In the bag you will find 3 things:
1. A smaller zip lock bag
containing the words we focus on during the week. Keep this bag of words inside the larger bag. I will
add a new word
to the bag weekly and your child will use the words to formulate sentences.
2. The Letter we are
focusing on during the week.
3. A blank piece of paper to
draw or glue a picture representing the
letter and the new word in a Kid Written sentence.
Each week when
your child brings home his/her bag, he/she should represent the Letter of
the Week by drawing a picture or cutting and gluing a picture from a
magazine, book, family album etc., of something that begins with the letter. After completing the picture, your child
should talk to you and
formulate a kid sentence about his/her picture using one or more words from
his/her word bag.
In the
beginning of the year when your child is learning to write, you may write the sentence for them. Make sure it is their
words you write. Model by reading their sentence to them, pointing to each
word as you read by placing your finger on each word as you read it.
Have him/her re-read their sentence using their finger to point to the
words. You might need to hold their hand at first. When they return to
school they will share their paper with their class by reading
their sentences aloud.
Also
provided is The Kid Writing rubric so you understand the important features
of this activity. Your child may struggle at first but
once they understand the process of Kid Writing, their sentences could become
quite intricate. Allow them to formulate their own sentences. If you
tell them what to write, I promise you they will not be able to read it for
their classmates. When they do read to their classmates, their
classmates will offer
3 stars and 1 wish to help them
become better writers.
Guide them
by using correct grammar, but don't change their sentence drastically. For instance we will
begin with the letter M and the word "me". (i.e.: I see a mouse on
my muffin or, I like my Mom). This activity is developmentally appropriate
for each
child because they progress at his/her own pace. If your child wants to copy
your letters and write the sentence, this is perfectly acceptable at first.
In the classroom they find words on the Word Wall they use in their
sentences. They bring a copy of the word to their seat to copy them. Use the
words in the small bag by rearranging them on the table and allowing them to copy them. This is perfectly fine.
Use the Sound Me Out Poster to
help them hear the sounds in the words they want to write.
Click here to see some
Helpful Kid Writing
Strategies. The more practice they have using the words, the more
familiar they will become using them in sentences. Practice, practice
and more practice.
IMPORTANT:
Please note that I am hoping that all the children will meet the
standard which is represented in the rubric by the Bunch of Balloons.
Please praise them if they come home with this sticker. Only 2-4% of the
population should be attaining a Hot Air Balloon and exceeding the
Standards. This is Kindergarten and we are hoping that all the
children will be successful and meet the standard. Please contact
me if there is a problem with this activity at home.
| |
Hot Air Balloon |
 Bunch of
Balloons |
One Balloon |
|
Evaluation |
Wow,
Exceptional!! |
You’ve
Got It! |
Not Yet!
|
| Verbal
Presentation |
The Picture
is presented without any assistance from the teacher.
No teacher prompts are needed. Full sentences are read independently and the
child is aware of who their audience is. |
The picture
is presented well and the Letter Name and sound is represented. Teacher
prompts are present and questions are answered. After January, the student
will read their sentence independently. |
The Kid
Writing Bag is present; however the student is unsure of the reason why the
picture is presented. The student doesn’t know the Letter name or use the
word. |
|
Information |
The student
has some additional information about the picture/pictures. The student
expands more upon what their picture/pictures represent. Information
gathered from other sources is evident. |
General
details about the picture and one word descriptions about the picture are
evident. |
The
information about the picture is jumbled and disconnected. The student isn’t
sure of why they drew their picture. The student isn’t sure of the Letter
name or the word |
| Graphics |
Student
went beyond requirements and supplied more than one graphic and sentence to
represent the Letter and used more than one word from the bag. |
The student
presents 1 picture to represent the Letter of the week. |
The picture
was missing the graphic representing the Letter. |
| Kid
Writing |
The child
wrote their sentence independently, without any adult writing. Proper
punctuation (capitals and periods) and spelling are present along with upper
and lower case letters properly placed. |
One adult
written sentence is present in the picture. Punctuation and proper placement
of upper and lower case letters is not developed as of yet. After January,
1(one) Kid Written sentence must be evident |
No Adult or
Kid Writing is evident in their presentation |
