to Essential Questions.) 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. Stage 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: What What 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, then Medium for Intermediate Request clarification using questions: What What 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 _____. Assessment Tools: Goals Rubric Assessment Checklist
Unit of Study Teacher Checklist Student Name Session 1: I can study examples of the kind of writing I want to make. Session 2: I can touch each page and tell the steps of my how-to book. Session 3: I can reread my writing as I go and make changes. Session 4: I can work with my writing partner to make my writing clearer and easier to follow. Session 5: I can add details by label my diagrams. Session 6: I can write faster, longer, and stronger by setting goals for myself. I can make suggestions using to help my partner revise. I can give directions about how to do something, using imperative verbs such as take, give, open. I can use transition words to write the steps of my book.
Unit of Study Informational Writing Checklist STRUCTURE LANGUAGE CONVENTIONS Student Name I told, drew, and wrote about a topic. I told what my topic was. I put different things I knew about the topic on my pages. I had a last part or page. I told, drew, and wrote information across pages. I drew and wrote important things about the topic. I told, drew, and wrote some details about the topic. 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
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