Unit 2: Bend 2 Tools Give Writers Extra Power Table of Contents 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 10 (skipped) Sample Unit Calendar 11 Kindergarten Unit 2: Bend 2 Dates of Unit: Unit Title: Writing for Readers: Tools Give Writers Extra Power Stage 1 Identify Desired Results Standards: (Alpha-numeric listing of standards incorporated in the unit) W.K.3, W.K.5, W.K.6, W.K.7, W.1.3, RFS.K.1, RFS.K.2, RFS.K.3, RFS.K.4, RL.K.1, RL.K .2, RL.K.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.6, SL.1.4, L.K.1, L.K.2, L.K.4, L.K.6, L.1.2.d Essential Questions: (These goals should be aligned to Essential Questions.) Goals: (These should be Great writers use tools to Great writers make a plan Great writers write a Great writers know how
Student Name 6: I can use a checklist to help me write the best I can. 7: I can use a vowel chart to write vowels in the middle of words. 8: I can use snap words (high frequency) to make my writing more readable. 9: I can use storytelling words in my writing. 10: I can use my partner as a tool to help make my writing more readable. 11: I can help my partner find a word that they can add sounds to. 12: I can reflect on my past work to make a plan for new writing. I can talk to my partner and help them revise. I can give my partner commands/suggestions to help them. Notes Lista de control – Unidad 2: Sección 2
Overall Lead Transitions Ending Organization Elaboration Craft Spelling Punctuation Student Name I told, drew, and wrote a whole story. I had a page that showed what happened first. I put my pages in order. I had a page that showed what happened last in my story. My story had a page for the beginning, a page for the middle. My story indicated who was there, what they did, and how the characters felt. I drew and wrote some details about what happened. I could read my writing. I wrote a letter for the sounds I heard. I used the word wall to help me spell. I put spaces between words. I used lower case letters unless capitals were needed. I wrote capital letters to start every sentence. Notes B = Beginning D = Developing P = Proficient M=Mastery Lista de control del estudiante del escrito narrativo – Unidad 2 ESTRUCTURA DESAROLLO NORMAS DE ESCRITURA
Total Introducción Conectores Desenlace Organización Elaboración Oficio del escritor Ortografía Puntuación Nombre del estudiante Dije, dibujé y escribí una historia entera. Usé una página para demostrar lo que pasó primero. Puse las páginas en orden. Usé una página para demostrar lo que pasó al final. Mi historia tiene una página para el inicio, una página para el desarrollo, y una página para el final de la historia. Mi historia indica quién estaba allí, qué hicieron, y cómo se sentían los personajes. Dije y escribí unos detalles acerca de lo que pasó. Puedo leer mi escrito. Escribí una letra por cada sonido que escuché. Usé el muro de palabras para ayudarme a deletrear. Puse espacios entre las palabras. Usé letras minúsculas a menos de que necesitara letras mayúsculas. Escribí letras mayúsculas al principio de cada oración. Notas P= Principiante D = En desarrollo C = Competente M= Maestría Unit of Study Assessment Rubric Unit 2: Bend 2
Bend 3: Day 21: Session 13. Writers Search Their Mental and Drawn Pictures to Make Their Stories Better Learning Goal: I can make my writing even more amazing by revising the picture in my head and on paper. Day 22: Session 14. Writers Use Flaps to Make Better Stories Learning Goals: I can be a story builder by adding flaps into my draft. Day 23: Session 15. Writing Amazing Story Beginnings Learning Goals: I can write a strong beginning by studying mentor texts. Language Goals: I can use a transition words to write a strong beginning. Day 24: Session 15. Writing Amazing Story Beginnings Learning Goals: I can write a strong beginning by studying mentor texts. Language Goals: I can use a transition words to write a strong beginning. Day 25: Session 16. Writers Work with Partners to Answer Readers’ Questions Learning Goals: I can revise my own work and offer strategies to help my partner. Bend 4: Day 26: Session 17. Writers Use All They Know to Select and Revise a Piece to Publish I can choose a story to get ready to publish. Day 27: Session 18: Ending with Feelings Learning Goal: I can write an ending with strong feelings. Language Goal: I can use feeling words to write an excellent ending. Day 28: Session 18: Ending with Feelings Learning Goal: I can write an ending with strong feelings. Language Goal: I can use transition words to write an excellent ending. Day 29: Session 19. Writers Make Their Pieces Beautiful to Get Ready for Publication Learning Goal: I can make my story clearer for publication. Day 30: Session 20. A Final Celebration: Bringing True Stories to Life Learning Goal: I can share everything I have learned about writing with others. Stage 3 Plan Learning Experiences and Instruction Lunes Martes Miercoles Jueves Viernes