Writing Workshop
Writing for Many Purposes
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October/November/December
Unit 2/3/4
Writing for Many Purposes
Writing Workshop
Overview of Unit:
During the writing for many purposes unit, students will learn about the different types of writing
available. The unit will focus on writing for a specific purpose in mind and specific audience/individuals.
Students will learn how to plan and choose WHO to send messages to and WHAT their messages will
include. Students will be immersed in different types of writing such as letters, cards, lists, signs, music,
menus and so on. The different types of writing introduced will depend on what the kindergarten teacher
wants to cover and feels his/her students are ready/capable to learn.
As you begin this unit it will be important to decide how you plan to move through the unit. Some
possible ideas include:
Immerse the student in all the writing you plan to cover in this unit and then teach one type of writing at a
time during the drafting section. For example, the day you teach a mini-lesson about letters will be the
day that you introduce the letter paper choices. The slow addition of the paper choices available will help
the students understand which paper choice they need to use and choose for their writing.
Important Notes:
Throughout the unit, T+T are added which indicates turn and talk ideas for students. The T+T for each
skill and strategy are just suggestion of what you can have the students do during their try-it part of the
writing mini-lesson.
Goals for Unit :
Use Spaces (Spacemen)
Use Word Wall Words
Reread writing
Stretching out words
Match Picture with Words/sentences
Make paper choices that match the specific kind of writing
Use Punctuations (.,!,?)
Beginning and trying to use uppercase and lowercase appropriately
Choosing topics for writing from their own life and experiences
Making plans for writing
Using writing as a way to convey a message
Writing for an audience/for a variety of purposes
Paper Choice Ideas:
Some paper choices for letters and lists are added at the end of this unit.
It is helpful to label the paper choices with a picture so the students understand what type they are
choosing for their writing. It is also helpful to review the different types of writing paper choices
available so the students understand that the paper choices are different and for specific types of writing.
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Alignment with Standards:
K.1.1 Identify the front cover, back cover, and title page of a book.
K.1.3 Understand that printed materials provide information.
K.1.6 Recognize and name all capital and lowercase letters of the alphabet.
K.1.7 Listen to two or three phonemes (sounds) when they are read aloud, and tell the number of sounds heard, whether
they are the same or different, and the order.
Example: Listen to the sounds /f/, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were
the same.
K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize
individual sounds in the words.
K.1.17 Read their own names.
K.1.21 Identify common signs and symbols.
Example: Identify the meanings of common signs and symbols, such as stop signs or store signs, from the colors, shapes,
logos, and letters on these signs or symbols.
K.2.1 Locate the title and the name of the author of a book.
K.2.4 Identify types of everyday print materials.
Example: Walk around the school and identify the signs in the school, such as EXIT, Principal’s Office, and Restrooms.
Tell the difference between a storybook and a beginners’ dictionary.
K.2.5 Identify the order (first, last) of information.
Example: Listen to and look at the information in a book such as Going on a Whale Watch by Bruce McMillan. Then
draw pictures representing the main events of a whale watching trip in the order in which they occurred.
K.3.1 Distinguish fantasy from reality.
Example: Listen to The Day Jimmy’s Boa Ate the Wash, Trinka Hakes Noble’s story about a class field trip to a farm, and
Farming, Gail Gibbons’ nonfiction book about farming. Tell how these two books are different.
K.3.2
Retell (beginning, middle, end) familiar stories.
Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg.
K.3.3 Identify characters, settings, and important events in a story.
Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a
familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the
folktale Jack and the Beanstalk.
K.3.4 Identify favorite books and stories.
K.3.5 Understand what is heard or seen by responding to questions (who, what, where).
K.4.1 Discuss ideas to include in a story.
K.4.2 Tell a story that the teacher or some other person will write.
K.4.3 Write using pictures, letters, and words.
K.4.4 Write phonetically spelled words (words that are written as they sound) and consonant-vowel-consonant words
(demonstrating the alphabetic principle).
Example: Write correctly simple words, such as man, cat, and run, and spell other words as they sound, such as whale as
wal, jumps as jmps, and bigger as bigr, showing an understanding of what letters represent certain sounds.
K.4.5 Write by moving from left to right and from top to bottom.
K.4.6 Ask how and why questions about a topic of interest.
K.4.7 Identify pictures and charts as sources of information and begin gathering information from a variety of sources
(books, technology).
K.5.1 Draw pictures and write words for a specific reason.
Example: Draw a picture or write to a friend or a family member to tell about something new at school.
K.5.2 Draw pictures and write for specific people or persons.
Example: Write or dictate an invitation to a parent to attend a classroom event.
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K.6.1 Write capital and lowercase letters of the alphabet, correctly shaping and spacing the letters.
K.6.2 Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names.
Example: Spell correctly common words, such as cat, or spell by how the word sounds, such as kat.
K.7.1 Understand and follow one- and two-step spoken directions.
K.7.2 Share information and ideas, speaking in complete, coherent sentences.
K.7.3 Describe people, places, things (including their size, color, and shape), locations, and actions.
K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first, second, last).
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Immersion
Look at books, cards, letters, lists, and songs
Noticing Songs
What (skill): Writers notice that messages can be sent in songs
How (strategy):
 By noticing and marking parts that show emotion, celebrate something, tell a story, or
remembering something…
(Make a list and remember all the songs they know, what are the purposes of those songs)
Chart Idea
*a song mommy sings at bedtime
*a song for birthdays
*a song to teach color words
What (skill): Writers notice that messages can be sent in many different forms
How (strategy):
 By reading and investigating different types of writing
 By sorting different types of writing into separate groups
What (skill): Writers send messages in many different ways
How (strategy):
 By noticing how writers write letters, signs, lists, cards, or music
T+T (active engagement):
 sort and discuss the types of writing being used to send a message or to remember
something (show examples)
(Chart) Different Kinds of
Writing
1. Letters
1. Cards
2. Signs
3. Lists
4. Music
What (skill): Writers read like a writer
How (strategy):
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 By noticing and using Post-its to mark the important parts that the author added to make
the specific types of writing
(Chart)
What we notice…
What (skill): Writers learn more about different types of writing
How (strategy):
 By studying different types of writing and noticing the specific message used in the writing
so they can learn new ways to write messages.
 By noticing how the message in the writing relates to the writers life so they can learn how
to write different messages.
 By noticing how writers begin and end a letter with and opening and closing so they can
learn how to begin and end the letters that they write.
 By noticing how the writer adds labels so they can learn and see how to add labels to their
own pictures.
 By noticing how the writer makes her/his words match the picture so they can learn how to
make their own pictures and words match in their messages that they are writing.
 By noticing how the writer makes their sketches look real with lots of detail so they can
learn how to make their own sketches look real with lots of detail.
 By noticing how the writer uses speech bubbles to show characters talking so they can
learn how to add speech bubbles in their own writing.
 By noticing how the author adds movement marks to make characters and objects move so
they can learn how to add movement marks in their own messages.
 By noticing how the writer shows facial expression, emotions, and feelings on the faces of
characters so they can learn how to add facial expression, emotions, and feeling in their
own stories.
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Different Type of Chart Ideas
*Make a list of all the reasons people write
*Make a chart of all the reasons and kinds of writing
*Notice the kinds of writing in the classroom, hallway, and
school
*
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Collecting
Collecting Ideas for Messages
What (skill): Writers get ideas for writing a message
How (strategy):
 By thinking about their message and the reason for sending/making the
(letter/sign/list/cards) so their message is sent out to the world in the best writing type
possible.
 By thinking of something they really love or are passionate about and want to share with
others so they can share their message with others.
 By thinking of one time they never want to forget so they can share their message with
others
 By thinking of a special person and one time with that special person so they can share
their message with that person
 By thinking of a special place and one time at that special place so they can write a
message to others to share about that special place and time.
 By thinking about one time with their family so they can share their message with others
 By thinking about one time they lost a tooth so they can share their message with others
 By thinking about one time they saw something so they can share their message with
others
Chart: Reasons to send a letter
1. Share news
2. Congratulate
3. Invite
4. Say Thanks
5. Ask them something
6. To talk to someone
Collecting Ideas for Who to Send a Message
What (skill): Writers get ideas for who they want to send a message
How (strategy):
 By thinking and saying the names of individuals that they want to share a message with so
those individuals know the important message that they want to share
 By saying across their hand individuals that need to know a specific message so they can
share their message with them
Chart Idea
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Make a list of different people you would like to send a letter
Collecting Ideas for the Best Type of Writing to Send their Writing
What (skill): Writers get ideas of what type of writing to use for their message
How (strategy):
 By thinking about what type of writing would be the best way to share their message so
others will understand the message in the best way possible.
Collecting Ideas for Songs
What (skill): Writers can get an idea for a song
How (strategy):
 By thinking about things that matter to them
 By thinking about how they feel
 By thinking about the things they love
 By thinking about what they know all about
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Choosing and Drafting
What (skill): Writers think about who they are writing for before they get started on a new
message
How (strategy):
 By thinking about a special person who they would like to write something for and then
thinking about one time with that special person so they can share a message with that
special person.
(Page 163 & 164 in About the Authors by Katie Wood Ray
What (skill): Writers send messages to others
How (strategy):
 By thinking about who they want to write to and what they want to tell that person in
the message
Planning Chart
Who will you tell
What is the message
Touch and Say on the
paper
T+T (active engagement): Students will try this out with the paper under their pockets (maybe
tryout several times with new messages and people to write to)
Letter Writing
What(skill): Writers decide and show in their letter who they are writing their message to
How(strategy):
 By beginning with an opening that is using the words Dear and the person’s name
Letter Chart
1. Opening
Dear_______,
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What(skill): Writers write their message in the body of the letter
How (strategy):
 By thinking about what they want to tell their reader
Continue the Letter Chart
Body
_____________________________________________
_____________________________________________
What (skill): Writers add a closing to their letter so the reader know who it is from
How (strategy):
 By using the words love, your friend, or thanks.
Continue the Letter Chart
3. Closing
Love,
______________
Card Writing (Use and follow many of the same lessons from the letter writing section)
What (skill): Writes send messages in cards
How (strategy):
 By planning who the message is to and what they want to tell them
Different Reasons for Cards
(chart)
Celebrate
Sympathy
Thank you
Share emotion
What (skill): Writes send messages in cards
How (strategy):
 By writing the type of occasion on the front of the card and the specific message inside
the card
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What(skill): Writers sketch the occasion of their card on the front
How(strategy):
 By writing the occasion and adding a picture to match.
Occasions (chart)
1. Birthday
2. Holiday
3. Something New
What(skill): Writers add more writing to their card
How (strategy):
 By thinking of what else they can ask or tell the person.
List Writing
What(skill): Writers plan and write lists
How (strategy):
 By thinking about what they want to remember so they can read their list and get/do
what they need to
 By thinking about the people they want to invite to their birthday party so they can
send out invitations to those individuals
 By thinking about the items they want to buy at the store so they won’t forget what
they need to buy
Lists
Lists help us remember things
Lists help us be organized
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(Chart Idea) Types of Lists
Class Names List
Grocery List
Vacation List
Telephone Number List
Lunch Menu List
Word Wall List
Colors List
Numbers List
Shapes List
Pets List
Zoo Animal List
Ocean Animal List
Picnic List
Beach List
School Supply List
Christmas List
Fruits List
Vegetables List
Favorite Songs List
Sign Writing
What(skill): Writers can plan their signs
How (strategy):
 By thinking about a message that will help keep others safe
 By thinking about a place that others have trouble finding
 By thinking about a place where people have trouble figuring out what to do
 By thinking about a place where there are many important things to remember to do
What(skill): Writers write signs
How (strategy):
 By writing their message or label so others can read and do or remember what they need to
 By adding a picture so others can understand what their suppose to do or remember
(Chart) Signs
Signs help us find places
Signs help us know what to do
and what things are
(Chart) Signs
Think about what people need to
know or where they need to go
Song Writing
What(skill): Writers can plan their songs
How (strategy):
 By remembering a tune they already know and thinking about new words for the tune
 By writing the words and then putting a tune or beat with it later
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 By sketching pictures that go with the words of the song
Conventions
What (skill): Writers use spaces in between their words
How(strategy):
 By writing a word and then placing their spaceman down before they right their next
word
What (skill): Writers write sentences that end with a punctuation
How (strategy):
 By using a red crayon to make it so they can show their reader where to stop and take a
breath before continuing on with reading.
 By placing a . ! ? in the place that you have finished one complete thought so they can
show their reader where to stop and take a breath before continuing on with reading.
 By placing a . ! ? in the place that you have finished telling/asking something so they
can show their reader where to stop and take a breath before continuing on with reading.
What (Skill): Writers make sure they use an uppercase letter at the beginning of a sentence
How (Strategy):
 By using a green crayon/marker for that letter so the reader can see where the new sentence
begins.
 By making the letter uppercase and the other letters in the word lowercase so the reader
can see where the new sentence begins.
What (Skill): Writers make sure they use lowercase letters in their writing
How (Strategy):
 By making sure to write only in lowercase unless they are starting a sentence or writing a
name so their writing is easier to read.
Pictures, Words, and Detail
What (skill): Writers help their readers know what their words are
How (strategy):
 By getting as many letters down as they can. They do this by touching a word they already
wrote, saying the word slowly (like a rubber band/like a turtle) ….stretching the word,
listening for all the sounds, and adding any new sounds that they hear.
What (skill): Writers make sure that the words they already know how to spell are spelled
correctly (Word Wall words / star words…whatever you call them).
How (strategy):
 By looking at the words on the Word Wall, reading each one, looking back at their writing,
and asking, “Did I use this word in my writing? If I did, did I spell it correctly?” Writers
fix up any words from the Word Wall that they used in their writing.
What (skill): Writers write their words neatly
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How (strategy):
 By using their best handwriting and making the words easy for others to read
What (skill): Writers show important parts of their pictures
How (strategy):
 By highlighting or labeling what they want their reader to see.
What (skill): Writers go back to add more to their writing
How (strategy):
 By reading and thinking about what more they could send in their message
What (skill): Writers make sure their writing is going to make sense for others to read
How (strategy):
 By rereading their writing and thinking…Does that sounds right? Is that what I want to
say?
What (skill): Writers add detail with describing words
How (strategy):
 by naming the size, shape, or color of the object
What (skill): Writers go back to their old pieces and add to the words and pictures
How (strategy):
 By looking at one page at a time and asking themselves, “What else should be on this
page?”
What (skill): Writers add speech bubbles to their pictures
How (strategy):
 By looking at their picture, closing their eyes, and asking themselves, “What were the
people saying to each other on this page? What did I hear? What could they have said?” So
that whoever reads their story will know what the characters were saying.
What (skill): Writers add to their pictures
How (strategy):
 By adding feelings to their characters’ faces. They look at each person in their story and
ask, “How was this person feeling in this part of the story?” Then, they add details like
smiles, frowns, tears, eyes wide open, and more to let their reader know how the people
were feeling.
What (skill): Writers add thought bubbles to their pictures
How (strategy):
 By looking at each character in their story and asking themselves, “What was this character
thinking about in this part?” So their readers know what all of their characters were
thinking in their story.
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Partner Work
What(skill): Writers talk about their writing with a partner when they need help or think
their finished
How(strategy):
 By asking them to go to your special spot and talk to you about your writing
 By reading their story with a partner and asking the partner if there are any words or
pictures missing, so they can make their story easier for others to read.
Help a Writing Partner Chart (1 time
per day)
1. Help Plan writing
2. Help stretch out words
3. Ask? What’s missing?
4. Give Compliments
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Revision
(Fixing Time)
Adding more detail to words and pictures
(Most of these skill and strategies are repeated from the drafting section.)
What (skill): Writing partners help each other choose a piece for publishing
How (strategy):
 By looking at all the writing they have done and sorting it into piles of “easy to read” and
“not easy to read” and telling each other which piece of writing is the best because it is
easy to read.
What (skill): Writers show important parts of their pictures
How (strategy):
 By highlighting or labeling what they want their reader to see.
What (skill): Writers add more to their words and pictures
How (strategy):
 By reading and thinking about what more they could send in their message
 By reading their story with a partner and asking the partner if there are any words or
pictures missing, so they can make their story easier for others to read.
What (skill): Writers go back to their old pieces and add to the words and pictures
How (strategy):
 By looking at one page at a time and asking themselves, “What else should be on this
page?”
What (skill): Writers add speech bubbles to their pictures
How (strategy):
 By looking at their picture, closing their eyes, and asking themselves, “What were the
people saying to each other on this page? What did I hear? What could they have said?” So
that whoever reads their story will know what the characters were saying.
What (skill): Writers add to their pictures
How (strategy):
 By adding feelings to their characters’ faces. They look at each person in their story and
ask, “How was this person feeling in this part of the story?” Then, they add details like
smiles, frowns, tears, eyes wide open, and more to let their reader know how the people
were feeling.
What (skill): Writers add thought bubbles to their pictures
How (strategy):
 By looking at each character in their story and asking themselves, “What was this character
thinking about in this part?” So their readers know what all of their characters were
thinking in their story.
What (skill): Writers make their writing feel real to their readers
How (strategy):
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 By using the specific name of things in their writing (instead of candy, write Starburst /
instead of drink, write Sprite).
Song Revising
What (skill): Writers structure their songs
How (strategy):
 By using the most important words over and over throughout the song (chorus)
What (skill): Writers can make their song better for singing
How (strategy):
 By putting in BIG, DARK letters so the singers know where to get loud
 By putting in small, soft letters so the singer knows when to get soft
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Editing
(Fixing Time)
Working on conventions, punctuations, spelling (word wall words), spaces, etc.
Using Punctuation .?!
What (skill): Writers write sentences that end with a punctuation
How (strategy):
 By using a red crayon to make it so they can show their reader where to stop and take a
breath before continuing on with reading.
 By placing a . ! ? in the place that you have finished one complete thought so they can
show their reader where to stop and take a breath before continuing on with reading.
 By placing a . ! ? in the place that you have finished telling/asking something so they
can show their reader where to stop and take a breath before continuing on with reading.
What (skill): Writers check all of their “words” and pictures to make sure that people can
“read” everything
How (strategy):
 By rereading everything they’ve written, making sure everything looks clear and correct.
They do this by putting their finger on each word and picture one at a time, saying the
word or picture, and asking, “Can I read this? Will other people be able to read this? Does
it look clear and correct?” If not, they fix it up.
What (skill): Writers help their readers know what their words are
How (strategy):
 By getting as many letters down as they can. They do this by touching a word they already
wrote, saying the word slowly (like a rubber band/like a turtle) ….stretching the word,
listening for all the sounds, and adding any new sounds that they hear.
What (skill): Writers make sure they have spaces between their words so that their readers
can easily read what they’ve written…just like in published books.
How (strategy):
 By rereading each word they’ve written and after each word checking to see if one of their
fingers will fit between that word and the next word. If the finger covers any of the next
word, they draw a line between the two words (or you can have them circle the words that
are too close). The line will help them remember that they need a space there and it will
help their readers know that those are two different words.
What (skill): Writers make sure that the words they already know how to spell are spelled
correctly (Word Wall words / star words…whatever you call them).
How (strategy):
 By looking at the words on the Word Wall, reading each one, looking back at their writing,
and asking, “Did I use this word in my writing? If I did, did I spell it correctly?” Writers
fix up any words from the Word Wall that they used in their writing.
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Publishing
(Fancy time)
Add covers, special paper, envelopes, and color
What (skill): Writers add color to their sketches
How (strategy):
 By closing their eyes and remembering the story and what things look liked so they can
add the correct colors to their sketches.
 By making the pictures look real to show detail and how people are feeling so others know
what the pictures is and what is happening in the story.
 By coloring their very best and making their pictures the correct colors across the pages so
others know what the picture is and what is happening in the story.
What (skill): Writers use fancying writing tools carefully
How (strategy):
 By adding color with them and putting the tools back in the correct spots so others can find
the tools when they want to use them.
 By doing their best to stay in the lines of their sketches so their pictures look life like.
 By thinking what tool might be best for each item in their picture and asking themselves,
“Should I use a crayon, colored pencil, or etc. for this picture?” so they can make their
picture look life like.
What (skill): Writers add an envelope to their card or letter
How (strategy):
By inserting their letter/card and writing the name of their person it goes to in the middle of the
envelope
Other Ways to Glam up Writing
*using special paper
*glue on to big paper so it stands
out more
*add, created by:
*make an album cover
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Celebrating Ideas
 Walk to the post office to mail the letters
 Send letters from the mailbox at school
 use lists and check off
 sing/perform the songs
 give or send the cards
 Mail letters/ Cards (ask for a reply)
 Hang signs where the message needs to be
 Sing a Song Day
 use instruments to perform the songs
 hang the songs up for others
 record the songs onto a CD for each student
 videotape the class singing
Celebration Display:
This Unit focused on all the reasons people write – writing for many purposes. Kids got to try out
a lot of different types of writing for many different real-life purposes.
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Celebration Display:
This is their display of published writing. Kids chose with they wanted to publish. Some published
letters and others published lists.
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This is a kindergartner’s list. I’m thinking it’s all the people this person loves.
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Parent Letters
Dear Families,
We are about to begin an exciting unit in our classroom called Writers Write for Many
Purposes. In this unit students will learn that writing takes place everywhere around us and plays
a major role in life. Students will explore many types and forms of writing, such as signs, lists,
letters, cards, and songs. They will write to help our community and to communicate with friends
and relatives.
Please join us in helping writers make this unit meaningful and purposeful. Here are some
suggestions:
Have your child go on a “scavenger hunt” around the house to search for different kinds of
writing, such as letters, memos, notes, cards, invitations, messages, directions, shopping
lists, etc.
Have your child bring some of these items to school for sorting: classifying and studying
(please make sure to label them with your child’s name if you want these items returned).
Encourage your child to write for many purposes at home, such as making cards for family
members, helping out with the shopping list, etc.
Please send in any items collected by _________________________. Thank you very much
for your help and support with this unit of study
Thanks,
DRAFT
Revised August 2010
Writing Workshop
Writing for Many Purposes
Page 24
Date
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DRAFT
Revised August 2010
Writing Workshop
Writing for Many Purposes
Page 25
Date:
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DRAFT
Revised August 2010
Writing Workshop
Writing for Many Purposes
Page 26
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DRAFT
Revised August 2010
Writing Workshop
Writing for Many Purposes
Page 27
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DRAFT
Revised August 2010
Date________________
Writing Workshop
Writing for Many Purposes
Page 28
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1.
2.
3.
4.
5.
6.
DRAFT
Revised August 2010
_____________________________
Date________________
Writing Workshop
Writing for Many Purposes
Page 29
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3_________________________________
4_________________________________
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6_________________________________

DRAFT
Revised August 2010
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Date________________