Integrating Writing into the
Reading Curriculum
CoSandra Haynes
The Benefits of Teaching Writing in
Kindergarten
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Writing enhances readiness and pre-reading skills.
Writing benefits communication skills.
Writing helps in all areas of your curriculum.
The writing experience leads to creativity.
Writing can enhance self-esteem.
Writing is fun!
CoSandra Haynes, READ 7140, Summer 2006
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Making Writing a Habit in
Kindergarten

If first-graders have come from a kindergarten
classroom where writing is a natural part of
their day, they move easily into a first-grade
writer’s workshop (Dorn, Soffos, 2001).
CoSandra Haynes, READ 7140, Summer 2006
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Conventional
Stages in Writing/Spelling Development
Transitional
Phonetic
Semiphonetic
Precommunicative
Scribbling/Drawing
CoSandra Haynes, READ 7140, Summer 2006
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Scribbles/Drawing
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Can be observed at the
beginning of
kindergarten
Practicing how to hold
a pencil
Motor control
development
CoSandra Haynes, READ 7140, Summer 2006
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Pre-communicative
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Use scribbles
Use symbols to
represent thought
Letter-like forms
Like to use uppercase
letters
Limited understanding of
phoneme-grapheme
(letter-sound)
relationships
CoSandra Haynes, READ 7140, Summer 2006
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Semi-phonetic
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Use letters to represent
sounds
Have trouble
communicating with
vowels
May use space between
words
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Phonetic
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Assign letters to sounds that they hear
Represent all sounds in words
Writing can be read by others
CoSandra Haynes, READ 7140, Summer 2006
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Phonetic spelling example
CoSandra Haynes, READ 7140, Summer 2006
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Upper Developmental Stages of
Writing/Spelling
Transitional
 Includes a vowel in each syllable
 Applies spelling rules; may over generalize
 Spelling resembles standard English spelling
 Written words can be read
CoSandra Haynes, READ 7140, Summer 2006
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Transitional spelling example
CoSandra Haynes, READ 7140, Summer 2006
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Upper Developmental Stages of
Writing/Spelling
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Conventional
Aware of alphabetic
principle
Know basic spelling
words
Can spell words
appropriately
CoSandra Haynes, READ 7140, Summer 2006
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Georgia Writing Test

This statewide writing
assessment serves the
purpose of improving
writing and writing
instruction.
Developmental Stage Scoring
Guidelines for 3rd grade
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Administered to students
in grades three, five, eight,
and eleven.
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Stage 1: Emergent Writer
Stage 2: The Developing Writer
Stage 3: The Focusing Writer
Stage 4: The Experimenting
Writer
Stage 5: The Engaging Writer
Stage 6: The Extending Writer
CoSandra Haynes, READ 7140, Summer 2006
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Overview of Writing Process
Publishing
Prewriting
Drafting
Revising
Editing
CoSandra Haynes, READ 7140, Summer 2006
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Prewriting
Student
 Get ready, set…(stage)
 “Getting ready to write”
 Organize ideas
 Gather information
 Organizers
 Sequence organizer, story
map, or specific topic
organizer
Teacher
 Model the prewriting
strategy that you want the
students to use when they
do their own prewriting.
 Show students
comparisons and contrasts
with yours
 Take down students’
dictations
CoSandra Haynes, READ 7140, Summer 2006
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Drafting
Student
 “Getting ideas down
on paper”
 Use information
prewriting organizer or
drawing strategy
Teacher
 Take your prewriting
strategy and show
students how to covert
ideas into sentences.
 Provide encouragement
and support
 Encourage
developmental spelling
 Do not supply spelling
CoSandra Haynes, READ 7140, Summer 2006
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Revising
Student
 Revising - “clarifying
and refining ideas”
 Change or enhance
ideas
 Rearrange information
Teacher
 Post class draft
 Get suggestions
 Add, delete, rearrange
content on class draft
CoSandra Haynes, READ 7140, Summer 2006
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Editing
Student
 “Cleaning up the
grammar”
 Conference with
teacher
Teacher
Provide editing visors as
motivators
Wikki sticks to practice
using proofreading
marks
Transparency for editing
purposes (not on
student’s paper)
CoSandra Haynes, READ 7140, Summer 2006
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Publishing
Student
 “Sharing with the
world”
 Congratulate the
authors in the room
Teacher
 Post class published
piece
 Provide time to share
 Decide whether to
place the published
pieces
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“I’m An Author”

A song to help you
remember the steps
in the writing
process.
CoSandra Haynes, READ 7140, Summer 2006
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Grouping Options
Prewriting and Writing:
 Whole group:
The students will be grouped as a total group during
the instruction and practice activities.
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time-saving
consistency
Individual: The students will complete the
assessment activities individually.
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Individual assessments help teachers plan instruction
CoSandra Haynes, READ 7140, Summer 2006
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Components of Writing Lessons
The Writer’s Workshop
Approach
 Mini-lessons
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Sharing
Time
Mini-lessons
Practice Session
Writing and
Conferring Time
Sharing Time: “Share
in the Chair”
Practice session
Writing and
Conferring Time
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Mini-lessons
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Focus on a particular
strategy or skill
Based on the needs of
the class as a whole
5 - 10 minutes
Whole or small group
arrangement
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Practice
Teacher and students
write together.
Modeled writing,
interactive writing,
shared writing, or
guided
Approximately 5
minutes.
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Writing Time
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Use illustrations from prewriting
Students compose sentences to match pictures
Teacher conducts mini-conferences
15- 20 minutes
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Share in the Chair
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This is the author’s time to shine.
Students share with whole class or a small
group.
Celebrate the writer’s accomplishments
Encourage the writer to enhance his or her
illustration and writing.
CoSandra Haynes, READ 7140, Summer 2006
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Integrating Writing into the
Reading Curriculum
Narrative Writing
Kindergarten
Pre-assessment prompt

The teacher will give each student a sheet of
white paper. The teacher will ask the students
to make sure that they have a sharpened
pencil. The teacher will ask the students to
draw a picture and write a story about a time
when they received a new toy. The students
will be encouraged to write about the events
that occurred at the beginning, middle, and
end of their experience.
CoSandra Haynes, READ 7140, Summer 2006
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Georgia Performance Standards
English Language Arts GPS: Writing
ELAKW1 The student begins to understand the principles of
writing. The student

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a. Writes or dictates to describe familiar persons, places, objects, or
experiences.
b. Uses drawings, letters, and phonetically spelled words to create
meaning.
Reading GPS
ELAKR6 The student gains meaning from orally presented
text. The student
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e. Retells familiar events and stories to include beginning, middle,
and end.
f. Uses prior knowledge, graphic features (illustrations), and graphic
organizers to understand text.
CoSandra Haynes, READ 7140, Summer 2006
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Overview of Narrative Writing Unit
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Day 1: Get ready, set, write a narrative piece
Day 2: Prewriting
Day 3: Writing
Day 4: Prewriting
Day 5: Writing
CoSandra Haynes, READ 7140, Summer 2006
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Getting Ready for Narrative Writing
Day 1:Introduction of Narrative Writing
 Teacher: Mini-lesson
 What is a narrative?
 What happened in the beginning, middle, and at the end of
the narrative?
 Carle, E. (1995). The very lonely firefly. New York:
Philomel.
 Practice: Shared writing
 How did you make friends on the first day of school?
Assessment: Think of a time when you saw a fireworks show.
Write a story about yourself. Tell what happened. What did
you see, hear, and smell? How did you feel?
CoSandra Haynes, READ 7140, Summer 2006
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Prewriting
Day 2: Narrative Writing Unit
 Lesson 1: Prewriting and Story Organizer
 Teacher: Mini Lesson
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Practice: Shared writing and Class Story Organizer
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What is prewriting?
Lionni, L. (1969). Alexander and the wind-up mouse.
New York: Random House.
“The boy who became a toy.”
Assessment: Individual Story Organizer

I want you to imagine that you are a toy that someone is
throwing away. How do you think you would feel?
CoSandra Haynes, READ 7140, Summer 2006
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Narrative Writing Story Organizer
My Plan
for Narrative Writing
Beginning pictures
Middle pictures
CoSandra Haynes, READ 7140, Summer 2006
Ending pictures
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Scoring Guide for Prewriting Stage of
Narrative Writing
Standards
criteria
Exceeds the
Standard (E)
Meets the
Standard(M)
Approaches the
Standard (A)
5
4
3
Events
Pictures tell a
“story”
Detailed
related
pictures that
represent that
beginning,
middle, and end
Related
pictures
represent
beginning,
middle, and end
Pictures
attempt to
communicate
events
Pictures
attempt to
communicate
events
Pictures are
unrelated to
topic but show
sense of
story
Characters
Pictures of
more than 2
characters
Pictures of 2
characters
Picture of 1
character
Picture of an
unrelated
character
No pictures
of
characters
Illustrations
Provides
detailed
illustrations
that
describes
the story
Illustrations
describe the
story;
illustrations
are fairly
detailed
Illustration
matches the
story but
may lack
details
Provides
detailed
illustrations
that do not
match story
Has no
illustration
or
illustration
does not
match story
CoSandra Haynes, READ 7140, Summer 2006
Needs time and
instruction
(N)
2
Needs
substantial
time and
instruction
(NS)
1
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Writing
Day 3: Writing – from pictures to words and
sentences
 Lesson 1 continued…
 Teacher: Mini Lesson
 How to use your pictures to help you write sentences
 Practice: Shared pen
 Use Class Story Organizer from previous day
 Write sentences that describe the beginning, middle, and
end pictures
 Assessment
 Use Individual Story Organizer from previous day
 Write sentences that describe your beginning, middle, and
end pictures CoSandra Haynes, READ 7140, Summer 2006
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Scoring Guide for Drafting Stage
of Narrative Writing
Standards
criteria
Exceeds the
Standard (E)
Meets the
Standard(M)
Approaches the
Standard (A)
3
5
Needs time and
instruction
(N)
2
Needs
substantial time
and instruction
(NS)
1
4
Events
Drafts 1
beginning
sentence, 2
middle
sentences, and
1 ending
sentence
Drafts 1
beginning
sentence, 1
middle
sentence, and 1
ending sentence
Drafts 2
sentences
related to the
beginning,
middle, or end
Drafts 1
sentence
related to the
beginning,
middle, or end
Drafts events
that do not
describe the
narrative
Characters
Includes 2 or
more
characters
Includes at
least 2
characters
Includes 1
character
Includes 1
character,
often self
May include a
character,
often self
Story Map
Includes 3 or
more ideas
from story map
Includes at
least 3 ideas
from story map
Includes at
least 2 ideas
from story map
Includes at
least 1 idea
from story map
Does not
include ideas
from story map;
may include
unrelated ideas
CoSandra Haynes, READ 7140, Summer 2006
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Prewriting
Day 4: Narrative Writing Unit
 Lesson 2: Prewriting our second narrative piece
 Teacher: Mini-lesson
 Review prewriting
 Encourage students to add more details to their pictures
 Bang, M. (1999). When Sophie gets angry- really, really
angry… New York: The Blue Sky.
 Practice: Shared writing and Story Organizer
 Draw and label pictures of: “The day I got really, really
angry!”
 Assessment: Individual Story Organizer
 Draw and label pictures of: “ My Happiest Day Ever!”
CoSandra Haynes, READ 7140, Summer 2006
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Writing
Day 5: Writing – from pictures to story
 Lesson 2 continued…
 Teacher: Mini-lesson
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
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Practice: Shared writing and Class Organizer from previous
lesson


State a sentence that could describe this picture.
Use drawings and labels to write sentences and words
Write sentences that describe the beginning, middle, and end of our
story: “The day I got really, really, angry!”
Assessment: Individual Organizer

Write sentences that describe the beginning, middle, and end of you
story: “My Happiest Day Ever!
CoSandra Haynes, READ 7140, Summer 2006
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Integrating Writing within
the Reading Curriculum
Informational Writing
Kindergarten
Pre-assessment prompt



The teacher will give each student a sheet of white
paper. The teacher will ask the students to make sure
that they have a sharpened pencil. The teacher will
ask the students to draw pictures that explain how to
get on and ride a bicycle. The teacher will ask the
students to write down the steps in getting on and
riding a bicycle. Alternative prompts:
Instructions on how to get on and slide down a
sliding board
Instructions on how to swing
CoSandra Haynes, READ 7140, Summer 2006
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Georgia Performance Standards
English Language Arts GPS: Writing
ELAKW1 The student begins to understand the principles of writing. The
student

b. Uses drawings, letters, and phonetically spelled words to create
meaning.
Reading GPS:
ELAKR1 The student demonstrates knowledge of concepts of print. The
student

a. Recognizes that print and pictures (signs and labels, newspapers,
and informational books) can inform, entertain, and persuade.
ELAKR6 The student gains information from orally presented text. The
student

e. Retells familiar events and stories to include beginning, middle,
and end.
CoSandra Haynes, READ 7140, Summer 2006
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Overview of Informational Writing
Unit
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Day One: Get ready, set, write an
informational piece
Day Two: Prewriting
Day Three: Writing
Day Four: Prewriting
Day Five : Writing
CoSandra Haynes, READ 7140, Summer 2006
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Informational Writing
Day One: Introduction to Informational Writing
 Teacher: Mini-Lesson



Practice: Shared writing and Class Story Organizer


What is informational writing?
Carle, E. (1969). The very hungry caterpillar. New York: Philomel
Books.
Draw pictures of the foods that you ate last week. The foods may be
listed under the day of the week that you ate them. “A Week of Food”
Assessment: Individual Story Organizer


Draw pictures of yourself as a baby, growing infant, as a
kindergartener
“The Very Hungry Baby”
CoSandra Haynes, READ 7140, Summer 2006
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Prewriting
Day 2: Prewriting with pictures
 Lesson 1: Prewriting our first informational piece
 Teacher: Mini-lesson
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Practice: Shared writing and Class Story Organizer


Review prewriting and informational writing
What does the word sequence mean?
What are directions?
(No Author). Peanut Butter and Jelly. (1987). New York: Penguin
Books. (Literacy bag)
Draw pictures: How to make a glass of kool-aid.
Assessment: Individual Story Organizer

Draw pictures: How to prepare a bowl of cereal.
CoSandra Haynes, READ 7140, Summer 2006
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Organizer for Informational Writing
Name _________________________________
Prewriting
At the end of my day I…
Haynes, C. (2006). Organizer for Prewriting Stage of Informational Writing. Unpublished manuscript,
Valdosta State University.
CoSandra Haynes, READ 7140, Summer 2006
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Scoring Guide for Prewriting Stage of
Informational Writing
Standards
criteria
Exceeds the
Standard (E)
Meets the
Standard
(M)
Approaches the
Standard (A)
Needs time and
instruction
(N)
5
4
3
2
Needs
substantial time
and instruction
(NS)
1
Illustration
Pictures tell a
“procedure”
Detailed
pictures that
show a step-bystep process
4 or more steps
Related pictures
represent show
3 steps
Pictures attempt
to communicate
2 steps
Pictures attempt
to communicate 1
step
Pictures are
unrelated to
topic
Illustrations
“readable
pictures"
Provides detailed
illustrations that
describes the
process
Illustrations
describe the
process;
illustrations are
fairly detailed
Illustration
matches the
process but may
lack details
Provides detailed
illustrations that
do not match the
process
Has no
illustration or
illustration does
not describe the
process
CoSandra Haynes, READ 7140, Summer 2006
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Writing
Day 3:Writing – from pictures to writing directions
 Lesson 1 continued…
 Teacher: Mini-lesson


Practice: Shared writing and Class Story Organizer
from previous day


How to make pictures “readable.”
Write sentences : How to make a glass of kool-aid.
Assessment: Individual Story Organizer

Write sentences: How to prepare a bowl of cereal.
CoSandra Haynes, READ 7140, Summer 2006
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Scoring Guide for Drafting Stage of
Informational Writing
Standards
criteria
Exceeds the
Standard (E)
Meets the
Standard
(M)
Approaches
the Standard
(A)
Needs time
and instruction
(N)
5
4
3
2
Needs
substantial
time and
instruction
(NS)
1
Events
Drafts 1
beginning
sentence, 2
middle sentences,
and 1 ending
sentence
Drafts 1
beginning
sentence, 1
middle sentence,
and 1 ending
sentence
Drafts 2
sentences
related to the
beginning,
middle, or end
Drafts 1
sentence related
to the beginning,
middle, or end
Drafts events
that are not
related to topic
Uses organizer
Includes 3 or
more ideas from
organizer
Includes at least
3 ideas from
organizer
Includes at
least 2 ideas
from organizer
Includes at least
1 idea from
organizer
Does not include
ideas from
organizer; may
include
unrelated ideas
CoSandra Haynes, READ 7140, Summer 2006
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Informational Writing
Day 4: Prewriting with pictures
 Lesson 2:Prewriting our second informational piece
 Teacher: Mini-lesson



Practice: Shared writing and Class Story Organizer


Review how to sequence pictures of a story
Harrison, D. (2001).When cows come home. Pennsylvania: Boy Mills
Press.
Draw pictures to show what a hen (or another farm animal) may do
when it goes to the barn at the end of the day
Assessment: Individual Story Organizer

Draw pictures to show what you do when you come home at the end
of the day
CoSandra Haynes, READ 7140, Summer 2006
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Informational Writing
Day 5: Writing – from pictures to story
 Lesson 2 continued…
 Teacher: Mini-lesson


Practice: Shared writing and Class Story Organizer form
previous day


Encourage students to add more details to pictures
Write sentences using the class organizer to show what a hen (or
another farm animal) may do when it goes to the barn at the end of
the day
Assessment: Individual Story Organizer

Write sentences using your story organizer to show what you do when
you come home at the end of the day
CoSandra Haynes, READ 7140, Summer 2006
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Accommodations and/or Modifications
Cultural and Linguistic Needs

Make sure activities and instruction are not culturally
bias. Bring in all items that will be used and referenced to
during instruction. Allow learner to participate and to
reenact activities.
Developmental Delays (fine-motor issues)


It may be easier for the child if he uses a pencil grip or a
slantboard. Special paper with raised lines may help a
struggling writer stay within the lines.
Give student only plain white paper.
\
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References
Carolyn, C. & King, R. (2003). Differentiated
instructional strategies for teaching writing in the
content area. California: Corwin Press.
Fletcher, R. & Portalupi, J. (2001). Writer’s workshop.
Portsmouth: Reed Elsevier.
Johnson, B. (2003). Never too early to write: adventures
in the k-1 writing workshop. Gainesville, Fl: Maupin
House Publishing.
CoSandra Haynes, READ 7140, Summer 2006
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References continued…
Root, T. (n.d.).The writing process: prewriting and
beyond. Unpublished manuscript, Valdosta State
University at Valdosta.
Stead, T. (2001). Is that a fact? Teaching nonfiction
writing K-3. Portland, ME: Stenhouse.
Tompkins, G.E. (2004). Teaching writing: Balancing
process and product. (4th ed.). Upper Saddle River.
NJ: Merrill Prentice Hall.
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