ALEX Classroom Resource

  

Writing Reports in Kindergarten? Yes!

  Classroom Resource Information  

Title:

Writing Reports in Kindergarten? Yes!

URL:

http://readwritethink.org/classroom-resources/lesson-plans/writing-reports-kindergarten-73.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This unit provides three types of reports that can be written and shared by kindergarten students. These reports allow young students to see themselves as writers with important information to share with others. In the first report, students report what they've learned about an apple using all five senses by completing a simple report form. In the second activity, they explore a variety of nonfiction media about animals of their choice. After they write journal pages recording simple information about the animals, completed pages are stapled together, and students create clay representations of their selected animals. In the final report, students use facts they have researched to create and share original riddles about selected animals.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
12 ) With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.K.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.12- Match and/or describe how two individuals, events, ideas are connected in a text.


English Language Arts
ELA2015 (2015)
Grade: K
16 ) With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7]

English Language Arts
ELA2015 (2015)
Grade: K
23 ) Read emergent-reader texts with purpose and understanding. [RF.K.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.23- Read an emergent-reader texts with purpose and understanding.


English Language Arts
ELA2015 (2015)
Grade: K
30 ) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.K.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.30- With prompting and support, recall a familiar experience or event.


English Language Arts
ELA2015 (2015)
Grade: K
35 ) Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]

English Language Arts
ELA2015 (2015)
Grade: K
40 ) With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [L.K.5a]

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). [L.K.5b]

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). [L.K.5c]

d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. [L.K.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
ELA.AAS.K.40a- With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
ELA.AAS.K.40b- Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
ELA.AAS.K.40c- Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).



Tags: animals, clay representations, journals, non fiction media, reports, senses
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Author: Cassie Raulston