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Kinder - Unit 3 How-To Books: Writing to Teach Others

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 How-To Books: Writing to Teach OthersKindergarten

Content: Unit 3 , Bend 1Dates of Unit:

Unit Title: How-To Books: Writing to Teach Others: Writing How-To Books, Step by StepStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

W.K.2, W.K.5, W.K.7, W.K.8, W.1.2, RFS.K.1, RFS.K.2, RFS.K.3, RFS.1.3, RI.K.1, RI.K .2,RI.K.6, RI.K.7, RI.K.9, RI.1.6, RI.1.9, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, L.K.1, L.K.2, L.K.6

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 revise to make their work clearer.

Great writers set goals for themselves.

Great writers know how to coach their partners.

Learning Targets(aligned to goals)

Session 1: I can study examples of the kind of writing I want to make.

Session 3: I can reread my writing as I go and make changes.

Session 6: I can write faster, longer, and stronger by setting goals for myself.

I can make suggestions using to help my partner revise.

Session 2: I can touch each page and tell the steps of my how-to book.

Session 4: I can work with my writing partner to make my writing clearer and easier to follow.

Session 7: I can use a writing checklist to set goals for myself.

I can give directions about how to do something, using imperative verbs such as take, give, open.

Session 5: I can add details by labeling my diagrams.

I can use transition words to write the steps of my how-to book.

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Kinder - Unit 3 How-To Books: Writing to Teach OthersStage 2 Determine Assessment Evidence

Academic Language (What language will students need to sound like experts?)Academic Language Function(s):

Give and Follow Directions and Sequence Define, Explain Actions, and Sequence Request assistance and clarification

Academic Language Stems (to talk about their writing):Easy for Beginners

Request clarification using simple questions: WhatWhat is first? What is next? What is last?

Give simple directions using commands: Dig, Make a, Roll…Dig a hole.Make a circle.Roll the ball.

Transitions: and, yesterday, today, First (second, third), next, now, finally, thenMedium for Intermediate

Request clarification using questions: WhatWhat do you mean by ___________?What am I supposed to do in the beginning/next/at the end

Give directions using command + prepositional phrases.:Dig a hole in the dirt.Make a circle in the middle of the paper.Roll the car on the ramp.

Transitions: The first thing, the second thing, the third thing, next, And then, one day, in the end, finally, so

Difficult for Advanced and Fluent Request clarification using questions: What

What am I supposed to do after this part?What should I do first/next/at the end?

Give directions using command + prepositional phrases and adjectives.Dig a large hole in the dirt.Make a small circle in the middle of the paper.Roll the green car on the steep ramp.

Transitions: the first thing that needs to be done…., then….; In addition, you should……; On the other hand, if you…. It could …..;The water circle starts…; As a result, the….; In order to; Hence; For this purpose; Due to.

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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Assessment Tools:

Goals Rubric Assessment Checklist

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Unit of Study Teacher Checklist

Student Name Sess

ion

1: I

can

stud

y ex

ampl

es o

f the

kin

d of

w

riting

I w

ant t

o m

ake.

Sess

ion

2: I

can

touc

h ea

ch

page

and

tell

the

step

s of

my

how

-to

book

.

Sess

ion

3: I

can

rere

ad m

y w

riting

as I

go

and

mak

e ch

ange

s.

Sess

ion

4: I

can

wor

k w

ith

my

writi

ng p

artn

er to

mak

e m

y w

riting

cle

arer

and

ea

sier t

o fo

llow

.

Ses

sion

5: I

can

add

deta

ils

by la

bel m

y di

agra

ms.

Sess

ion

6: I

can

writ

e fa

ster

, lo

nger

, and

stro

nger

by

setti

ng

goal

s for

mys

elf.

I can

mak

e su

gges

tions

us

ing

to h

elp

my

part

ner

revi

se.

I can

giv

e di

recti

ons a

bout

ho

w to

do

som

ethi

ng, u

sing

impe

rativ

e ve

rbs s

uch

as

take

, giv

e, o

pen.

I can

use

tran

sition

wor

ds to

w

rite

the

step

s of m

y ho

w-

to b

ook.

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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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B = Beginning D = Developing P = Proficient M=Mastery

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Unit 3 Assessment RubricWriting to Teach Others: How to Books

Learning Target Mastery Proficient Developing Beginning

Language Learning Target

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Kinder - Unit 3 How-To Books: Writing to Teach OthersStage 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.Anchor Chart:How-To Writing

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.Anchor Chart:Shared Writing Diagram

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.Anchor Chart:How-To Writing

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.Anchor Chart: Illustrated Information Writing Checklist

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.

Day 12: Session 9: Writing for Readers: Using the Word You

Learning Goal: I can focus on my audience by using the word “you.”

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.

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


Language Goal: I can write a conclusion to make my writing stronger.


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.

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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)

How-To Writing

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Shared Writing Diagram

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How-To Writing

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Illustrated Information Writing Checklist

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