K-1 Common Core Writing
Santa Fe Public Schools
Presented by: Sheryl White
Session Objectives
• Review expectations in Common Core Writing
• Gain ideas for teaching opinion writing
• Collaborate and articulate with K-1 teachers
Common Core
Three Types of Writing
1. To provide opinions (K-5)
2. To inform and explain
3. To write narratives
CCSS Opinion Writing Expectations
Kindergarten
1st Grade
• Use combination of
• Write opinion pieces in
drawing, dictating, and
which they introduce
writing to compose
the topic or name the
opinion pieces in which
book they are writing
they tell a reader the
about, state an
topic or the name of the
opinion, supply a
book they are writing
reason for the opinion,
about and state an
and provide some
opinion or preference
sense of closure.
about a topic or book
(e.g. My favorite book
is…)
Gradual Release of Responsibility Model
Teacher Directed
Joint Practice
Scaffolding
Student Practices
Under Teacher
Guidance
Independent Use
The teacher does all
the work through
modeling and
demonstrating.
Think Aloud is a
The teacher invites the
student to participate.
core strategy.
Students do the work
with help from the
teacher.
Students read and
write for different
purposes.
I DO
I DO
YOU DO
YOU DO
YOU WATCH
YOU HELP
I HELP
I WATCH
Model, Model, Model
Getting Started
• Define opinion for students
• Introduce opinion writing by activating
students’ thinking about a topic or book
• Model the language
• Give students opportunities to talk about
their opinions
• Provide prewriting activities to prepare them
for successful writing
• Provide Structures for Opinion Writing
What is an Opinion?
An opinion is the way you
think or feel about
something.
I like the
slide the
best!
I like the
swings
the best!
You can agree or disagree
with someone else’s opinion.
I like the
slide the
best
because it
goes fast!
Because an opinion
is what YOU think,
it can’t really be
wrong…especially if
you have reasons
for your opinion!
I like the
swings the
best because
they go high up
in the air!
Using TPR to Support Learning
• Model use of TPR (Total Physical Response) in
defining opinion
• Have students use motions to define
“opinion”
• Let’s try it!
Remember
the value
of anchor
charts!
Vocabulary for Stating An Opinion
•
•
•
•
•
•
•
•
I think
I feel
I like…. / I don’t like….
My favorite part
My favorite thing
This was interesting
This was sad
The book is so ……
Vocabulary for
Supporting An
Opinion
Vocabulary for
Concluding an
Opinion
Statement
•
•
•
•
•
•
•
•
Because…..
When ….
The reason….
One reason ….
I think…
I feel…
I suggest…
I would
recommend…
Language Development and Writing
If you can’t
say it, then
you can’t
write it.
Turn and Talk
Writing About Topics
• Hook students with topics they can relate to
• Provide introductory activities
• Model vocabulary of opinion
• Prepare students for writing
– Prewriting
– Writing
Topics for Opinions
• Food
• Pets
• Things to do at school
1 Minute Brainstorm
At your table, see how many topics you can generate
for your students to write opinions about !
A Fruity Game
• Create a set of cards based on a topic. (Fruit)
• Read a few cards to students and model an
“opinionated” response.
• Pass out one card to each student.
• Have students stand up, put their hand up and find a
partner.
• Each student takes turns asking the question on the
card.
• After each student has responded they SWITCH cards
and repeat the process several times.
Class, Group, or Individual Activity
• Vote on favorite fruit for class
• Group students into “favorite fruit” groups or
have them work alone as appropriate
• Draw or complete a graphic organizer
• Write
Now Draw or Write
Kindergarten
• 1st Grade
Would you rather…?
• Picture card game
• Choice of two things or more?
• Ask why or why not?
Which Pet???
• Tell students they are going to give their opinion
about which pet they would like to have.
• Read stories or information about different pets.
Ask them to think about which pet they would
rather have.
• Guide them with the language of opinion.
“When we give our opinion we usually have a
reason.”
• Show students reasons that come from the story
for each pet.
All About Hamsters
A hamster is a small, furry animal. It looks
like a mouse. A hamster has a short tail.
Hamsters like to eat fruit, seeds, and
plants. These chubby animals eat and play
at night. Hamsters are fun to watch after
the sun sets.
Puppy Care
If you get a puppy, you must take care of it.
It will need food and water every day. You
will have to give your puppy baths. If your
puppy has long fur, you will have to brush
it. Don’t forget to clean up after the puppy.
Interactive Language Based Response
• Teacher model and provide a stem.
• Students Turn and Talk
• I want a _____________________ for a pet
because ____________.
Moving to Writing
• Kindergarten
Draw, dictate or write.
State an opinion or
preference.
• 1st Grade
Introduce topic and state
an opinion.
Supply a reason for the
opinion.
----------------------------------------------------------------------------------------------------------------
Provide some sense of
closure.
Class Opinion Writing
• Data Collection
• Brainstorm Facts or Reasons
• Complete Organizer, Prompt or Drawing
What Cookie do You Like Best?
• Have one person from your table come and
get a plate of cookies.
• Each person should eat one of each kind.
• Individually choose which cookie you like the
best.
• Draw and complete a circle map with your
reasons.
• Write.
Ideas for March
Would you rather find a
clover or a rainbow?
1
2
3
4
5
6
7
8
9
10
11
My answer:
(circle one)
clover
rainbow
My
reason:_______________
clover
rainbow
____________________.
Kindergarten
• Draw
• Complete the sentence frame:
I would like to find a ____________________.
Reasons
Reasons
why I would
like to find
a four leaf
clover.
Reasons
why I would
like to find
a rainbow.
I would like to find a ______________
because_______________________. I
think __________________________.
First Grade
I really want to find a _______because__________.
I think it would be _____________________.
I would love to find a _______________!
Graphic Organizer w/ Reasons
Introduce topic and supply a opinion.
Reason
____________
____________
____________
____________
____________
____________
Conclusion
Reason
____________
____________
____________
____________
____________
____________
Reason
____________
____________
____________
____________
____________
____________
A Few More Ideas
• Fruits and Veggies: You can only pick one to eat for
the rest of the year. Which would you choose and
why? Give at least 3 reasons.
• What Should I Do at Recess?: Pretend there is a new
student and they want to know what to do at recess.
Your job is to tell them what you think is the BEST
activity and give three reasons why!
• Santa vs. the Tooth Fairy!: Both the tooth fairy and
Santa Claus have a tough job trying to keep kids
happy, but whose job is harder? Give at least 3
reasons why!
Your Turn…
• Choose a topic your students can form an
opinion about.
• Determine your activating/introductory
activity
• What support for prewriting will you provide?
Writing Opinions about Books
Kindergarten:
• name of the book they are writing about and
state an opinion or preference about a topic or
book (e.g. My favorite book is…)
First Grade:
• name the book they are writing about, state
an opinion, supply a reason for the opinion,
and provide some sense of closure.
Gradual Release of Responsibility Model
Teacher Directed
Joint Practice
Scaffolding
Student Practices
Under Teacher
Guidance
Independent Use
The teacher does all
the work through
modeling and
demonstrating.
Think Aloud is a
The teacher invites the
student to participate.
core strategy.
Students do the work
with help from the
teacher.
Students read and
write for different
purposes.
I DO
I DO
YOU DO
YOU DO
YOU WATCH
YOU HELP
I HELP
I WATCH
One Approach-Mentor Texts
• Start with revisiting previously read and
enjoyed books.
• Talk to students about what they liked and
disliked about a book.
• Select a book and read to students.
• “Turn and Talk” with partner. I liked _________
because _____________________________.
A Focus on Feelings or Thoughts
• Use visuals to guide students toward more
complex vocabulary!
A Focus on Elements
• Setting
• Characters
• Major Events
What’s Your Opinion?
Draw a picture and write about your favorite
part of the book.
Write and Opinion and Back it Up!
Kindergarten
Write and Opinion and Back it Up!
Kindergarten/
Beginning First
A Progression of Opinion Organizers
Draw a picture about your
favorite part of the book.
Name the book.
Title:_________________
• Name the book.
• Draw and write about your
favorite part of the book with
a reason/example.
My favorite book was __(Title)_________.
One of the ____________was when
_(back it up! Tell about your favorite part.)__.
A Progression of Opinion Organizers
Write the Author’s Name
Write the Title of the Book.
Opinion
(interesting, funny, exciting, sad, scary, happy)
Back it Up!
Write about your favorite part from the book.
Conclusion
This book is _________________________________.
Providing a Sense of Closure
• Explain to students that after you write about
a book they can tell the reader why!
• Why?
– What do you want to tell a friend about the book?
– How does the reader know I am finished writing
about this book?
Some Ideas for Closure
• That’s what I like about this book!
• I think everyone should read this book!
1 Minute Brainstorm
At your table, see how many different ideas you can
generate to teach student how to bring closure to
their writing.!
Your Turn
• Take a book to your table.
• What are the different ways you could guide
your students to develop an opinion writing
on the book?
Notes to Recommend Books
• Have students write notes recommending books.
• I like this book_______ because ___________.
• Place their notes on a bulletin board by the
reading center, along with the accompanying
books.
• Have students read recommended books and
write a follow-up or response note.
A Word About Assessment
Idea #1
• Use Common Core
Appendix C
• Study the student writing
for your grade level
• Look at the annotation from
the writing sample
• Use it as a tool to plan
instruction for your
students.
Idea #2
• Use simple rubrics to gauge
your students’ progress
with opinion writing.
• Here is one resource:
http://blogs.egusd.net/ccss/20
12/01/12/ccss-aligned-rubricsk-12/