Canada’s Learning Advantage · 2 Contents 00 PM Writing TRB 4 PRE CAN.indd 3 15/12/09 2:51 PM ... Section 3: Writing Skills and Conventions • Conventions of print ... Each of

PMW Kindergarten TRB CVR CAN.indd 1 22/06/10 11:25 AM

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PM Writing Kindergarten Suggested Teaching Pathwaysfor Whole-Class and Small-Group Reading and Writing

Assessment for Learning – Prior to and during the writing process• Observation • Discussion • Writing assessment tasks • Student writing samples

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Exemplars for Teaching Writing – Learning More about Words and SentencesRecount pages 2–7 and 8–13 Description pages 14–19 and 20–25

Information Report pages 26–31 and 32–37 Narrative pages 38–43 and 44–49• Reading sentences with understanding

• Identifying vocabulary relevant to the text type • Verbalizing and writing a simple Recount and Description independently

• Verbalizing and sharing the writing of a simple Information Report and Narrative in a group

Building readiness for PM Writing Grade 1

Exemplars for Teaching Writing – Learning about SentencesRecount pages 2–5 and 8–11 Description pages 14–17 and 20–23

• Reading sentences with understanding• Identifying vocabulary relevant to Recounts and Descriptions

• Verbalizing a simple Recount and Description• Writing a simple Recount and Description with support

Introduce Learning about Words and Learning about SentencesInformation Report pages 26–29 and 32–35 Narrative pages 38–41 and 44–47

Levelled Texts – Levels 2/3Vocabulary and sentence structures related to Recount and Description text types

• Reading sentences with understanding• Writing simple sentences in meaningful contexts with support

• Writing simple sentences within the basic structure of a Recount and Description

Levelled Texts – Levels 1/2Vocabulary and simple sentence structures

• Reading sentences with understanding• Writing simple sentences in meaningful contexts with support

Exemplars for Teaching Writing – Learning about WordsRecount pages 2–3 and 8–9 Description pages 14–15 and 20–21

• Reading isolated words• Verbalizing these words in meaningful sentences

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2 Contents

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Contents may vary in actual book.

Contents of PM Writing Kindergarten Teachers’ Resource BookSection 1: An Introduction to PM Writing

• What is PM Writing?

• What components make up PM Writing?

• Who is PM Writing designed for?

• How does PM Writing use the PM philosophy?

• What pedagogies have informed the development of PM Writing?

• Why has a text-type approach to teaching writing been adopted in PM Writing?

• How can PM Writing be integrated into classroom teaching?

• PM Writing Suggested Teaching Pathways

• Scope and sequence of knowledge and skills in the primary years of school

• How does PM Writing link to other PM titles?

Section 2: The Writing Process• Writing in the primary years

• What is the link between reading and writing?

• What is the link between spoken and written language?

• What does the writing process involve?

• Why is it important to involve students in the writing process

• Learning to be an effective PM writer

Section 3: Writing Skills and Conventions• Conventions of print

• High frequency words and spelling

• Handwriting and keyboard skills

Section 4: Assessing Writing• Why assess students’ writing?

• What to assess

• Ongoing assessment

• Guidelines for administering the assessment tasks

• Framework for analyzing students’ writing

Contents highlighted are featured in this sampler!Contents highlighted are featured in this sampler!

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Section 1: An Introduction to PM WritingSection 1: An Introduction to PM WritingPages 6–11

4 5Contents


Contents


Contents may vary in actual book.Contents may vary in actual book.

Section 5: Text Types• Introduction to the text type approach used in PM Writing

• Text types in PM Writing Kindergarten

• Text structure and language features of key text types: – Recount – Description – Information Report – Narrative

Section 6: Oral and Visual Literacy• Listening and speaking

• Viewing and presenting

Section 7: Lesson Plans for Teaching Writing• Introduction

• Important teaching points for PM emergent and early writers

• Exemplars for Teaching Writing: – The Bird and the Cat (Recount) – The Big Tree (Recount) – Peep, My Pet Bird (Description) – A Bus Driver (Description) – Bikes (Information Report) – Leaves (Information Report) – The Little Bike (Narrative) – The Yellow Bus (Narrative)

• Levelled Exemplar TextsLevels 1/2:

– I am clever – At the pet store – Toys – Fun with Mom – The teddy bears – At the fun park – My family photo – Dad is a farmer

Levels 2/3: – At the farm (Recount) – Shopping with Dad (Recount) – The happy clown (Recount) – Playing soccer (Recount) – My little sister (Description) – My playhouse (Description) – My school (Description) – My favourite book (Description)

Appendix 1• Scope and sequence of knowledge and skills in the primary years of school

Appendix 2• Samples of initial assessments at entry to school

• Stage of writing development (Emergent)

Appendix 3• PM components to support emergent and early writers

Appendix 4• Links with other books in the PM Collection

• Student Assessment and Activity Pages – Sample Activity Pages Pages

27–31

Pages 12–16

Pages 17–18

6 7Section 1

SECTION 1

An Introduction to PM Writing What is PM Writing? PM Writing is a literacy program that emphasizes the development of writing. The program is designed to help teachers explicitly teach the essential skills and knowledge that students require in order to compose texts commonly taught in the primary years of schooling.

PM Writing provides: • writing goals that guide and support teachers and students • instructional content relevant to the conventions and composition of emergent writing • explicit emphasis on oral and visual language as well as reading and writing • content that promotes writing to construct meaning.

What components make up PM Writing Kindergarten? All components of the PM Writing program are closely linked to form a comprehensive writing program for beginning writing. It is recommended that each component be used as suggested in the Teachers’ Resource Book and the Suggested Teaching Pathways (page 14). The program is made up of the following components:

Exemplars for Teaching Writing The PM Writing Exemplars for Teaching Writing are large format books that provide models of and an initial introduction to the four text types commonly taught in the early years of schooling – Recount, Description, Information Report and Narrative.

Each of the exemplar texts is presented over three double-page spreads. On the fi rst spread, “Learning about Words”, the text content is presented in visual form with corresponding labels. On the second spread, “Learning about Sentences”, the text has been written in simple sentences using the labels, i.e. nouns, adjectives and verbs, from the previous spread. The third spread, “Learning More about Words and Sentences”, features the previous text with additional words in blue font. Teacher focus notes are provided at the top right corner of each double-page spread. Key teaching points and teacher talk have been included in these focus notes with reference to additional information in the Teachers’ Resource Book.

The Interactive Whiteboard CD, found inside the front cover of the Exemplars for Teaching Writing, allows teachers and students to view and interact with the text. On the “Learning about Words” screen, users can reveal pictures in sequence, move labels next to the appropriate items in the pictures and create new labels. On the “Learning about Sentences” screen, users can reveal sentences in sequence and edit the text. On the “Learning More about Words and Sentences” screen, users can edit text and use blue or black font to highlight the use of different language features.


Section 1

The PM Writing Exemplars for Teaching Writing, Kindergarten to Grade 4, gradually introduce and scaffold students through nine key text types.

Text Types Overview

PM Writing stage Text Types taught Text Types exposed

PM Writing Kindergarten

RecountDescription

RecountDescriptionInformation ReportNarrative

PM Writing Grade 1

Recount DescriptionInformation ReportNarrative

Recount Description Information Report NarrativeProcedureExpositionExplanationDiscussion

PM Writing Grade 2

RecountDescriptionInformation ReportNarrativeProcedureExposition

RecountDescriptionInformation ReportNarrativeProcedureExpositionExplanationDiscussion

PM Writing Grade 3



PM Writing Grade 4

RecountDescriptionInformation ReportNarrativeProcedureExpositionExplanationDiscussionResponse

RecountDescriptionInformation ReportNarrativeProcedureExpositionExplanationDiscussion Response


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PM Writing Levelled Exemplar Texts (Levels 1/2)


8 9Section 1

The Exemplars for Teaching Writing form the start of the PM Writing Suggested Teaching Pathways. The material presented in these books is reinforced through the use of Levelled Exemplar Texts and the Student Assessment and Activity Pages located after Appendix 2 in the Teachers’ Resource Book.

Levelled Exemplar Texts The PM Writing Levelled Exemplar Texts have been designed specifi cally for guided writing and independent reading, and can be used in a number of teaching and learning situations. The Levelled Exemplar Texts develop and reinforce spoken language and the conventions of written language prior to the texts being modelled in the Exemplars for Teaching Writing. The Levelled Exemplar Texts provide additional models for independent reading and writing. The texts are explicitly referred to and are the focus of the lessons provided in Section 7 of the Teachers’ Resource Book.

There are eight Levelled Exemplar Texts at both Levels 1/2 and 2/3. The eight Levels 1/2 Levelled Exemplar Texts are models of simple sentences commonly used in young students’ spoken language. The Levels 2/3 Levelled Exemplar Texts are models of simple Recounts and Descriptions. When developing these texts it was sometimes necessary to use high frequency words from higher levels. This has ensured that the texts, which are to be read at an independent rather than guided reading level, can be used as models for students’ own writing. The two text types have been written at an appropriate developmental level to assist in linking the reading and writing processes.

The PM Writing Levelled Exemplar Texts have been

designed specifi cally for guided writing and independent reading.


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PM Writing Levelled Exemplar Texts (Levels 2/3)


10 11Section 1

Student Assessment and Activity Pages The PM Writing Student Assessment and Activity Pages located after Appendix 2 in this Teachers’ Resource Book reinforce the knowledge and skills taught in the Exemplars for Teaching Writing and the Levelled Exemplar Texts, scaffolding students toward writing basic Recounts, Descriptions, Information Reports and Narratives.

The Student Assessment and Activity Pages include an Assessment for Learning section. This section includes Part A – Oral Language and Part B – Visual and Written Language assessment tasks. The assessment tasks can be used by teachers to gather pre-teaching data that will indicate students’ readiness to complete initial tasks or move forward with the program.

The Student Assessment and Activity Pages contain activity pages designed to consolidate and extend students’ knowledge and skills taught in the Exemplars for Teaching Writing and the Levelled Exemplar Texts. Each of the activities is directly linked to content in the Exemplars for Teaching Writing and the Levelled Exemplar Texts. The follow-up activities reinforce student learning as set out in the Teachers’ Resource Book.

The Student Assessment and Activity Pages also contain four simple planning organizers. They are designed to assist emergent writers to organize their ideas prior to writing texts that have the basic structure and language features of Recounts, Descriptions, Information Reports and Narratives.

The PM Writing Alphabet and Word Card is an additional writing resource included in the Student Assessment and Activity Pages. It is designed for shared, guided and independent writing. Trigger pictures have been included, with lower case letters. These pictures help emergent and early writers to link the sound with the symbol. The reverse side of the card has essential high frequency words for writing arranged in alphabetical order.

Teachers’ Resource Book The PM Writing Kindergarten Teachers’ Resource Book has been developed to explicitly teach writing knowledge and skills to emergent writers. The developmentally appropriate learning tasks recognize the range of experiences in spoken, written and visual literacy that emergent writers bring to their learning on entry to school.

The Teachers’ Resource Book includes: • comprehensive lessons for whole-class, small-group and individual reading and writing • specifi c learning tasks linked to learning about words and learning about sentences• lesson plans that introduce simple Recount, Description, Information Report and Narrative

text types • important teaching points for emergent writers• assessment guidelines and analysis of writing samples• links with other books in the PM Collection.

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Recount

Learning about Sentences

Purpose

To retell and evaluate events and experiences

Words to build sentences – verbs

Sequence of Events in pictorial form – presents events in chronological order

Learning about Words

Labels to build vocabulary – nouns + adjectives to refer to things

Words (verbs) under the fl ap used in sentences

Words from labels used in sentences

Simple sentence structures

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Text Structure

Language Features

Recount

Sequence of Events – presents events in chronological order

Personal Comment – evaluates the events that took place

Orientation – provides information about who, where and when

Learning More about Words and Sentences

Words shown in blue on the Exemplar text are added to simple sentences to build a Recount.

past tense verbsadverbial phrasescommon nounsproper nouns adjectives

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Section 7

The Big TreeText type: Recount

Pages: 8–13

Introduction to the theme• Reread and discuss Sally and the Leaves (PM Gems Levels 2/3). Encourage students to share

a retell of the events.

Learning about Words (display pages 8–9 of PM Writing Kindergarten Exemplars for Teaching Writing)

• Say, These pictures are about what happened when two children played under a big tree at their Grandpa’s farm. First, we are going to look carefully at the pictures. Then we are going to talk about them.

• Invite students to share their ideas about the events in the fi rst picture. Explain that the fi rst picture tells who the events are about and where they happened. Ask questions to clarify or extend students’ thinking, e.g. Why do you think the girl is peeping out from behind the leaves? Rephrase grammatically incorrect responses.

• Ask the students to look carefully at the second picture before sharing their ideas. Involve the students in listening and speaking activities, e.g. ask questions that include time and sequence words such as What do you think happened next?

• Invite students to read the labels. Read any that they may not know, e.g. Grandpa’s farm.

• Ask them to suggest more words that name things they can see in the pictures, e.g. branches. Write these additional words on self-adhesive labels that can be removed. Attach the labels to the appropriate place on one of the pictures.

• Reveal the list of words (verbs) at the bottom of the page. Ask students to read words they recognize. Assist them to decode words that are not familiar.

• Prepare students for “Learning about Sentences” by encouraging them to use the labels (nouns) and the words under the fl ap (verbs) when they construct oral sentences that retell events depicted in the pictures.

Learning about Sentences Talking about sentences• Revisit pages 8–9 “Learning about Words”. Ask students to recall the oral sentences they

constructed when they retold events depicted in the pictures.

• Display pages 10–11 of PM Writing Kindergarten Exemplars for Teaching Writing.

• Read the title to the students. Say, In these sentences, the girl tells us about what happened when she played under the big tree at Grandpa’s farm.

• Read the text to the students. Encourage them to predict what might happen next.

• Ask students to read aloud sentences that tell who went to the farm, where they played and what happened next.

• Draw students’ attention to the last sentence that tells how the girl felt about the big tree.


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Important Teaching Point:

Ask questions that encourage students to make connections with prior knowledge. This awareness supports comprehension.

• Reinforce students’ understanding that sentences are made up of words. Ask them to point to words in the text that they had previously read on labels or under the fl ap.

• Write the words played and looked on the whiteboard. Use these words in oral sentences.

• Reinforce the structure of a simple Recount by asking students to identify sentences that tell where the children were playing, what happened fi rst … then … after that …

• Revisit the writing conventions of directionality, spaces between words, capital letters to begin sentences and periods at the end of sentences.

Writing sentences – with support• Explain that the children could have played in the long grass at Grandpa’s farm. Share the

writing of these new sentences on the whiteboard, e.g. Billy and I went to Grandpa’s farm. We played in the long grass. I hid in the long grass. Billy looked for me.

• Reinforce a specifi c writing convention, e g. This is the beginning of a new sentence. What will the fi rst word begin with?

• Draw students’ attention to the importance of writing high frequency words correctly (went, looked, played). Assist students to encode some words, e.g. farm, hid.

• Support students’ learning about words and sentences by providing opportunities for them to discuss, draw and write further sentences about the same characters, e.g. Billy and I went to the park … .

Building readiness for PM Writing Grade 1Learning More about Words and SentencesTalking about sentences• Revisit pages 8–9 and 10–11 of PM Writing Kindergarten Exemplars for Teaching Writing.

Reinforce students’ understanding about words and sentences.

• Display pages 12–13 of PM Writing Kindergarten Exemplars for Teaching Writing.

• Read the title of the Recount to the students. Refer to the picture to recall the sequence of events. Say, The words and sentences in black are the same as the text we have just read. The extra words in blue tell us more about what happened when Billy and the girl went to Grandpa’s farm.

• Read the text to the students.

• Write the word Today on the whiteboard. Explain that this word tells when the children went to Grandpa’s farm, i.e. it tells the reader when the events happened. Encourage students to think of other time and sequence words, e.g. Yesterday. Invite students to use these words in oral sentences.

• Direct students’ attention to the last sentence. Explain that it is a personal comment that tells us how the writer felt about the big tree. Ask students to suggest other personal comments that the writer could have written, e.g. We liked looking for bugs on the leaves.

• Reinforce the structure of a Recount by asking questions beginning with when? who? where? what happened fi rst? what happened next? what happened after that? Ask students to identify the words and sentences that provide further information.

• Ask students to read the sentences or read the sentences with them.


16 17Section 7

Writing a simple Recount – in a shared situation• Tell the students that they can help you write a new Recount about two children playing

a game at school. Plan the new Recount. Discuss when the events could have taken place, who was there, where it happened and what happened fi rst … then … and after that.

• Model how to plan a simple Recount on the Recount Planning Organizer from the Student Assessment and Activity Pages. Enlarge the copy to A3 size to allow students to participate in the drawing. Share the planning by asking them to draw sequential pictures of the events in the two boxes on the organizer. Invite the students to suggest suitable labels (nouns) and words (verbs) and write these on the organizer. Encourage the students to include words from their oral vocabulary, e.g. ladder, slide.

• Using these words, support the students as they suggest appropriate sentences about the events. Guide student responses so the structure of a simple Recount is achieved. Ask the students to share in the writing of these sentences on the whiteboard.

• Reinforce students’ understanding of the writing of a Recount throughout each stage of the shared writing process, i.e. verbalizing, planning, writing and sharing.

Important Teaching Point:

Reinforce the importance of verbalizing sentences aloud prior to writing. Reading back what has been written as the writing proceeds also helps students remember the order of words in a sentence.

• Encourage students to copy the words from the Planning Organizer. Assist students to say, hear and record the fi rst, last and some medial sounds in interest words.

• Scaffold students’ learning by building upon what they already know and can do. Ensure students independently write familiar high frequency words.

• Read the completed sentences with the students.

• Support students as they check the writing conventions of capital letters and periods.

• Invite the students to give you feedback on the completed text.

Writing a simple Recount – with support• Identify other contexts that would be suitable for simple Recounts, e.g. a class activity or

school event. A slight change of context will provide support and yet challenge students’ ability to structure their ideas sequentially. Support students as they orally plan their Recounts.

• Provide each student with a copy of the Recount Planning Organizer from the Student Assessment and Activity Pages. Support them as they draw pictures of the events they are going to write about in the two boxes on the Planning Organizer. Ask them to verbalize what they are going to write and help them to encode and write labels (nouns) and words (verbs) they will use in their writing on the organizer. Remind them to repeat what they are going to write to a partner and to reread what they have written as their writing proceeds.

• Support students as they write their simple Recounts.

• Provide opportunities for students to share their writing at all stages of the writing process.

Activities to support students’ learning 1 and 2 To practise writing the high frequency words went, the and for in isolation and to

complete sentences.

3 a) To write nouns to complete sentences.

b) To write the letters to complete each noun.

4 To complete sentences by writing the past tense verbs played, looked and liked.

5 To write a simple Recount about The Little Puppies with support.


Section 7

Playing soccerText type: Recount

Levels: 2/3

Introduction to the theme • Reread Jake Kicks a Goal (PM Photo Stories Level 5). Discuss the photographs before reading

the text together, especially pages 14–15. Emphasize the excitement Jake felt when the ball went into the goal.

Introduction to the text• Provide each student with a copy of the text Playing soccer.

• This text introduces students to a basic Recount. Refer to pages 28–31 in this guide.

• Read the title. Say, The sentences in this book tell us what happened when three boys played soccer. Discuss the title page. Explain that one of the three boys playing soccer wrote the sentences. Draw students’ attention to the names of the boys and the colours of their shirts. Study each illustration carefully. Discuss the sequence of events as the ball is kicked from one boy to another and eventually into the goal. Invite students to talk about their own experiences of playing soccer with their friends.

• Read Playing soccer with the students. Ask them to recall the events in the order in which they happened.

Talking about words and sentences• Explain that together you are going to look more closely at the words on each page.

• Reread page 2. Remind the students that the sentence on this page tells who the events are about. Ask students to point to the words that tell what the boys did. Draw students’ attention to the ending –ed on the end of played. Invite students to count and clap the number of words in the sentence. Ask them to identify the fi rst word, last word, capital letter and period. Reinforce spaces between words.

• Ask students to point to specifi c words. Say, Show me the word … . Encourage them to put one fi nger in the space before the word and another in the space after, so that the whole word is visible. Point out the digraph –th at the end of with.

• Reread pages 4–14. Remind students that these pages tell what happened and the events are in order. Ask, Who kicked the ball fi rst? Who did he kick it to? What happened next? Reinforce the importance of visual information. Invite students to track the movement of the ball from one player to another until it goes into the goal on the last page. Draw students’ attention to the repeated sentence structures, i.e. Ben ran …; He kicked the ball to … .

• Point to the change of sentence beginnings, i.e. from He to I. Ask students to identify which boy wrote the sentences.

• Draw students’ attention to the change in sentence structure on page 16. Talk about how this sentence brings the sequence of events to a conclusion.

• Write the words played and kicked on the whiteboard. Note the way in which both these words (past tense verbs) end. Use them in oral sentences.


APPENDIX 2 Samples of initial assessments at entry to school

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18 19Section 7

• Reinforce students’ developing knowledge of phonemic and phonological awareness. Assist them to recognize the shape and sound of initial, fi nal and some medial letters, e.g. Sam, ran, goal.

• On the class or individual whiteboards, support students as they practise writing the high frequency words played, with, and, went and into.

Modelling how to write a sentence• Verbalize a sentence from the text, e.g. I played soccer with Ben and Sam.

• Ask students to repeat the sentence and clap the number of words in it. Say, These are the words that I will write and seven claps mean I will write seven words.

• Model the writing of the sentence on the whiteboard. Reread from the beginning of the sentence as the writing proceeds. “Think aloud”, e.g. I need to say “with” slowly so I can hear the letter sounds: w-i-th.

• Draw students’ attention to the capital letter at the beginning of the sentence.

• Invite a student to draw a picture on the whiteboard to match the sentence.

Writing sentences – in a shared situation• Ask students to verbalize sentences from the book that they could write.

• Select one of these sentences, e.g. I kicked the ball. Invite the students to say the sentence slowly and clearly. Then have them repeat the sentence, at the same time clapping once as each word is vocalized.

• Provide guidance that scaffolds students’ learning as they write the sentence on their individual whiteboards or paper. Remind them to begin their sentences with a capital letter.

• Remind students to refer to a wall chart or use PM High Frequency Reading & Writing Word Cards if they are unable to write high frequency words from visual memory.

• Encourage some students to write a second sentence. Say, Write the sentence that tells us what happened last, i.e. The ball went into the goal. Reinforce the writing of a personal comment at the end of a Recount.

• Read the completed sentences with the students.

• Ask the students to illustrate their sentences.

Writing sentences – with support• Ask students to select sentences from the book that they could write. Ensure they share

their sentences with a partner and count the number of words by clapping.

• Provide group or individual support as students engage in the writing task. Remind them to illustrate their sentences.

• Encourage students to share their writing at all stages of the writing process.

• Provide opportunities for students to write sentences about recent experiences, e.g. games they have played with friends that involved throwing or hitting a ball.

Activities to support students’ learning 1 To practise writing the high frequency word He in isolation and to complete sentences.

2 To complete sentences by writing nouns from the text.

3 To complete sentences by writing the past tense verb kicked.

4 To write capital letters and periods correctly in sentences.



Chi

ld w

ho h

ad a

wid

e ra

nge

of

liter

ary

expe

rien

ces

prio

r to

entr

y


20 21


Stage of writing development Emergent

Stud

ent B

Stud

ent A


22 23

• Em

erge

nt w

riter

s nee

d m

any

dem

onst

ratio

ns o

f how

text

s are

cons

truc

ted

and

used

.

Ana

lysi

s of

stu

dent

’s w

ritin

g

Stud

ent A

• W

rite

s th

e fi r

st th

ree

lett

ers

of o

wn

nam

e in

cor

rect

ord

er, i

.e. R

eu (R

eupe

ra)

• Pl

aces

nam

e at

the

top

of th

e pa

per

• R

ecor

ds a

n as

sort

men

t of r

ando

m m

arks

, scr

ibbl

es a

nd c

opie

d le

tter

sha

pes

to

conv

ey a

mes

sage

• D

ispl

ays

dire

ctio

nalit

y an

d or

ient

atio

n co

nfus

ions

, i.e

. som

etim

es tu

rned

the

pape

r and

wro

te fr

om b

otto

m u

p so

that

som

e le

tter

sha

pes

appe

ar u

psid

e do

wn

• D

raw

s a

basi

c pi

ctur

e to

acc

ompa

ny te

xt th

at la

cks

shap

e or

defi

niti

on

• D

icta

tes

a si

mpl

e m

essa

ge to

acc

ompa

ny te

xt, i

.e. H

ouse

go

on fi

re

Stud

ent B

• N

earl

y ab

le to

wri

te o

wn

nam

e, i.

e. D

ante

(Don

tae)

• W

rite

s na

me

from

left

sid

e of

the

page

(a k

now

n ro

utin

e)

• R

ecor

ds a

n as

sort

men

t of r

ando

mly

sel

ecte

d, fa

mili

ar c

apita

l let

ters

to c

onve

y a

mes

sage

• D

ispl

ays

som

e un

ders

tand

ing

of d

irec

tiona

lity

and

orie

ntat

ion,

i.e.

wri

tes

from

le

ft-t

o-ri

ght a

nd fr

om to

p-to

-bot

tom

• D

raw

s a

sim

ple

pict

ure

that

incl

udes

som

e de

tail

rele

vant

to th

e di

ctat

ed

mes

sage

• D

icta

tes

a m

essa

ge to

acc

ompa

ny th

e te

xt, i

.e. T

he h

ouse

is o

n fi r

e an

d th

e m

atch

bu

rns i

t and

the

fi re

engi

ne co

med

Expl

icit

lear

ning

for f

utur

e de

velo

pmen

t (St

uden

ts A

and

B)

• Em

phas

ize

the

clos

e in

terr

elat

edne

ss b

etw

een

spok

en, w

ritt

en a

nd v

isua

l lit

erac

y so

that

bot

h st

uden

ts u

nder

stan

d th

at w

hat t

hey

say

can

be re

pres

ente

d in

wri

ting.

• In

volv

e st

uden

ts in

list

enin

g an

d sp

eaki

ng a

ctiv

ities

that

ext

end

thei

r abi

lity

to

cohe

rent

ly s

hare

per

sona

l exp

erie

nces

and

sim

ple

obse

rvat

ions

.

• M

odel

and

join

tly c

onst

ruct

sim

ple

sent

ence

s on

fam

iliar

topi

cs a

nd s

hare

d ex

peri

ence

s.

• Ex

tend

stu

dent

s’ v

ocab

ular

y an

d ex

pres

sive

lang

uage

whe

n di

scus

sing

pic

ture

s,

illus

trat

ions

and

pho

togr

aphs

(with

and

with

out l

abel

s).

• Te

ach

stud

ents

to li

nk th

e sh

ape

of e

ach

lett

er to

the

lett

er n

ame.

The

n te

ach

them

to a

rtic

ulat

e th

e le

tter

sou

nd, i

.e. p

hone

mic

and

pho

nolo

gica

l aw

aren

ess.

• Pr

ovid

e ex

plic

it fe

edba

ck fo

r lea

rnin

g ba

sed

on a

sses

smen

t dat

a.

Expl

icitl

y te

ach

stud

ents

to:

• w

rite

thei

r ow

n na

mes

cor

rect

ly

• un

ders

tand

the

diffe

renc

e be

twee

n a

lett

er a

nd a

wor

d

• kn

ow w

here

to s

tart

thei

r wri

ting

• w

rite

from

left

-to-

righ

t and

kno

w w

hat t

o do

whe

n th

ey c

ome

to th

e en

d of

a

line

• le

ave

spac

es b

etw

een

wor

ds

• re

cogn

ize

and

nam

e le

tter

s of

the

alph

abet

• ho

ld a

pen

cil c

orre

ctly

• tr

ace,

cop

y an

d w

rite

lett

ers

corr

ectly

• fi n

d an

d co

py s

ome

freq

uent

ly u

sed

wor

ds fr

om c

hart

s

• ve

rbal

ize

and

rem

embe

r the

sen

tenc

e th

ey a

re g

oing

to w

rite

• re

cogn

ize

som

e do

min

ant i

nitia

l sou

nds

and

fi nd

the

lett

ers

that

repr

esen

t the

m

on a

n al

phab

et c

hart

or o

ther

reso

urce

.


Stud

ent D

Stud

ent C


24 25

• Em

erge

nt w

riter

s nee

d m

any

dem

onst

ratio

ns o

f how

text

s are

cons

truc

ted

and

used

.

Ana

lysi

s of

stu

dent

’s w

ritin

g

Stud

ent A

• W

rite

s th

e fi r

st th

ree

lett

ers

of o

wn

nam

e in

cor

rect

ord

er, i

.e. R

eu (R

eupe

ra)

• Pl

aces

nam

e at

the

top

of th

e pa

per

• R

ecor

ds a

n as

sort

men

t of r

ando

m m

arks

, scr

ibbl

es a

nd c

opie

d le

tter

sha

pes

to

conv

ey a

mes

sage

• D

ispl

ays

dire

ctio

nalit

y an

d or

ient

atio

n co

nfus

ions

, i.e

. som

etim

es tu

rned

the

pape

r and

wro

te fr

om b

otto

m u

p so

that

som

e le

tter

sha

pes

appe

ar u

psid

e do

wn

• D

raw

s a

basi

c pi

ctur

e to

acc

ompa

ny te

xt th

at la

cks

shap

e or

defi

niti

on

• D

icta

tes

a si

mpl

e m

essa

ge to

acc

ompa

ny te

xt, i

.e. H

ouse

go

on fi

re

Stud

ent B

• N

earl

y ab

le to

wri

te o

wn

nam

e, i.

e. D

ante

(Don

tae)

• W

rite

s na

me

from

left

sid

e of

the

page

(a k

now

n ro

utin

e)

• R

ecor

ds a

n as

sort

men

t of r

ando

mly

sel

ecte

d, fa

mili

ar c

apita

l let

ters

to c

onve

y a

mes

sage

• D

ispl

ays

som

e un

ders

tand

ing

of d

irec

tiona

lity

and

orie

ntat

ion,

i.e.

wri

tes

from

le

ft-t

o-ri

ght a

nd fr

om to

p-to

-bot

tom

• D

raw

s a

sim

ple

pict

ure

that

incl

udes

som

e de

tail

rele

vant

to th

e di

ctat

ed

mes

sage

• D

icta

tes

a m

essa

ge to

acc

ompa

ny th

e te

xt, i

.e. T

he h

ouse

is o

n fi r

e an

d th

e m

atch

bu

rns i

t and

the

fi re

engi

ne co

med

Expl

icit

lear

ning

for f

utur

e de

velo

pmen

t (St

uden

ts A

and

B)

• Em

phas

ize

the

clos

e in

terr

elat

edne

ss b

etw

een

spok

en, w

ritt

en a

nd v

isua

l lit

erac

y so

that

bot

h st

uden

ts u

nder

stan

d th

at w

hat t

hey

say

can

be re

pres

ente

d in

wri

ting.

• In

volv

e st

uden

ts in

list

enin

g an

d sp

eaki

ng a

ctiv

ities

that

ext

end

thei

r abi

lity

to

cohe

rent

ly s

hare

per

sona

l exp

erie

nces

and

sim

ple

obse

rvat

ions

.

• M

odel

and

join

tly c

onst

ruct

sim

ple

sent

ence

s on

fam

iliar

topi

cs a

nd s

hare

d ex

peri

ence

s.

• Ex

tend

stu

dent

s’ v

ocab

ular

y an

d ex

pres

sive

lang

uage

whe

n di

scus

sing

pic

ture

s,

illus

trat

ions

and

pho

togr

aphs

(with

and

with

out l

abel

s).

• Te

ach

stud

ents

to li

nk th

e sh

ape

of e

ach

lett

er to

the

lett

er n

ame.

The

n te

ach

them

to a

rtic

ulat

e th

e le

tter

sou

nd, i

.e. p

hone

mic

and

pho

nolo

gica

l aw

aren

ess.

• Pr

ovid

e ex

plic

it fe

edba

ck fo

r lea

rnin

g ba

sed

on a

sses

smen

t dat

a.

Expl

icitl

y te

ach

stud

ents

to:

• w

rite

thei

r ow

n na

mes

cor

rect

ly

• un

ders

tand

the

diffe

renc

e be

twee

n a

lett

er a

nd a

wor

d

• kn

ow w

here

to s

tart

thei

r wri

ting

• w

rite

from

left

-to-

righ

t and

kno

w w

hat t

o do

whe

n th

ey c

ome

to th

e en

d of

a

line

• le

ave

spac

es b

etw

een

wor

ds

• re

cogn

ize

and

nam

e le

tter

s of

the

alph

abet

• ho

ld a

pen

cil c

orre

ctly

• tr

ace,

cop

y an

d w

rite

lett

ers

corr

ectly

• fi n

d an

d co

py s

ome

freq

uent

ly u

sed

wor

ds fr

om c

hart

s

• ve

rbal

ize

and

rem

embe

r the

sen

tenc

e th

ey a

re g

oing

to w

rite

• re

cogn

ize

som

e do

min

ant i

nitia

l sou

nds

and

fi nd

the

lett

ers

that

repr

esen

t the

m

on a

n al

phab

et c

hart

or o

ther

reso

urce

.


26 27

Student Assessment and Activity Pages

REC

OUNT

SAMPLE PAGES

Kindergarten

Student Assessment and Activity Pages

REC

OUNT

SAMPLE PAGES

28 29

Exemplar

I am ___________________________

The Big Tree (Recount)

© 2010 Cengage Learning Pty Ltd. This edition published in 2011 Nelson Education Limited; ISBN 9780176352646; This page may be photocopied for educational use within the purchasing institution.

Activity

1

Purpose: To practise writing the high frequency words went, the and for in isolation and to complete sentences.

Billy and I ________

to Grandpa’s farm.

I hid in ______ leaves.

Billy looked ______ me.

went

the

for

went

the

for

15 PM Writing K Activities CAN.indd 150 12/07/10 2:54 PM

Exemplar

I am ___________________________

The Big Tree (Recount)

© 2010 Cengage Learning Pty Ltd. This edition published in 2011 Nelson Education Limited; ISBN 9780176352646; This page may be photocopied for educational use within the purchasing institution.

Purpose: a) To write nouns to complete sentences. b) To write the letters to complete each noun.

We looked for _______

on the __________ .

Some leaves had ________ .

We liked playing

under the big _______ .

Activity

3

bugs

leaves

holes

tree

l ________

b _____

h ______

15 PM Writing K Activities CAN.indd 152 12/07/10 2:54 PM

30 31

Activity

1Levels 2/3Playing soccer

I am ___________________________

©2010 Cengage Learning Australia Pty Limited; This edition published in 2011 Nelson Education Limited; ISBN 9780176352646 . This page may be photocopied for educational use within the purchasing institution.

Purpose: To practise writing the high frequency word He in isolation and to complete sentences.

He He He He

He ______ ______ ______

He ______ ______ ______

______ kicked the ball to Ben.

______ kicked the ball to me.

He He

17 PM Writing K Activity3 CAN.indd 229 14/07/10 12:01 PM

Activity

3

Purpose: To complete sentences by writing the past tense verb kicked.

I played soccer

with Ben and Sam.

Sam _____________ the ball to Ben.

Ben _____________ the ball to me.

I _____________ the ball.

kicked kickedkicked

Ben ____________ the ball to me.

Levels 2/3Playing soccer

I am ___________________________

©2010 Cengage Learning Australia Pty Limited; This edition published in 2011 Nelson Education Limited; ISBN 9780176352646 . This page may be photocopied for educational use within the purchasing institution.

17 PM Writing K Activity3 CAN.indd 231 14/07/10 12:01 PM

Teachers’ Resource Books

The PM Writing Teachers’ Resource Books have been developed to explicitly teach writing, knowledge, and skills across a range of student abilities in the early years of schooling, through speci� c learning tasks. The teaching content in the books is � exible, making it appropriate for use in a number of teaching and learning environments, including whole-class, small-group, and independent.

The Teachers’ Resource Books include:

Comprehensive lessons for whole-class, small-group, and individual reading and writing

Scope and sequence of learning outcomes

Speci� c learning tasks

Lesson plans based on text types and themes

Assessment guidelines and analysis of writing samples

1120 Birchmount Road Toronto ON M1K 5G4

416 752 9448 or 1 800 268 2222 Fax 416 752 8101 or 1 800 430 4445

email: [email protected] www.nelson.com

PMW Kindergarten TRB CVR CAN.indd 1 22/06/10 11:25 AM

The Teachers’ Resource Book for Grades 1–4 includes: PM Writing Teaching In Practice DVD PM Writing Lesson Planner and Interactive Writing Pro Formas CD-ROM Student Assessment and Activity Pages in Blackline Master Format

The Teachers’ Resource Book

9 780176 508913

ISBN-13 978-0-17-650891-3ISBN-10 0-17-650891-0

09/10

Learn more at www.nelson.com/pmwriting

Documents

Canada’s Learning Advantage · 2 Contents 00 PM Writing TRB 4 PRE CAN.indd 3 15/12/09 2:51 PM ... Section 3: Writing Skills and Conventions • Conventions of print ... Each of