Post on 07-Feb-2018
Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Kinder Unit 3 Table of ContentsUnit Title
Section Page Number Unit Essential Questions Unit Goals and Sub Goals (Task Analysis) Unit Language (Spanish, Russian, English) Unit Assessment Checklist Unit Assessment Rubric Sample Unit Calendar
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to BooksKindergarten
Content: Unit 3 , Bend 2Dates of Unit:
Unit Title: How-To Books: Writing to Teach Others: Using Mentor Texts for Inspiration: Revising Old How-To Books and Writing New Ones
Stage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
W.K.2, W.K.3, W.K.5, W.K.6, W.K.7, W.1.2, W.1.3, RFS.K.2, RFS.K.3, RFS.K.4, RI.K.1, RI.K.2, RI.K .7, RI.1.7, RI.1.1 SL.K.1, SL.K.2, SL.K.3, SL.K.5, SL.K.6, , L.K.1, L.K.2, L.K.4, L.K.5, L.K.6, L.1.1
Essential Questions: (These goals should be aligned to Essential Questions.)
Skip Skip Skip Skip Skip
Goals:(These should be aligned to the Goals above)
Great writers plan before they write.
Great writers think about their audience before they write.
Great writers revise their work to make it come alive.
Great writers use comparisons.
Learning Targets(aligned to goals)
Session 8: I can study mentor texts and try out what I discover.
Session 9: I can focus on my audience by using the word “you.”
Session 10: I can choose the right words by picturing each step of my how-to book.
I can make comparisons in my writing.
Session 11: I can write warnings, suggestions, and tips in my book.
Session 12: I can imagine and write comparisons to give clear directions.
I can use a command to give warnings, suggestions or tips.
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to BooksStage 2 Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Compare and Contrast Characteristics Compare and Contrast Actions Express Needs and Make Requests (strong suggestions!)
Academic Language Stems (to talk about their writing):Easy for Beginners
I can ____ like a _____.I can run like a dog.
Simple commands to warn, suggest or give tips:Watch out! Be Careful! Don’t __________
Medium for Intermediate (action) like an (action)
Line up like a race car. Commands to warn, suggest or give tips:
Watch out for ___________! Be careful when you _____________!Don’t ___________ because ____________!
Difficult for Advanced and Fluent (action) like an (present progressive verb) (action)
Line up like a racing grey hound. Watch out for ___________! Be careful not to _____________!
You shouldn’t___________ because ____________!
Academic Vocabulary: details publish words, letters, sounds (and the difference among them!) piece true story spell make a plan Where? Who? What? Character Speech bubble Reread Transition words Sentence Practice Flaps Mentor text How-to books
Partner Talk:I noticed that ________.
I don’t understand this part.Can you explain this part to me?
Try _____.
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to BooksAssessment Tools:
Goals Rubric Assessment Checklist
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Unit of Study Teacher Checklist
Student Name Sess
ion
8: I
can
stud
y m
ento
r tex
ts a
nd tr
y ou
t w
hat I
disc
over
.
Sess
ion
9: I
can
focu
s on
my
audi
ence
by
usin
g th
e w
ord
“you
.”
Sess
ion
10: I
can
cho
ose
the
right
wor
ds b
y p
ictu
ring
each
ste
p o
f m
y h
ow-t
o bo
ok.
Sess
ion
11: I
can
writ
e w
arni
ngs,
sugg
estio
ns, a
nd
tips i
n m
y bo
ok.
Sess
ion
12: I
can
imag
ine
and
writ
e co
mpa
rison
s to
give
cle
ar d
irecti
ons.
I can
mak
e su
gges
tions
us
ing
“you
”: Y
ou sh
ould
/You
w
ill n
eed/
Firs
t you
.
I can
mak
e co
mpa
rison
s in
my
writi
ng.
I can
use
a c
omm
and
to g
ive
war
ning
s, su
gges
tions
or
tips.
Notes
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Unit of Study Informational Writing Checklist
STRUCTUREDEVELOPMENT LANGUAGE CONVENTIONS
Student Name I tol
d, d
rew
, and
wro
te
abou
t a to
pic.
I tol
d w
hat m
y to
pic
was
.
I put
diff
eren
t thi
ngs I
kne
w
abou
t the
topi
c on
my
page
s.
I had
a la
st p
art o
r pag
e.
I tol
d, d
rew
, and
wro
te
info
rmati
on a
cros
s pag
es.
I dre
w a
nd w
rote
impo
rtan
t th
ings
abo
ut th
e to
pic.
I tol
d, d
rew
, and
wro
te
som
e de
tails
abo
ut th
e to
pic. I cou
ld re
ad m
y w
riting
.
I wro
te a
lette
r for
the
soun
ds I
hear
d.
I use
d th
e w
ord
wal
l to
help
m
e sp
ell.
I put
spac
es b
etw
een
wor
ds.
I use
d lo
wer
cas
e le
tter
s unl
ess c
apita
ls w
ere
need
ed.
I wro
te c
apita
l lett
ers
to st
art e
very
se
nten
ce.
Notes
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
B = Beginning D = Developing P = Proficient M=Mastery
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Unit of Study Assessment RubricUnit # - Unit Title…
Learning Target Mastery Proficient Developing Beginning
Language Learning Target
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to BooksStage 3 Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Monday Tuesday Wednesday Thursday FridayBend 1:Day 1: Session 1: Writers Study the kind of Writing They plan to Make
Learning Goal: I can study examples of the kind of writing I want to make.
Day 2: Session: 2 Writers Use What They Already Know: Touching and Telling the Steps Across the Pages
Language Goal: I can give directions about how to do something, using imperative verbs such as take, give, open.
Day 3: Session: 2 Writers Use What They Already Know: Touching and Telling the Steps Across the Pages
Learning Goal: I can touch each page and tell the steps of my how-to book.
Day 4: Session 2: Writers Use What They Already Know: Touching and Telling the Steps Across the Pages
Learning Goal: I can add transition words to my how-to book.
Language Goal: I can use transition words to write the steps of my how-to book.
Day 5: Session 3: Writers Become Readers, Asking, “Can I Follow This?
Learning Goal: I can reread my writing as I go and make changes.
Day 6: Session 4: Writers Answer a Partner’s Questions
Language Goal: I can make suggestions using to help my partner revise.
Day 7: Session 4: Writers Answer a Partner’s Questions
Learning Goal: I can work with my writing partner to make my writing clearer and easier to follow.
Day 8: Session 5: Writers Label Their Diagrams to teach even More Information
Learning Goal: I can add details by label my diagrams.
Day 9: Session 6: Letter to Teachers: Writers Write as Many Books as They Can
Learning Goal: I can write faster, longer, and stronger by setting goals for myself.
Day 10: Session 7: Writers Reflect and Set Goals to Create Their Best Information Writing
Learning Goal: I can use a writing checklist to set goals for myself.
Bend 2:Day 11: Session 8: Writers Emulate Features of Informational Writing Using a Mentor Text
Learning Goal: I can study mentor texts and try out what I discover.Anchor Text: Learning from a Mentor How-To Text (A)
Day 12: Session 9: Writing for Readers: Using the Word You
Learning Goal: I can focus on my audience by using the word “you.”Anchor Text:Learning from a Mentor How-To Text (B)
Learning from a Mentor How-To Text (C)
Day 13: Session 10: How-To Book Writers Picture Each step and Then choose Exactly Right Words
Learning Goal: I can choose the right words by picturing each step of my how-to book.
Day 14: Session 11: Elaboration in How-To Books: Writers Guide Readers with Warnings, Suggestions, and Tips
Language Goal: I can use a command to give warnings, suggestions or tips
Anchor Text: Learning from a Mentor How-To Text (D)
.
Day 15: Session 11: Elaboration in How-To Books: Writers Guide Readers with Warnings, Suggestions, and Tips
I can write warnings, suggestions, and tips in my book.
Day 16: Session 12: “Balance on One Leg Like a Flamingo”: Using Comparisons to Give Readers Clear Directions
Language Goal: I can use a command to give warnings, suggestions or tips.
Day 17: Session 12: “Balance on One Leg Like a Flamingo”: Using Comparisons to Give Readers Clear Directions
Learning Goal: I can imagine and write comparisons to give clear directions.
Bend 3:Day 18: Session 13: Writers Write How-To Books about things They Learn Throughout the day and from Books
Learning Goal: I can get ideas from my writing from what I do during the day and from books.
Day 19: Session 14: Writing a series or Collection of How-To Books to Teach Others even More about a Topic
Learning Goal: I can create a collection of how-to books to teach others even more about a topic.
Day 20: Session 15: Writers Can Write Introductions and Conclusions to Help Their Readers
Language Goal: I can write an introduction to make my writing stronger
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to BooksDay 21: Session 15: Writers Can Write Introductions and Conclusions to Help Their Readers
Language Goal: I can write a conclusion to make my writing stronger.
Day 12: Session 15: Writers Can Write Introductions and Conclusions to Help Their Readers
Learning Goal: I can write an introduction and a conclusion to help my readers understand.
Day 23: Session 16: Using Everything You Know to Make Their How-To Books Easy to Read
Learning Goal: I can use the strategies I know to make my writing easy to read.
Bend 4:Day 24: Session 17: How-To Books Make Wonderful Gifts!
Language Goal: I can share my book with others. (I dedicate my book to)
Day 25: Session: 17: How-To Books Learning Goal: I can choose a
specific audience for my writing and dedicate that writing to them.
Day 26: Session 18: Preparing for the Publishing Party: Writers Do Their Best Work Now to share It Later
Learning Goal: I can use an editing checklist to prepare my writing for publication.
Day 27: Session 19 Letter to Teachers: Publishing Celebration: Writers Are Teachers
Learning Goal: I can share my book with others. (I dedicate my book to)
Learning from a Mentor How-To Text (A)
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Learning from a Mentor How-To Text (B)
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Learning from a Mentor How-To-Text (C)
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
Learning from a Mentor How-To Text (D)
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Kinder Unit 3 Bend 2 Writing to Teach Others: How to Books
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