Interdisciplinary Writing Units:Narrative WritingExpository Writing

Kindergarten

Kellie ThomasonREAD 7140Valdosta State University

Georgia Writing Assessment:Third Grade

Stage One: The Emerging Writer Stage Two: The Developing Writer Stage Three: The Focusing Writer Stage Four: The Experimenting Writer Stage Five: The Engaging Writer Stage Six: The Extending Writer

Stage 1: The Emerging Writer Writing samples produced by students at this stage

exhibit most or all of the following characteristics: Little or no evidence of topic development,

organization, and/or detail. Little awareness of the audience or the writing

task. Errors in surface features that prevent the

reader from understanding the writer’s message.

Stage 2: The Developing Writer Writing samples produced by students at this stage

exhibit most or all of the following characteristics: A topic that is beginning to be developed. The beginning of an organizational plan. Limited awareness of the audience and/or the

task. Simple word choice and simple sentence

patterns. Errors in surface features that interfere with

communication.

Stage 3:The Focusing Writer Writing samples produced by students at this stage

exhibit most or all of the following characteristics: A clear topic although development of the topic

is incomplete. An apparent plan with loosely organized ideas. A sense of audience and/or task. Minimal variety of vocabulary and of sentence

patterns. Errors in surface features that interrupt the flow

of communication.

Stage 4:The Experimenting Writer Writing samples produced by students at this stage

exhibit most or all of the following characteristics: A clear and developed topic although the

development may be uneven. A clear plan with a beginning, middle, and end. The beginning and/or ending may be clumsy. Evidence of writing for an audience. Evidence of experimentation with language and

sentence patterns. Word combinations and word choice may be novel. Errors in surface features that may interrupt the flow

of communication.

Stage 5:The Engaging Writer Writing samples produced by students at this stage

exhibit most or all of the following characteristics: A topic that is well developed. A plan with a clear beginning, middle, and end.

Organization that sustains the writer’s purpose. Audience awareness techniques that engage the

reader. Effective use of varied language and sentence

patterns. Errors in surface features that do not interfere with

the reader’s understanding of the writer’s message.

Stage 6:The Extending Writer Writing samples produced by students at this stage

exhibit most or all of the following characteristics: A topic that is fully elaborated with rich details. Organization that sustains the writer’s purpose

and moves the reader through the piece. Audience awareness techniques that engage and

sustain the reader’s interest. Effective use of varied sentence patterns. Creative and novel language. Errors in surface features that do not interfere

with the reader’s understanding of the writer’s message.

Developmental Stages of Writing in Children

McCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006, from http://www.lindaslearninglinks.co

m/index.html

Stage 1: Drawing Picture Writing

Stage 2: Scribbling

Stage 3: Random Letters

Stage 4: Semi-phonetic Spelling

Stage 5: Phonetic Spelling

Stage 6: Transitional Spelling

Stage 7: Conventional Spelling

Interdisciplinary Writing Unit: Narrative Writing

KindergartenContent Area Integration: Literature

Preassessment Prompt Give student a blank 8.5 x 11 paper and a

pencil appropriate for each individual’s fine motor skills.

Tell students to write a story about going somewhere? Where did you go? How did you travel? Who did you see? What did you do when you got home?

Encourage the student to spell the best they can.

Narrative Writing

Stories- beginning, middle, end Characters- people, animals, or items

who take part in the story

Grouping Arrangements for Instruction Practice- Whole Group Instruction

Conserves Time Ensures Consistency Increases Time-on-Task

Assessment- Independent Assess individual knowledge, strengths, and

weaknesses

Grouping Arrangements: Cultural/Linguistics

Consider these elements: Family organization Family interests and activities Religious practices and beliefs Behavioral patterns Speech patterns Socioeconomic status (SES)(Houston, 2006)

Lesson 1:My Terrific Trip- Part I GPS: ELAKR6 The student gains meaning from orally

presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.

Students will: Write a story Complete graphic organizer Create booklet

Practice Activity: Complete class graphic organizer

Assessment Activity: Complete individual graphic organizer

My Story Graph

Name:______________________ Title:________________________

Beginning Middle End

(Printed on legal size paper for student copy.)

Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Meets Standard3

Progress Toward Meeting Standard

2

Improvement Needed

1

Events: Drawing

Draws a picture of a story with at least 3 events.

Draws a picture of a story with at least 2 events.

Does not draw story.ORDraws a picture of a story with only 1 event.

Events: Dictating

Dictates a story with at least 3 events.

Dictates a story with at least 2 events.

Does not dictate a story. ORDictates a story with only 1 event.

My Story Graphic Organizer Scoring Guide

Student Name:_____________________

Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 2:My Terrific Trip- Part II GPS: ELAKR6 The student gains meaning from orally

presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.

Students will: Write a story Complete graphic organizer Create booklet

Practice Activity: Create class booklet based on graphic organizer

Assessment Activity: Create individual booklet based on graphic organizer

What My Story Needs

4 3 2 1

Events

Characters

Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Exceeds Standard

4

Meets Standard

3

Progress Toward Meeting Standard

2

Improvement Needed

1

Events: Drawing

Draws a picture of a story with at least 4 events.

Draws a picture of a story with at least 3 events.

Draws a picture of a story with at least 2 events.

Does not draw story.ORDraws a picture of a story with only 1 event.

Events:Dictating

Dictates a story with at least 4 events.

Dictates a story with at least 3 events.

Dictates a story with at least 2 events.

Does not dictate a story. ORDictates a story with only 1 event.

Characters Includes at least 2 or more characters.

Includes at least 1 character.

Includes at least 1 character, often self.

Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten

Student Name___________________ Title____________________________

Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 3:My First Day of School- Part I GPS: ELAKR6 The student gains meaning from orally

presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.

Students will: Write a story Complete graphic organizer Create booklet

Practice Activity: Complete class graphic organizer

Assessment Activity: Complete individual graphic organizer

My Story Graph

Name:______________________ Title:________________________

Beginning Middle End

(Printed on legal size paper for student copy.)

Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

My Story Graphic Organizer Scoring Guide

Student Name:______________________

Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Meets Standard3

Progress Toward Meeting Standard

2

Improvement Needed

1

Events: Drawing

Draws a picture of a story with at least 3 events.

Draws a picture of a story with at least 2 events.

Does not draw story.ORDraws a picture of a story with only 1 event.

Events: Dictating

Dictates a story with at least 3 events.

Dictates a story with at least 2 events.

Does not dictate a story. ORDictates a story with only 1 event.

Lesson 4:My First Day of School- Part II GPS: ELAKR6 The student gains meaning from orally

presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.

Students will: Write a story Complete graphic organizer Create booklet

Practice Activity: Create class booklet based on graphic organizer

Assessment Activity: Create individual booklet based on graphic organizer

What My Story Needs

4 3 2 1

Events

Characters

Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten

Student Name___________________ Title____________________________

Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Exceeds Standard

4

Meets Standard

3

Progress Toward Meeting Standard

2

Improvement Needed

1

Events: Drawing

Draws a picture of a story with at least 4 events.

Draws a picture of a story with at least 3 events.

Draws a picture of a story with at least 2 events.

Does not draw story.ORDraws a picture of a story with only 1 event.

Events:Dictating

Dictates a story with at least 4 events.

Dictates a story with at least 3 events.

Dictates a story with at least 2 events.

Does not dictate a story. ORDictates a story with only 1 event.

Characters Includes at least 2 or more characters.

Includes at least 1 character.

Includes at least 1 character, often self.

Lesson 5:One Day as a Caterpillar- Part I GPS: ELAKR6 The student gains meaning from orally

presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.

Students will: Write a story Complete graphic organizer Create booklet

Practice Activity: Complete class graphic organizer

Assessment Activity: Complete individual graphic organizer

My Story Graph

Name:______________________ Title:________________________

Beginning Middle

End

(Printed on legal size paper for student copy.)

Thomason, K. (2006). My story graph: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

My Story Graphic Organizer Scoring Guide

Student Name:______________________

Thomason, K. (2006). My story graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Meets Standard3

Progress Toward Meeting Standard

2

Improvement Needed

1

Events: Drawing

Draws a picture of a story with at least 3 events.

Draws a picture of a story with at least 2 events.

Does not draw story.ORDraws a picture of a story with only 1 event.

Events: Dictating

Dictates a story with at least 3 events.

Dictates a story with at least 2 events.

Does not dictate a story. ORDictates a story with only 1 event.

Lesson 6:One Day as a Caterpillar- Part II GPS: ELAKR6 The student gains meaning from orally

presented text. The student (C.) Asks/answers questions about essential narrative elements (e.g. beginning, middle, end, setting, characters, problem, events, resolution) to a read aloud text.

Students will: Write a story Complete graphic organizer Create booklet

Practice Activity: Create class booklet based on graphic organizer

Assessment Activity: Create individual booklet based on graphic organizer

What My Story Needs

4 3 2 1

Events

Characters

Thomason, K. (2006). What my story needs: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Sense of Story: Pictorial and Dictated Personal Narrative Rubric: Kindergarten

Student Name___________________ Title____________________________

Thomason, K. (2006). Sense of story: Pictorial and dictated personal narrative rubric: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Exceeds Standard

4

Meets Standard

3

Progress Toward Meeting Standard

2

Improvement Needed

1

Events: Drawing

Draws a picture of a story with at least 4 events.

Draws a picture of a story with at least 3 events.

Draws a picture of a story with at least 2 events.

Does not draw story.ORDraws a picture of a story with only 1 event.

Events:Dictating

Dictates a story with at least 4 events.

Dictates a story with at least 3 events.

Dictates a story with at least 2 events.

Does not dictate a story. ORDictates a story with only 1 event.

Characters Includes at least 2 or more characters.

Includes at least 1 character.

Includes at least 1 character, often self.

Interdisciplinary Writing Unit:Expository Writing

KindergartenContent Area Integration: Science

Preassessment Prompt Give students a

pencil appropriate for each individual’s fine motor skills.

Tell students to write about the similarities and differences between day and night.

Encourage the student to spell the best they can.

Day

Night

Expository Writing Writing about facts Write as if teaching

the reader Web Chart of

Informational Writing

Math Social Studies

Science

InformationalWriting

Grouping Arrangements for Instruction Practice- Whole Group Instruction

Conserves Time Ensures Consistency Increases Time-on-Task

Assessment- Independent Assess individual knowledge, strengths, and

weaknesses

Grouping Arrangements: Cultural/Linguistics

Consider these elements: Family organization Family interests and activities Religious practices and beliefs Behavioral patterns Speech patterns Socioeconomic status (SES)(Houston, 2006)

Lesson 1:Leaves GPS:

SKL2 H. Collect different leaves. Sort the leaves into groups according to size, color, shape, etc. Explain how even though leaves come from a tree, there are different kinds of leaves.

Students will: Compare/contrast different kinds of leaves

Practice Activity: Complete class classification chart

Assessment Activity: Complete individual classification chart

Leaves, Leaves, Leaves

• Alike • Different

Thomason, K. (2006). Leaves, leaves, leaves. Unpublished manuscript, Valdosta State University, GA.

Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Similarities and Differences Scoring Guide

Student Name: ________________________________

Exceeds Standard

4

Meets Standard

3

Partially Meets

Standard2

Improvement Needed

1

Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences.

Lists 1 similarity and 1 difference.

Lists 1 similarity or 1 difference.

Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard

1Improvement Needed

Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.

Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.

Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.

Initial sounds not represented in spelling. Writing can only be read by child.

Directionality Writes consistently from left to right, and top to bottom.

Writes consistently from left to right, and mostly top to bottom.

Writes mostly from left to right, and/or top to bottom.

Needs to write from left to right, and top to bottom.

Spacing Leaves space between words.

Usually leaves spaces between words.

Begins to leave spaces between words.

Needs spaces between words.

Letter Formation

Accurately prints capital and lowercase letters.

Usually prints capital and lowercase letters accurately.

Needs practice printing capital and lowercase letters.

Capitalization Capitalization (beginning of sentences, proper names) always used correctly.

Capitalization (beginning of sentences, proper names) sometimes used correctly.

Capitalization (beginning of sentences, proper names) used incorrectly.

Capitalization (beginning of sentences, proper names) needed.

Punctuation Ending punctuation (periods and question marks) always used correctly.

Ending punctuation (periods and question marks) sometimes used correctly.

Ending punctuation (periods and question marks) used incorrectly.

Ending punctuation (periods and question marks) needed.

Similarities and Differences Scoring Guide Student Name: _________________

Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 2:Seeds GPS:

SKL1 E. Collect seeds. Describe them. Compare seeds according to their similarities and differences. Make a picture by gluing seeds in a pattern around the border of a drawing.

Students will: Compare/contrast different kinds of seeds

Practice Activity: Complete class classification chart

Assessment Activity: Complete individual classification chart

Seeds, Seeds, Seeds

• Alike • Different

Thomason, K. (2006). Seeds, seeds, seeds. Unpublished manuscript, Valdosta State University, GA.

Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Similarities and Differences Scoring Guide

Student Name: ________________________________

Exceeds Standard

4

Meets Standard

3

Partially Meets

Standard2

Improvement Needed

1

Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences.

Lists 1 similarity and 1 difference.

Lists 1 similarity or 1 difference.

Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard

1Improvement Needed

Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.

Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.

Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.

Initial sounds not represented in spelling. Writing can only be read by child.

Directionality Writes consistently from left to right, and top to bottom.

Writes consistently from left to right, and mostly top to bottom.

Writes mostly from left to right, and/or top to bottom.

Needs to write from left to right, and top to bottom.

Spacing Leaves space between words.

Usually leaves spaces between words.

Begins to leave spaces between words.

Needs spaces between words.

Letter Formation

Accurately prints capital and lowercase letters.

Usually prints capital and lowercase letters accurately.

Needs practice printing capital and lowercase letters.

Capitalization Capitalization (beginning of sentences, proper names) always used correctly.

Capitalization (beginning of sentences, proper names) sometimes used correctly.

Capitalization (beginning of sentences, proper names) used incorrectly.

Capitalization (beginning of sentences, proper names) needed.

Punctuation Ending punctuation (periods and question marks) always used correctly.

Ending punctuation (periods and question marks) sometimes used correctly.

Ending punctuation (periods and question marks) used incorrectly.

Ending punctuation (periods and question marks) needed.

Similarities and Differences Scoring Guide Student Name: _________________

Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 3:Rocks GPS:

SKE2 B. Classify rocks into groups by observable physical attributes large/small, heavy/light, smooth/rough, dark/light, etc. Challenge a classmate to figure out physical attribute you chose to classify your groups of rocks.

Students will: Compare/contrast different kinds of rocks

Practice Activity: Complete class classification chart

Assessment Activity: Complete individual classification chart

Rocks, Rocks, Rocks

• Alike • Different

Thomason, K. (2006). Rocks, rocks, rocks. Unpublished manuscript, Valdosta State University, GA.

Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Similarities and Differences Scoring Guide

Student Name: ________________________________

Exceeds Standard

4

Meets Standard

3

Partially Meets

Standard2

Improvement Needed

1

Lists 2 similarities and 1 difference, or lists 1 similarity and 2 differences, or lists 2 similarities and 2 differences.

Lists 1 similarity and 1 difference.

Lists 1 similarity or 1 difference.

Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard

1Improvement Needed

Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.

Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.

Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.

Initial sounds not represented in spelling. Writing can only be read by child.

Directionality Writes consistently from left to right, and top to bottom.

Writes consistently from left to right, and mostly top to bottom.

Writes mostly from left to right, and/or top to bottom.

Needs to write from left to right, and top to bottom.

Spacing Leaves space between words.

Usually leaves spaces between words.

Begins to leave spaces between words.

Needs spaces between words.

Letter Formation

Accurately prints capital and lowercase letters.

Usually prints capital and lowercase letters accurately.

Needs practice printing capital and lowercase letters.

Capitalization Capitalization (beginning of sentences, proper names) always used correctly.

Capitalization (beginning of sentences, proper names) sometimes used correctly.

Capitalization (beginning of sentences, proper names) used incorrectly.

Capitalization (beginning of sentences, proper names) needed.

Punctuation Ending punctuation (periods and question marks) always used correctly.

Ending punctuation (periods and question marks) sometimes used correctly.

Ending punctuation (periods and question marks) used incorrectly.

Ending punctuation (periods and question marks) needed.

Similarities and Differences Scoring Guide Student Name: _________________

Thomason, K. (2006). Similarities and differences scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 4:All About Me- Part I GPS:

SKE2 C. Write and include drawings in a “Me” book to discover how you are an individual- size, features, names, where you live, parents, etc.

Students will: Write a story about themselves Complete a graphic organizer Create booklet

Practice Activity: Complete class graphic organizer

Assessment Activity: Complete individual graphic organizer

All About Me

Birthday:____________________________________________________

Hair Color:__________________________________________________

Eye Color:___________________________________________________

Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.

Name:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Address:____________________________________________________

Favorite Sport:_______________________________________________

Favorite Food:_______________________________________________

Favorite Book:_______________________________________________

Thomason, K. (2006). All about me. Unpublished manuscript, Valdosta State University, GA.

All About Me: Graphic Organizer Scoring GuideStudent Name:_________________________

Meets Standard

Partially Meets Standard

Improvement Needed

Items on graphic organizer

Includes all 9 components of graphic organizer.

Includes 5 to 7 components of graphic organizer.

Includes 4 or less components of graphic organizer.

Thomason, K. (2006). All about me: Graphic organizer scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Lesson 5:All About Me- Part II GPS:

SKE2 C. Write and include drawings in a “Me” book to discover how you are an individual- size, features, names, where you live, parents, etc.

Students will: Write a story about themselves Complete a graphic organizer Create booklet

Practice Activity: Create class booklet

Assessment Activity: Create individual booklet

All About Me Scoring GuideStudent Name:__________________________________

Includes:Exceeds Standard Meets Standard Partially Meets

Standard Improvement Needed

Name Includes first, middle, and last names.

Includes first and last names.

Includes only first name or only last name.

Includes no name.

Birthday Includes month, day, and year.

Includes month and day.

Includes only month or only day.

Includes no part of his/her birthday.

Hair Color Includes hair color.

Doesn’t include hair color.

Eye Color Includes eye color. Doesn’t include eye color.

Address Includes all components of address.

Includes three or four components of address.

Includes two or fewer components of address.

Favorite Sport Includes favorite sport.

Doesn’t include favorite sport.

Favorite Food Includes favorite food.

Doesn’t include favorite food.

Favorite Book Includes favorite book.

Doesn’t include favorite book.

Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

4 Exceeds Standard 3 Meets Standard 2 Partially Meets Standard

1Improvement Needed

Spelling Word wall words spelled correctly; other words spelled phonetically (representing the beginning, middle, and ending sounds). Writing is easily read by adults.

Words spelled include beginning and ending sounds. Some middle sounds are represented. Most writing is easily read by adults.

Words spelled include beginning sounds. Some middle and/or ending sounds are represents. Some writing is easily read by adults.

Initial sounds not represented in spelling. Writing can only be read by child.

Directionality Writes consistently from left to right, and top to bottom.

Writes consistently from left to right, and mostly top to bottom.

Writes mostly from left to right, and/or top to bottom.

Needs to write from left to right, and top to bottom.

Spacing Leaves space between words.

Usually leaves spaces between words.

Begins to leave spaces between words.

Needs spaces between words.

Letter Formation

Accurately prints capital and lowercase letters.

Usually prints capital and lowercase letters accurately.

Needs practice printing capital and lowercase letters.

Capitalization Capitalization (beginning of sentences, proper names) always used correctly.

Capitalization (beginning of sentences, proper names) sometimes used correctly.

Capitalization (beginning of sentences, proper names) used incorrectly.

Capitalization (beginning of sentences, proper names) needed.

Punctuation Ending punctuation (periods and question marks) always used correctly.

Ending punctuation (periods and question marks) sometimes used correctly.

Ending punctuation (periods and question marks) used incorrectly.

Ending punctuation (periods and question marks) needed.

All About Me Scoring Guide Student Name: _________________

Thomason, K. (2006). All about me scoring guide: Kindergarten. Unpublished manuscript, Valdosta State University, GA.

Accommodations

Pair Non-English speaking student with English speaking student

Provide a wide variety of sizes of pencils and crayons

Transcribe for students with less developed fine motor skills

References Bornstein, R. L. (1976). Little gorilla. New York: Clarion Books. Brooksher, R. and Mergele, D. (n.d.) Developing confident and

successful kindergarten writers. Unpublished manuscript, (No other additional information.).

Carle, E. (1969). The very hungry caterpillar. New York: Philomel Books.

Goodall, J.S. (1988). Little red riding hood. New York: McElderry Books.

Houston, G. (2004). How writing works: Improving organizational structure within the writing process. New York: Pearson.

McCardle, L. (2006). Linda’s learning links: Early writing development. Retrieved May 25, 2006 from, http://www.lindaslearninglinks.com/index.html

McCully, E.A. (1987). School. New York: Harper & Row. Tompkins, G. (2004). Teaching writing: Balancing process and

product. Upper Saddle River, NJ: Merrill Prentice Hall.