… · web viewkinder: unit 1: bend 1. 14 | page. unit 1 ... i used the word wall to help me...

1Kinder: Unit 1: Bend 1

Unit 1: Bend 1 Table of Contents

Launching the Writing Workshop

Section Page Number

Unit Essential Questions 2 (skipped) Unit Goals and Sub Goals (Task Analysis) 2 Unit Language (Spanish, Russian, English) English, Spanish Unit Assessment Checklist 6 Unit Assessment Rubric 11 (skipped) Sample Unit Calendar 12

1 | P a g e


KindergartenUnit 1: Bend 1

Dates of Unit:

Unit Title: Launching the Writing Workshop: We Are All WritersStage 1 Identify Desired Results

Standards:(Alpha-numeric listing of standards incorporated in the unit)

W.K.2, W.K.5; RI.K.1, RI.K.2, RFS.K.1,RFS.K.2, RFS.K.3RL.K.1SL.K.1, SL.K.4, SL.K.5,SL.K.6, L.K.1, L.K.2

Essential Questions:(These goals should be aligned to Essential Questions.)Goals:(These should be aligned to the Goals above)

Good writers know how to write independently.Los buenos escritores saben cómo escribir independientemente.

Good writers think of a topic, draw, and do their best writing.Los buenos escritores piensan en un tema y se esfuerzan en expresarlo de la mejor forma por medio de dibujos y por escrito.

Good writers describe people and things.Los buenos escritores describen a las personas y las cosas.

Learning Targets(aligned to goals)

Session 3: I can find an answer to my problem and keep on writing.

3: Soy capaz de resolver el problema y continuar escribiendo.

Session 1: I can think of something I know about and put my idea on paper.

1: Soy capaz de pensar en algo que conozco y puedo representarlo en un papel.

I can use the sentence: “This is ______” “There are _____”or “Here is ________” to describe my story.

Soy capaz de usar las oraciones:Esto/a es _____.Estos/as son _____.Hay ______.Aquí está _____.…para describir mi cuento/historia.

Session 6: I can keep trying, even when it’s hard to draw or write.

6: Soy capaz de seguir intentando aunque a veces encuentre dificultades al dibujar o escribir.

Session 2: I can look back at my writing to see if I can add more.

2: Soy capaz de repasar mi escrito y decidir si puedo ampliarlo.

Session 4: I can make a plan in my mind and put all the details on the page.

I can use adjectives to describe details in my story.

2 | P a g e


4: Soy capaz de hacer un plan en mi mente y escribir todos los detalles en un papel.

Soy capaz de usar adjetivos para describir los detalles de mi historia.

Session 5: I can say words slowly and write down the sounds I hear.

5: Soy capaz de pronunciar las palabras lentamente y escribir los sonidos que escucho.

3 | P a g e


Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s):

Describe people, places, things, and events (nouns and adjectives)

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

Simple sentences with the verb to be, using common nouns and adjectives. The (my, her) ______ is/are _______. A (it) has/have _________. ________, _______, and ________. (Dad, Joe, and me). Here/This is (a/my) ________________. (Pronoun) (to be verb) _________. (I am __(noun+ing)_. He is ____noun+ing)_______.) I/It have/has __________________. ____ can ______. Transitions: and

Medium for Intermediate Elaborated sentences using has/have/had or is/are/were with nouns and adjectives. I have a ___ that’s ___ and ___. I have a ___ and ___ ___ with ___. It looks ___. These are ________ I know how to _______ (verb). This is me with _________. Transitions: And then,

Difficult for Advanced and Fluent Compound and complex sentences with more specific vocabulary(nouns and adjectives). My___ (noun) have had/has had ___ (article + noun). Her jacket is a sparkly purple color (Pronoun, noun, to be verb, adjective, adjective, noun.)

Academic Vocabulary:

writer illustrator independent details

Assessment Tools:

Goals Rubric Assessment Checklist

4 | P a g e


Stage 2 Determine Assessment EvidenceSPANISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s):

Describir personas, lugares, cosas y eventos (sustantivos y adjetivos)

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

Las oraciones simples con los verbos ‘ser’ y/o ‘estar’, llevan sustantivos y adjetivos. Yo soy (adjetivo). (alto) Yo estoy _____. (cansado) Él/Ella es _____. (rubia) Él/Ella está _____. (feliz) El/la _____ tiene _____. Los/las ____ tienen ______. Ésta/Éste es (un, una, mi) ______. Aquí está (un, una, mi, el, la) ______. (Sujeto) + (estar) + (verbo en gerundio: -ando/-iendo) Ellos están dibujando. (Sujeto )+ (poder) + (verbo ) Juanita puede dibujar. Conector: y

Medium for Intermediate Las oraciones simples con adjetivos. (Tener) + (sustantivo) + (adjetivo) y (adjetivo). Tengo un perro grande y negro. (Sustantivo) + se ve/está + (adjetivo). El abuelo se ve/ está triste. Yo tengo un/a (sustantivo) y un/a(sustantivo). Yo tengo un balón y una gorra. (Sujeto) + (saber) + (verbo). Yo sé correr. Este/Esta soy yo con (sustantivo). Este soy yo con mi papá. Estas/Estos (sustantivo) son (adjetivos). Estos zapatos son nuevos. Conectores de secuencia: entonces, después

Difficult for Advanced and Fluent Las oraciones compuestas y complejas con vocabulario más específico (sustantivos y

adjetivos). (Sujeto) + (verbo) + (complemento compuesto).

o Mi hermano y yo fuimos a la tienda y compramos dulces. Conectores de secuencia: entonces, después (Sujeto) es/está (adjetivo) y (adjetivo). Mi escuela es grande y bonita.

Academic Vocabulary:

el escritor, la escritora, los escritores el ilustrador, la ilustradora, los ilustradores independiente/independientemente el detalle, los detalles

Assessment Tools:

Goals Rubric Assessment Checklist

5 | P a g e


Assessment Checklist – Unit 1: Bend 1

Student Name

1: I

can

thin

k of

som

ethi

ng I

know

abo

ut a

nd p

ut m

y id

ea

on p

aper

.

2: I

can

look

bac

k at

my

writi

ng to

see

if I c

an a

dd

mor

e.

3: I

can

find

an a

nsw

er to

my

prob

lem

and

kee

p on

w

riting

.

4: I

can

mak

e a

plan

in m

y m

ind

and

put a

ll th

e de

tails

on

the

page

.

5: I

can

say

wor

ds sl

owly

and

w

rite

dow

n th

e so

unds

I he

ar.

I can

use

tran

sition

wor

ds to

m

ove

my

stor

y al

ong.

I can

use

the

sent

ence

: “Th

is is

____

__”

“Th

ere

are

____

_”or

“Th

ere

wer

e __

____

__”

to d

escr

ibe

my

stor

y.

I can

use

adj

ectiv

es to

de

scrib

e de

tails

in m

y st

ory.

Notes

6 | P a g e


Lista de control – Unidad 1: Sección 1

Nombre del estudiante

1: S

oy c

apaz

de

pens

ar e

n al

go

que

cono

zco

y pu

edo

repr

esen

tarlo

en

un p

apel

.

2: S

oy c

apaz

de

repa

sar m

i es

crito

y d

ecid

ir si

pued

o am

plia

rlo.

3: S

oy c

apaz

de

reso

lver

el

prob

lem

a y

conti

nuar

es

crib

iend

o.

4: S

oy c

apaz

de

hace

r un

plan

en

mi m

ente

y e

scrib

ir to

dos l

os

deta

lles e

n un

pap

el.

5: S

oy c

apaz

de

pron

unci

ar la

s pa

labr

as le

ntam

ente

y e

scrib

ir lo

s son

idos

que

esc

ucho

.

Sesió

n 6:

Soy

cap

az d

e se

guir

inte

ntan

do a

unqu

e a

vece

s en

cuen

tre

dific

ulta

des a

l di

buja

r o e

scrib

ir.

Uso

las o

raci

ones

:Es

to/a

es _

____

.Es

tos/

as so

n __

___.

Hay

____

__.

Aquí

est

á __

___.

…pa

ra d

escr

ibir

cuen

to/h

istor

ia.

Soy

capa

z de

usar

adj

etivo

s par

a de

scrib

ir lo

s det

alle

s de

mi

hist

oria

.

Notas

7 | P a g e


Narrative Student Checklist – Unit 1STRUCTURE DEVELOPMENT LANGUAGE CONVENTIONS

Student Name I tol

d, d

rew

, and

wro

te

a w

hole

stor

y.

I had

a p

age

that

sh

owed

wha

t ha

ppen

ed fi

rst.

I put

my

page

s in

orde

r.

I had

a p

age

that

sh

owed

wha

t ha

ppen

ed la

st in

my

stor

y.M

y st

ory

had

a pa

ge

for t

he b

egin

ning

, a

page

for t

he m

iddl

e.

My

stor

y in

dica

ted

who

w

as th

ere,

wha

t the

y di

d,

and

how

the

char

acte

rs

felt.

I dre

w a

nd w

rote

so

me

deta

ils a

bout

w

hat h

appe

ned.

I cou

ld re

ad m

y w

riting

.I w

rote

a le

tter f

or th

e so

unds

I he

ard.

I use

d th

e w

ord

wal

l to

hel

p 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

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

8 | P a g e


Lista de control del escrito narrativo del estudiante – Unidad 1

ESTRUCTURA DESAROLLO NORMAS DE ESCRITURA

Nombre del estudiante Di

je, d

ibuj

é y

escr

ibí u

na

hist

oria

ent

era.

Usé

una

pág

ina

para

de

mos

trar

lo q

ue p

asó

prim

ero.

Puse

las p

ágin

as e

n or

den.

Usé

una

pág

ina

para

de

mos

trar

lo q

ue p

asó

al

final

.

Mi h

istor

ia ti

ene

una

pági

na

para

el i

nici

o, u

na p

ágin

a pa

ra e

l des

arro

llo, y

una

pá

gina

par

a el

fina

l de

la

hist

oria

.

Mi h

istor

ia in

dica

qui

én

esta

ba a

llí, q

ué h

icie

ron,

y

cóm

o se

sentí

an lo

s

Dije

y e

scrib

í uno

s det

alle

s ac

erca

de lo

que

pas

ó.

Pued

o le

er m

i esc

rito.

Escr

ibí u

na le

tra

por c

ada

soni

doqu

e es

cuch

é.

Usé

el m

uro

de p

alab

ras

para

ayu

darm

e a

dele

trea

r.

Puse

esp

acio

s ent

rela

s pal

abra

s.

Usé

letr

as m

inús

cula

s a

men

os d

e qu

e ne

cesit

ara

letr

as m

ayús

cula

s.

Escr

ibí l

etra

s may

úscu

las a

l pr

inci

pio

de c

ada

orac

ión.

Notas

P= Principiante D = En desarrollo C = Competente M= Maestría

9 | P a g e


Learning Target Mastery Proficient Developing Beginning

Language Learning Target

Unit of Study Assessment RubricUnit 1: Bend 1

10 | P a g e


Stage 3 Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday FridayBend 1: Day 1: Session 1:We Are All Writers: Putting Ideas on Paper with Pictures and Words

Learning target: I can think of something I know about and put my idea on paper.

Day 2: Session 1:We Are All Writers: Putting Ideas on Paper with Pictures and Words


I can use the sentence: “This is ______”

“There are _____”or “Here is ________”

to describe my story.

Day 3: Session 2:Writers Know that “When We Are Done, We Have Just Begun.”

Learning Goal: I can look back at my writing to see if I can add more.

(Chart) “When We Are Done We Have Just Begun” (A)

Day 4: Session 3:Carrying On Independently As Writers

Learning Goal:I can find an answer to my problem and keep on writing.

Day 5: Session 3Carrying On Independently As Writers

Learning Goal:I can find an answer to my problem and keep on writing.

Language Practice:“I can solve this myself.”I know about _____(topic)”

Day 6: Session 4Writers Call to Mind What They Want to Say, Then Put That onto the Page

Learning Target: I can make a plan in my mind and put all the details on the page.

Language Practice:“I can see _____” (while visualizing picture in their mind)

Day 7: Session 5Stretching Out Words to Write Them

Learning Target:I can say words slowly and write down the sounds I hear.

Day 8: Session 6Writing Even Hard-to Write Ideas

Learning Target:I can keep trying, even when it’s hard to draw or write.

Bend 2: Day 9: Session 7Turning Pieces into Scrolls and Books

Learning Target: I can add more pages to my book.

Day 10: Session 8Planning Teaching Books Page by Page

Learning Target:I can plan how my book will go

See page 131 in Writing Pathways to see illustrated checklist.

Day 11: Session 9:Asking and Answering Questions

Day 12: Session 9:Asking and Answering Questions

Day 13: Session 10Stretching Out Words to Write

Day 14: Session 11Making Writing the Best it Can

Day 15: Continue with session 11 –

11 | P a g e

12Kinder: Unit 1: Bend 1to Add More

Learning Target:I can help my writing partner add more to his/her writing.

to Add More Learning Target:

I can help my writing partner add more to his/her writing

Language Target:I can ask Where, How, and Why questions.

Even More Sounds Learning Target: I can

say words slowly, over and over again, to write all of the sounds that I hear.

Students resources: Alphabet Chart and Name Chart (already prepared)

Be Learning Target: I can

use a checklist to make my writing the best it can be before publishing it.

Making Writing the Best it Can Be

Learning Target: I can use a checklist to make my writing the best it can be before publishing it.

Bend 3:Day 16: Session12: Getting Ideas for Stories and Practicing Storytelling

Learning Target:can get ready to write by telling my story first.

Day 17: Session 13:Planning Stories Page by Page: Planning and Telling Stories across Pages

Learning Target:I can plan how my story will go by touching each page as I tell the story.

Day 18: Session 14Adding More Details to Pictures and Stories

Learning Target:I can add details to my writing by thinking about where I was, who I was with, and what I was doing.

Day 19: Session 15Stretching and Writing Words: Hearing and Recording Sounds in Sequence

Learning Target:I can use different strategies to spell words as best as I can

Day 20:Mini Lesson Choice Day Choose or Review a

Mini Lesson of your Choice

Day 21:Session 16Bringing Our Writing to Life: Adding Dialogue with Speech Bubbles

Learning Target:I can bring my story to life by making my characters talk.

Day 22: Session 17:Using Everything to Make Pieces the Best They Can Be

Learning Target: I can reread my stories, finding ways to improve them.

Bend 4: Day 23: Session 18: Editing

Learning Target: I can edit my writing by rereading my words and rewriting them to make my writing more readable.

Bend 4: Day 24: Session 18: EditingLearning Target: I can edit my writing by rereading my words and rewriting them to make my writing more readable.

Day 25: Session 19:Reading into the Circle: An Author’s CelebrationLearning Target: I can share my writing with an audience.

12 | P a g e


SAMPLE UNIT CALENDAR (Spanish)

Stage 3 Plan Learning Experiences and InstructionLunes Martes Miércoles Jueves Viernes

Bend 1: Day 1: Session 1:We Are All Writers: Putting Ideas on Paper with Pictures and Words


Day 2: Session 1:We Are All Writers: Putting Ideas on Paper with Pictures and Words


Soy capaz de usar las oraciones:

Esto/a es _____.Estos/as son _____.

Hay ______.Aquí está _____.

…para describir mi cuento/historia.

Day 3: Session 2:Writers Know that “When We Are Done, We Have Just Begun.”

2: Soy capaz de repasar mi escrito y decidir si puedo ampliarlo.

(Chart) “When We Are Done We Have Just Begun” (A)

Day 4: Session 3:Carrying On Independently As Writers


Day 5: Session 3Carrying On Independently As Writers


Day 6: Session 4Writers Call to Mind What They Want to Say, Then Put That onto the Page

4: Soy capaz de hacer un plan en mi mente y escribir todos los detalles en un papel.

Day 7: Session 5Stretching Out Words to Write Them

5: Soy capaz de pronunciar las palabras lentamente y escribir los sonidos que escucho.

Day 8: Session 6Writing Even Hard-to Write Ideas

6: Soy capaz de seguir intentando aunque a veces encuentre dificultades al dibujar o escribir.

Bend 2: Day 9: Session 7Turning Pieces into Scrolls and Books

7: Soy capaz de agregar más páginas a mi libro.

Day 10: Session 8Planning Teaching Books Page by Page

8: Soy capaz de planificar mi libro.

See page 131 in Writing Pathways to see illustrated checklist.

Day 11: Session 9:Asking and Answering Questions to Add More

9: Soy capaz de ayudar a mi compañero de escritura agregar más a su escrito.

Day 12: Session 9:Asking and Answering Questions to Add More

9: Soy capaz de ayudar a mi compañero de escritura agregar más a su escrito.

Day 13: Session 10Stretching Out Words to Write Even More Sounds

10: Soy capaz de decir las palabras despacito, repetirlas y escribir todos los sonidos que

Day 14: Session 11Making Writing the Best it Can Be

11: Soy capaz de utilizar una lista de control para mejorar mi escrito antes de publicarlo

Day 15: Continue with session 11 – Making Writing the Best it Can Be

11: Soy capaz de utilizar una lista de control para mejorar mi escrito antes de publicarlo

13 | P a g e


escucho.Bend 3:Day 16: Session12: Getting Ideas for Stories and Practicing Storytelling

12: Soy capaz de alistarme para escribir al contar mi historia primero. .

Day 17: Session 13:Planning Stories Page by Page: Planning and Telling Stories across Pages

13: Soy capaz de planificar mi historia al tocar cada página mientras yo cuento el cuento.

Day 18: Session 14Adding More Details to Pictures and Stories

14: Soy capaz de añadir detalles a mi escrito al pensar en dónde y con quien estaba y lo que yo hacía.

Day 19: Session 15Stretching and Writing Words: Hearing and Recording Sounds in Sequence

15: Soy capaz de usar diferentes estrategias para deletrear palabras lo mejor que puedo.

Day 20:Mini Lesson Choice Day Choose or Review a

Mini Lesson of your Choice

Day 21:Session 16Bringing Our Writing to Life: Adding Dialogue with Speech Bubbles

16: Soy capaz de dar vida a mi historia al hacer que mis personajes hablen.

Day 22: Session 17:Using Everything to Make Pieces the Best They Can Be

17: Soy capaz de releer mis historias y encontrar maneras en que las puedo mejorar.


18: Soy capaz de editar mi escritura al releer mis palabras y escribirlas de nuevo para que se entiendan mejor.


18: Soy capaz de editar mi escritura al releer mis palabras y escribirlas de nuevo para que se entiendan mejor.

Day 25: Session 19:Reading into the Circle: An Author’s Celebration

19: Soy capaz de compartir mi escritura con una audiencia.

14 | P a g e


Anchor Chart: When we are done, we have just begun (A)

15 | P a g e

Cuando hemos terminado, el trabajo apenas ha empezado

Podemos:

añadir detalles a los dibujos

añadir palabras empezar una nueva

historia

… · web viewkinder: unit 1: bend 1. 14 | page. unit 1 ... i used the word wall to help me...

Documents