***COLOR LABELS ONLY
As a teacher of writing, I found that because kids are developing at different stages and have differing needs, the writing process needed to be broken down for some more than others. With that being said, I have created writing goals that cover content and conventions/mechanics of writing. I have also included more goals than you will need and some of the goals target habits that all children can learn and need to be successful. These goals strongly align with Lucy Calkins’ Units of Study, Unit 3 Information Writing. This unit focuses on “How To” writing. It is aligned with CCSS. However, you do not need to own her program to use these goals nor follow CCSS. However, I do love the program! You can find it here. CLICK HERE!
. I print 1 sheet of 30 labels per child. I use Avery 5160 mailing labels. Depending on what your individual kids need, I take up to 2-3 labels at a time and adhere them to my students’ writing folders. Prior to writing and after my mini-lesson, I have the kids read over their labels. At the close of the workshop, they once again read over their goals to reinforce what they are working on and then the process starts again at the next workshop. I found that they are extremely effective at having the kids evaluate and reflect on their writing throughout the process, not just on the final product. Hopefully, you will find that as the rigors of the Common Core abound, these will assist you and your students in meeting those high standards.
Goals are written in first person and are as follows:
-tell, draw, and write about a topic
-tell what the topic is
-add different things about the topic on pages
-include a last part or page
-tell, draw, write information across pages
-tell, draw, and write important things about topic
-talk to the reader
-read their own writing and reread
-write a letter for each sound
-use the word wall
-put space between words
-use lowercase letters
-use capitals to start every sentence
-read writing to two friends before meeting with the teacher
-use optimism to be a brave writer
-use empathy to think about readers and how they will feel about the topic
-use persistence to try to spell tricky word
-picture steps in order so that they make sense
-ask for feedback
-use resilience to bounce back from mistakes
-create a title that tells about the book
-use pictures that will help teach the topic
-use bold words or all caps for important parts
-try to use warnings or give advice or tips
-list things that are needed to teach others
-use labels in drawings
-use words in a “snap” so that every word doesn’t have to be sounded out
-use words like first, next, then, and last to move my writing
As you can see you can adapt these goals to fit the writers and their varying needs in kindergarten.
***Please note that Calkins’ units are a progression and each builds upon the former. If you have purchased my labels for narrative writing, these labels are different and have different visuals.
These are also great for ELLs and resource kids because it is a visual reminder.