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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