Unit 1: Bend 2 Table of Contents Writing Teaching Books 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
Student Name 1: I can add more pages to my book. 2: I can plan how my book will go. 3: I can help my writing partner add more to his/her writing. 4: I can say words slowly, over and over again, to write all of the sounds that I hear. 5: I can use a checklist to make my writing the best it can be before publishing it. I can use transition words to move my story along. I can use the sentence: “This is ______” “There are _____”or “There were ________” to describe my story. I can use adjectives to describe details in my story. Notes Lista de control – Unidad 1: Sección 2
Nombre del estudiante 7: Soy capaz de agregar más las páginas de mi libro. 8: Soy capaz de planificar mi libro. 9: Soy capaz de ayudar a mi compañero de escritura agregar más a su escrito. 10: Soy capaz de decir las palabras despacito, repetirlas y escribir todos los sonidos que escucho. 11: Soy capaz de utilizar una lista de control para mejorar mi escrito antes de publicarlo. Soy capaz de usar palabras conectores para seguir con mi cuento. Soy capaz de usar la oración: “Este es _____.” “Hay _______.” O “Aquí está _______.” Para describir mí cuento. Soy capaz de usar adjetivos para describir detalles en mi cuento. Notas Narrative Student Checklist – Unit 1
STRUCTURE DEVELOPMENT LANGUAGE CONVENTIONS 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 escrito narrativo del estudiante – Unidad 1
ESTRUCTURA DESAROLLO NORMAS DE ESCRITURA 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
Day 21:Session 16 Bringing 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. Day 24: Session 18: Eiiting Learning 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 Celebration Learning Target: I can share my writing with an audience. Lunes Martes Miércoles Jueves Viernes Bend 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 Learning target: I can think of something I know about and put my idea on paper. Soy capaz de usar las oraciones: Esto/a es _____. Estos/as son _____. Hay ______. Aquí está _____. 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) (A) Day 4: Session 3: Carrying On Independently As Writers 3: Soy capaz de resolver el problema y continuar escribiendo. Day 5: Session 3 Carrying On Independently As Writers 3: Soy capaz de resolver el problema y continuar escribiendo.