Dear Grandma, remind them to look back at the five letter parts described in the top half of Grade K • Lesson 2.2 www.voyagesinenglish.com Kylie Kylie the page. After students have finished their work, take your own copy of the Love, blackline master and cut apart the five parts of the letter. Display the parts Love, www.voyagesinenglish.com www.voyagesinenglish.com

using a projector, and have the class work together to figure out how to rearrange them. As volunteers tell you what to do, encourage them to refer to the different parts by name.

Grade K • Lesson 2.2

Help students identify and use commas in each friendly letter in Days 1 to 5.

80 • Part 2

LESSON

2.2 DAY

3 Practice

Read to students the book Dear Mr. Blueberry. As you read, encourage students to identify the date, greeting, body, closing, and name in several of the letters. Next, on the board, create a large outline of a friendly letter. Use a different color of chalk for each part, and label the parts Date, Greeting, Body, Closing, Name. Explain that as a class, students are going to use the outline to write a thank-you letter to someone who works at school—for example, the school secretary or a maintenance person. As you point to each labeled part, call on volunteers to help you fill in the information. Help students notice the use of a comma after the greeting and the closing. Also point out the position of the date, closing, and name on the right side of the letter. Give students each a half sheet of construction paper and ask them to draw a picture to accompany the letter they helped create. Tell them that the picture can be of the person they wrote to or a picture showing what the person does. As students work, copy the letter you wrote as a class onto the middle of a sheet of butcher paper. Allow plenty of space around the perimeter to tape students’ pictures. Display the letter in a prominent place so that the person to whom it is addressed can enjoy it.

Date

Dear

, Greeting

Body

, Closing

Name

May 2, 2017 Dear Mr. Potter, Thank you for helping us clean our classroom. It looks great. Your friends, Mr. Cho’s Students

COMMON CORE STANDARDS CCSS.ELA.SL.K.2 CCSS.ELA.SL.K.4 CCSS.ELA.SL.K.5 www.voyagesinenglish.com • Friendly Letter • 81

Friendly Letter

DAY step

step

4 Apply with

SHARED

Brainstorm with students a list of favors they could ask the school principal, such as a longer recess, additional playground equipment, or a pizza party for a class that reads 100 books. Together, narrow the list to one favor that is important to them. Explain to students that as a class, they are going to write a friendly letter to the principal asking for that favor. Using a projector, whiteboard, or chart paper, work together to write a friendly letter to ask the favor of the principal. Encourage volunteers to offer wording for the letter and to make suggestions for revisions. Be sure the letter has a date, a greeting, a body, a closing, and a name at the end. Invite students to “share the pen” with you to write certain letters, words, or punctuation marks.

• longer recess • more playground equipment • pizza party

September 12, 2018

Dear Ms. Nash know that exercise is important. We would more equipment to play with on the playground. Can our class get footballs, basketballs, jump ropes? We will take good care of . Your , Mr. Cho’s Students

and them friends

step

82 • Part 2

Read back the friendly letter that you wrote as a group. Help students identify the date, greeting, body, closing, and name at the end. As an option, assist the class in preparing and sending the letter as an e-mail. Tell students that they will each write their own friendly letter tomorrow.

INDEPENDENT

DAY step

5 Assess with Revisit with students the characteristics of a friendly letter. Write ideas on the board:

• A friendly letter can say thank you, share a message, or ask a favor. • A friendly letter has a date, a greeting, a body, a closing, and a name at the end. • A friendly letter uses a comma after the greeting and the closing. • A friendly letter uses the words I, me, my, and you. Remind students that the date tells when you are writing the letter, the greeting tells who the letter is for, the body tells what you want to say, the closing is a way to say good-bye, and the name at the end tells who wrote the letter. WRITING CARDS LE

Provide students with writing paper and utensils. Choose an independent writing level for each student. Have each student choose a friendly-letter prompt from the Writing Cards Box to match the level you chose. If cards are being shared, students can sit in groups near the card they chose. Go to each student or group of students and read the directions on the card, carefully explaining how students can complete their writing assignment. On a separate sheet of paper, have students write friendly letters based on the card directions.

step

Provide each student with drawing paper and crayons or markers. Invite them to draw a picture to accompany their letter. If time allows, help them present their letters to the class. If students have written a letter to a friend or relative, you might choose to help them prepare and send the letter as an e-mail or a regular piece of mail. For students at Level 3, assess their friendly letter using the rubric on page 156. Then store students’ friendly letters in their writing portfolios.

VE L

Friendly Letter

Tell a friend about last weekend. Copy and complete the letter. om.

step

(date)

Dear I had a

(friend’s name)

(word that describes your weekend)

weekend.

Your friend, (your name) © Loyola Press. Voyages in English

Language Experience For emerging writers who have dictated their letters, read the letters back to them. Then read the letters together so that students make the connection between writing and reading.

COMMON CORE STANDARDS CCSS.ELA.W.K.6

www.voyagesinenglish.com • Friendly Letter • 83

Directions OBJECTIVES • To identify the basic elements of direction writing • To write directions as a shared writing experience • To write directions as an independent writing experience

MATERIALS • Day 1: small bowl, small carton of milk, non-sugary cereal, spoon • Day 2: What Are Directions? blackline master (page 140)

DAY

1 Warm-Up

Tell students that you did not have your breakfast this morning and that you are going to prepare a bowl of cereal. Name the steps involved in preparing a bowl of cereal, one at a time, as you perform each action. SAY: First, I set out my bowl. Next, I pour the cereal. Then, I pour the milk. Be sure to emphasize the correct order of the steps in your explanation. Then challenge the class by saying that there are two more steps that need to be added so you can have your breakfast. ASK: What would those steps be? Guide them to realize that those steps would be to pick up the spoon and eat the cereal. SAY: When we write about how to make or do something, we call this writing directions. This week, we will learn about and write directions.

• Day 3: online video of how something is done or made, online video of how to make lemonade, lemons, drinking water, sugar, pitcher, spoon, paper cups, construction paper, drawing supplies • Day 4: projector, whiteboard, or chart paper; writing utensils • Day 5: Writing Cards Box, writing and drawing paper, writing utensils, crayons or markers, Directions rubric for Level 3 (page 157)

2 Teach

Remind students of the steps you identified as you made your breakfast on Day 1. Then distribute copies of the What Are Directions? blackline master, page 140. Read aloud the title and the explanation. Call attention to the four parts described: Opening Sentence, First Step, Second Step, and Third Step. Explain to students that sometimes directions have only two steps while other times directions have many more steps, depending on the task being described. Read aloud the activity directions. As a class, read in unison the title “How to Go Down a Slide.” Make sure students understand that the steps in the paragraph are not in the correct order; it’s up to them to number the steps in a way that makes sense.

LESSON

2.3

Name

What Are Directions? Directions tell how to make something or do something. Directions are written in step-by-step order. They often use words like first, next, and finally. 1. Opening Sentence: The opening sentence tells

what you will make or do. 2. First Step: The first step tells what happens first. 3. Second Step: The second step tells what

happens next. 4. Third Step: The third step tells what happens last. Directions: Write 1, 2, 3, or 4 in each box to put the

DAY

How to Go Down a Slide This is how to go down a slide. and let yourself slide to the bottom. to the top of the slide.

www.voyagesinenglish.com

Finally, scoot forward First, climb the steps

Next, sit down at the top.

Grade K

•

Lesson 2.3

Help students identify complete sentences in each direction piece in Days 1 to 5.

84 • Part 2

LESSON

2.3 DAY

3 Practice

Show students a video clip of how something is made or done, such as how crayons are made or how to wash your hands. When the video is over, invite the class to discuss what they learned. Reinforce the steps identified to perform the action. Next, show a video clip about how to make lemonade. When the video is over, use lemons, cold water, and sugar to make lemonade with the class as students tell you the proper steps. Then pour small cups of lemonade for students to taste. Prepare sheets of construction paper folded into four sections as shown, with the smallest section at the top. In the top section of each sheet, write the title “How to Make Lemonade.” In the three remaining sections, write the words First, Next, and Finally. Pass out the construction paper to students and have them use the sections to draw pictures of the steps required to make lemonade.

H ow t o M a ke L e m o n a de Firs t

N ex t

Finally

When the pictures are complete, SAY: Now that you’ve drawn pictures to show how to make lemonade, let’s tell how to do it. Have students work in pairs, using the visuals they created to help them explain how to make lemonade.

COMMON CORE STANDARDS CCSS.ELA.W.K.2 CCSS.ELA.SL.K.4 CCSS.ELA.SL.K.5 www.voyagesinenglish.com • Directions • 85

Directions

DAY step

step

4 Apply with

SHARED

Brainstorm with students a list of things they know how to make or do. Together narrow the list to one topic they all are familiar with. Explain to students that together you are going to write directions about that topic.

• how to set the tab le • how to make a sn ack • how to brush your teeth • how to unlock a d oor

Using a projector, whiteboard, or chart paper, work together to create directions for the chosen topic. Encourage volunteers to offer ideas for steps in the process and to make suggestions for revisions. Be sure the directions tell what is being made or done and show the steps in the right order, using step words. Invite students to “share the pen” with you to write certain letters and words.

This is how to unlock a door. First, put the key into the lock. Next, turn the key until you hear a click. Finally, push the door open. step

86 • Part 2

Read back the directions that you wrote as a group. Help students identify the opening sentence and the steps that follow. Have them also identify the step words first, next, and finally. Explain that tomorrow they will write their own directions.

INDEPENDENT

DAY step

f irs t nex t f inally

5 Assess with Revisit with students the characteristics of directions. Write ideas on the board:

• Directions tell how to make or do something. • The opening sentence tells what you will make or do. • The other sentences tell each step. • Directions use words like first, next, and finally. WRITING CARDS

Provide each student with drawing paper and crayons or markers. Invite them to draw a picture to accompany their directions. If time allows, help each student read aloud his or her directions to the class. For students at Level 3, assess the directions with the rubric on page 157. Then store students’ directions in their writing portfolios.

Directions

How do you put on your coat? Copy and complete the sentences.

This is how I put on my coat. First, I put my arms in the sleeves. Next, I

step

VE L

Christense

Provide students with writing paper and utensils. Choose an independent writing level for each student. Have each student choose a directions prompt from the Writing Cards Box to match the level you chose. If cards are being shared, students can sit in groups near the card they chose. Go to each student or group of students and read the directions on the card, carefully explaining how students can complete their writing assignment. On a separate sheet of paper, have students write their directions.

om/ Ryan

step

(what you do next)

my coat.

Language Experience For emerging writers who have dictated their directions, read the directions back to them. Then read aloud the directions again as they pantomime the steps.

COMMON CORE STANDARDS CCSS.ELA.W.K.2 www.voyagesinenglish.com • Directions • 87