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Kindergarten Writing Workshop Units of Study

Unit 3: How-To Books

Writing to Teach Others How-To is the next Unit of Study in Kindergarten Writing Workshop.

The goal in this unit is to introduce students to a new genre; informational writing. The genre of how-to writing weaves together drawing with labels and writing, and it has a hands-on, action-oriented feel. To do this work, kindergartners alternate between doing, often dramatizing, drawing, and writing. Children will be writing about things they know how to do. They will write procedural texts breaking each step down in order to teach others. The children will be encouraged to write many how-to books, as many as 12 during this unit.

Unit 3: How-To Writing

Session 1: Writers Study the Kind of Writing They Plan to Make

TEKS: K.13A, K.13B, K.13C, K.13D, K.13E, K.15A

Resource: Units of Study for Primary Writing, Lucy Calkins

Teacher Notes: This week after the minilesson when you say “Happy Writing”, you will want to just stay seated in your chair. Observe your students as they return to their writing areas. Do they begin right away? Do they know where writing paper is? Do they just sit and wait for you to tell them to begin working? If your students are still not independent writers please follow some of the tips on p. 16.

2 types of pre-stapled how-to books from CD-rom, How to Anchor Chart p.10 or similar, My First Soccer Game by Alyssa Capucilli, basket of How-to books, 3 pictures of 3 different dogs

ConnectionHave a ribbon tied across the meeting area. Writers, when cities open new bridges or stadiums, like the Toyota Center, people organize a ribbon cutting ceremony. Today we are starting a new unit of study and a new kind of writing. Let’s sing, “If you’re a writer and you know it clap your hands.” Proclaim, “Let the new work begin!” and cut the ribbon.TeachShow pictures of different dogs and different writing samples. Just as all these are different dogs, these are different kinds of writing. One is a true small moments story and one is a how-to book. We are going to be writing this new type of writing during this unit. It is called how-to. You will teach someone how to do something you know how to do.Active Engagement

Think of one thing you know how to do. Suggestions; ride a bike, make a sandwich, eat a pizza, do a somersault, play a game. Give the students plenty of time to brainstorm ideas. Repeatedly ask them if that is something they know how to do or if it is something they want to learn. You want to stress that the how-to stories will be something they already know how to do and will be able to teach others. Turn and tell your partner one of the ideas that you will begin today.Read the story My First Soccer Game or another how-to book. Make an anchor chart with the students like the one shown on p. 10. Link

Pass out how-to booklets. Boys and girls, you will be using this special paper to write how-to books to teach others something. Discuss the format of the paper with the students. Now you will return to your tables and write a how-to story. Remember to stick to the idea that you shared with your partner. Happy Writing! *Collect this first writing as a pre assessment. Keep them in a file. Do not have students keep this one in their writing folders.SharePraise students for their ideas, for numbering the steps, etc.Conferring Suggestions: help students think of an idea of something they could teach others.


Session 2: Writers Use What They Already Know

Touching and Telling the steps across the pages



Teacher Notes: This week after the minilesson when you say “Happy Writing”, you will want to just stay seated in your chair. Observe your students as they return to their writing areas. Do they begin right away? Do they know where writing paper is? Do they just sit and wait for you to tell them to begin working? If your students are still not independent writers please follow some of the tips on p. 16.

How-to booklets, How to Anchor Chart, My First Soccer Game by Alyssa Capucilli, basket of How-to books, Copies of How-to stories form CD-ROM shown on p 8, 9 and 13.

Connection

Yesterday we began our work of how-to writing. Let’s look at this piece of writing, How to play Kickball. Let’s go through the steps on our Anchor Chart to see if this is how-to writing.Today I want to teach you to continue all the good things you do when writing and the new things. Do not forget to stretch the sounds, leave spaces, draw pictures and labels, use punctuation and capital letters.Teach

Let’s write a how-to book together about having a fire drill. Touch each page of a blank booklet as you say the steps. Step 1. When the bell rings, it is time for a fire drill. Step 2. Get in line.Active Engagement

Now turn and tell your partner the next step. Hold up an imaginary booklet as you talk to your partner and touch the page. Then have your partner do the same. Share some of the students’ ideas for step 3.I collected your stories form yesterday and I am going to keep them so you will begin a new how-to today.Link

Writers, when you begin today, touch each page and tell the steps. Then go back to page one and touch that page and tell the step. Next, draw a picture for that step. Then write the words for that step.Remember as your draw the picture it helps to say the words out loud. Your picture needs to match your words so your reader will be able to follow the steps. Give me a thumbs up if you have an idea for a how-to book today. Are you going to write about fire drills? Of course not, you will share something else you know how to do. Happy Writing!Share

Praise: a student who checked the Anchor chart.Confer: with students who need an idea


Session 3: Writers Become Readers Asking, “Can I Follow This?”



Teacher Notes: This minilesson is the cornerstone of the unit. Prepare yourself to have a lot of fun!

How-to booklets, How to Anchor Chart

Connection

Yesterday Sofia wrote her how-to book and then I saw her rereading to check. WOW! She flipped her pencil over and used the eraser as a pointer. Today I want to teach you that how-to writers don’t just reread the words but carefully reread to see if the steps make sense.Teach

The best way to check is to read to a partner. The partner will follow the steps. If your partner can’t figure out what you mean, you will have to revise that step. Here’s where the fun comes in…act out one of your student’s how to books. Chances are they will have a confusing step and the students will understand the importance of clarity. Exaggerate your actions and confusion. Tips-see Lucy’s somersault on p 21-22.Active Engagement

Turn and Tell your partner what words may have to be added to that step to help me understand what the writer wanted me to do. Share their suggestions with the author and then act out another how to.

Link

Today you may want to start a new how-to book or revise the how-to book you started yesterday. Make sure that a reader will be able to follow the steps. We are all going to write for 12 minutes and then I will give you time to act out your steps with your partner. Don’t waste a second. Get going! Happy Writing!Share

Praise: praise a partner for acting out the steps and helping their partner to revise (See p 25)Confer: ask a child to read her story to you and you will act it out using your imagination. For example, you are not really making toast; show them how you pretend to make toast.


Session 4: Writers Answer a Partner’s Questions



Teacher Notes: This minilesson is the cornerstone of the unit. Prepare yourself to have a lot of fun!

How-to booklets, How-to Anchor Chart, How to Have a Fire Drill Class Book, How to Make a Peanut Butter and Jelly Sandwich (Make this book ahead of time and purposefully leave out steps. See example on p 27 in gray box.)

Connection

I was rereading our class book about the fire drill and acting it out. I was thinking about how helpful it is when others read our books and help us to make sure they make sense. We have read dedication pages in our read alouds. Sometimes authors dedicate books to their family members, but often they dedicate it to others who have helped them revise their writing. I need a partner today. Teach

I’ll read my book about how to make a peanut butter sandwich and my partner will act it out. Act out similar to page 29 with mistakes. Engage students in a discussion of the confusing steps. Encourage their revisions. I will listen to all of you and revise my story for tomorrow. I was going to dedicate my book to my cat but I think this time I will need to dedicate it to all of you!Active Engagement

Writers, turn and tell your partner 3 ways partners can be helpful to each other.I heard many of you say that you can act out the steps. Others said that a partner can ask questions and tell their friend which part is confusing. Others said that a partner can help with ideas. Others said they could put a sticky note in their friend’s book when they are confused so that their partner would know which part to revise. Wow! Partners are important!Link

Today when you are with your partners listen to their good questions and confusions. You may add lines to a page or add pages if you need to clear up some confusions. Happy Writing!

Share

Praise: some students for revising and others for starting a new how-toConfer: with partnerships guiding them to ask helpful questions-See ideas p. 32


Session 5: Writers Label Their Diagrams to Teach Even More Information



Teacher Notes: How-to booklets, How-to Anchor Chart, How to Have a Make a Peanut Butter Sandwich, Diagram on p 37,post-it notes

Connection

Remember yesterday I wrote that confusing how-to about a peanut butter sandwich? I realized that details do matter. Thank you for all of your suggestions. I know you were not being mean at all; you were trying to help me be a better writer. We are always kind partners! Today I want to teach you that one way to add details is to add detailed pictures called diagrams.Teach

Show the diagram on p 37 of a sandwich. Explain the difference between a picture and a diagram. Add a few labels on post-it notes to your diagram.Active Engagement

I will give each of you 2 post-it notes. Think about the how-to book you were writing yesterday. Think of the different steps. Is there a picture on one of your steps that could use some labels to make the step clearer for your reader? We don’t add labels to make our picture messy-we only add labels to diagrams that will help our reader.Add #4 to your how-to Anchor chart-“Has labels that teach” p 39.Link

If you are working on adding labels to your how-to book from yesterday, you may go to your writing place and begin that work. Do not waste time. If you need help thinking of a new how-to idea, please stay here with me and I will help you. Happy Writing!Share

Praise: a student for sharing his writing and revising confusing stepsConfer: with a student about when to add a label


Session 6: Writers Write as Many Books as They Can



Teacher Notes: We all know that the more writers practice-with coaching-the more they will grow.

Connection

Boys and girls, you have been writing how-to books for 2 weeks now. I want to encourage you to write even more how-to books. You have so many things to teach each other.Teach

Today I want us to take a few minutes and brainstorm more ideas for how-to books. Let’s make a chart of those ideas. You may want to put a star next to an idea on the list that would need a diagram. For example, how to slide might have a diagram of a slide with an arrow going up on the steps to the slide and an arrow going down for the base of the slide.Active Engagement

Encourage students to share ideas as you record on chart. Suggestions, how to bake a cake, how to brush your teeth, how to dance, how to tie your shoe, how to wash your hands at school, how to paint a picture, how to draw a dog.

Link

Now writers go back to your writing place. Get your paper, pick up your pen and start writing. Ready, set, write and don’t stop for 12 minutes, Go!Happy Writing!Share

Praise: students for independently writing for 12 minutesConfer: with a student about a new idea from chart


Session 7: Writers Reflect and Set Goals to Create Their Best Information Writing



Teacher Notes: Copies of Informational Writing Checklist from CD-ROM. You may want to add your own pictures or adapt a checklist to better fit your students’ needs.

Connection

Yesterday we brainstormed even more ideas for how-to books. I love reading and learning from you. Today we will talk more about our how-to writing.Teach

Show two pieces of writing. Discuss how the writer improved, perhaps by adding voice, punctuation, or details. Tell the student that this writer used a checklist to see the good things they are doing and other things they could do to improve.Active Engagement

I have given each of you a checklist. Let’s look at those and read them together.Turn and tell your partner one thing you see on the checklist that you are going to improve this week.

Link

Now you will take your checklist with you. Keep it in your writing folder. Before you finish one book take out your checklist and see if there is anything you could improve, before you start a new book. Happy Writing!Share

Have a mini celebration for students to share How-To books so far. Allow 15 minutes of Writing Workshop time of take 15 minutes of the Interactive Writing Component to allow students to share.


Session 8: Writers Emulate Features of Informational Writing Using a Mentor text



Teacher Notes: My First Soccer Game by Alyssa Capucilli (Read this ahead of time), Anchor Chart “Learning from a Mentor Text”

Connection

I enjoyed reading and listening to your how-to books yesterday. They are wonderful! We have read this book, My First Soccer Game, before. Let’s look at it again and see what we can learn from this author.Teach

Go through several pages and have students discuss the format. Point out the author’s use of numbers, bold words in blue, pictures, voice words like “great, awesome, and Uh-oh”. Don’t focus on the content of playing soccer.Active Engagement

Look at other how-to books from your basket. Continue to discuss the author’s use of lists, numbers, diagrams, etc. Make Anchor Chart together as on p. 63.

Link

So writers, remember whenever you want to learn to do something better you can learn from someone who does it very well. If you want to be a better writer, you can study authors and their writing. Happy Writing!Share

Praise: a student for beginning right away.Confer: with a student using a mentor text to coach them along (See p.66)


Session 9: Writing for Readers- Using the Word YOU



Teacher Notes: Anchor charts, How-to basket of books

Connection

Review how- to anchor charts. Today I want to teach you that when you’re writing a how-to book, your words need to talk right to your reader. You should use the word YOU. “First you…and then you…”Teach

Show different mentor texts of informational books that use the word you in the steps. When I read these steps I feel like the author is telling me directly that I should follow these steps. His words make me want to try. His words make me trust that I can learn this.Active Engagement

Read a few sentences from one of your student’s papers. Have the students repeat the sentences making sure to say the word you each time.

Link

Review Anchor chart on page 71 adding number 5. Many of you already use the word you in your steps, but check your story from yesterday. If you didn’t speak directly to your reader, you may want to revise those steps today using the word you each time. Happy Writing!Share

Praise: a student for revising her workConfer: spelling trickier words p 72


Session 10: How-To Book Writers Picture Each Step

and Then Choose Exactly Right Words



Teacher Notes: How-to booklets, How to Anchor Chart

Connection

Writers remember when we first started this unit and sometimes wrote confusing directions? We didn’t always write the steps clearly. Remember I was standing on my head to do a somersault!?! Today I want to teach you to plan the steps by picturing what you do in your head.Teach

We need to picture each step in our heads and think of exact words to tell our readers. If I want them to tie their shoes, I would have to write exact words to help them like, “hold one lace in your hand” not “hold the laces in your hand” because they might grab both the shoelaces in the same hand and not be able to tie them. Can you picture that in your head?Active Engagement

Demonstrate kicking or throwing a ball to someone as in example on p. 76. Write down the steps using exact words. Have students help you think of the right words so that no one is confused.

Link

Boys and girls, today take special care to picture each step and use exact words so that your reader is not confused. Happy Writing!

Share

Praise: students for using the writing checklistsConfer: choosing exact words on p 79.


Session 11: Elaboration in How-To Books

Writers Guide Readers with Warnings, Suggestions and Tips



Teacher Notes: How-to booklets, How-to Anchor Chart, How to Have a Fire Drill Class Book

Connection

Tell students about a time when you put something together and there were warnings like, “follow this step first; do not tighten this screw yet”. Today I want to teach you that writers don’t just write steps but they also add tips for their readers.Teach

Read text from My First Soccer Game or the class Fire Drill book. Point out the tips such as “be sure to practice” or “don’t forget you don’t use your hands”. “Be sure to stay quiet in a fire drill”. In soccer you don’t use your hands or you could get a penalty or lose the game. It is important for the reader to know this if they are just learning to play soccer.Active Engagement

Reread a story of one of your students. Have them add warnings, suggestions, or tips like be sure to cut carefully, be sure to ask your mom to help you cut, add the eggs slowly, etc.Add #6 to Anchor chart as on p. 85.

Link

So today writers look through your how-to books. Choose one or two and add a few tips or suggestions. I will walk around and help you as you write. Happy Writing!

Share

Praise: a student for adding a tip.Confer: Adding advice and warnings Gray box p.87.


Session 12: Balance on One Leg like a Flamingo

Using Comparisons to Give Readers Clear Directions



Teacher Notes: How-to booklets, How to Anchor Chart

Connection

Let’s look at our anchor charts. After you read each bullet invite students to stand and take a bow if they have done that. Congratulations! Today I want to teach you another way to show readers exactly what you mean for them to do, it’s called making comparisons.Teach

First I need 4 volunteers. Follow the suggestions on p.92 like “Line Up”.“Line up like a freight train with one car in front of another car”. Discuss which would be easier to understand. Discuss how comparisons help in how-to books.Active Engagement

Continue to practice a few more comparisons using students’ how-to steps.

Link

We have been working so hard on making our how-to writing clear for our readers. Today you may want to practice using a comparison. Happy Writing!

Share

Praise: students for working so well with their partners.Confer: Remember to pull strategy groups if you find yourself conferring with several students about the same things. See p.95.


Session 13: Writers Write How-To Books about Things They Learn Throughout the Day and From Books



Teacher Notes: How-to booklets, How to Anchor Chart, a basketball

Connection

Hold up a basketball. Coach told me that many of you are learning to dribble a basketball and shoot a basket. I haven’t seen any how-to books about basketball. Why not? Today we are going to talk about how-to books that teach others things we have learned in school this year.Teach

Show the students magnetic letters, leveled books, poems, and or handwriting paper. Each of these items makes me think of something you have learned this year. Let’s name those things. For example, if I see the handwriting paper I think of how hard we have worked on forming letters with tails; having those go under the base line. I could write a book about how to form the letters y and g.Active Engagement

Now, turn and tell your partner ideas for writing how-to books about what you have learned this year.

Link

Try to write a new how-to book today about something you learned this year. It might be how to write a true story, how to read a book, how to jump rope or how to draw a cat. Happy Writing!

Share

Praise: the class for writing for 15+ minutes independentlyConfer: See p. 103.


Session 14: Writing a Series or Collection of How-To Books to Teach Others Even More about a Topic



Teacher Notes: Several How-To books on a single topic

Connection

Show 3-4 books on a single or related topic. Point out the similarities. Today I am going to teach you that when you really love a topic, you can write lots of how-to books.Teach

Yesterday we talked about basketball. If you really love basketball you could write a book about how-to dribble. You could write another how-to about how to shoot a basket. You could write a third book about how to keep score in a basketball game. Those 3 books could be sold as a series or collection of books about basketball.Active Engagement

So right now think about a how-to book you wrote recently. What other how-to books could you write to make a series on that topic? Raise your hand and share with the class if you have an idea for a series.

Link

If you finished a how-to yesterday, try writing another on the same topic today to begin a series. Stay here on the floor with me if you need more help thinking of an idea. Happy Writing!

Share

Praise: students who stay focused on topic-See p.110 for tips.Confer: with students about making sure all books in a series go together. See p.111.


Session 15: Writers Can Write Introductions and Conclusions to Help Their Readers



Teacher Notes: You may want to just focus on introductions one day and conclusions another day.

Connection

Writers, this morning John was reading his story to me about Angry Birds. I listened but I did not fully understand because I had never even heard of Angry Birds. So John gave me a little introduction. He told me that it is a game that you play on your computer or iPad or phone. Then his how-to steps made much more sense. Today I want to teach you about writing introductions.Teach

I am thinking about our how-to make a peanut butter and jelly sandwich book. I think it would be helpful to write an introduction. I might say, “A PB&J is a delicious sandwich made with peanut butter and jelly. Active Engagement

Now let’s look at some of the how-to books you have been making. We can practice writing introductions together. For example, want to know how to play a fun game? It’s called soccer. Want to know how to keep from getting bored? Learn how to read a book.

Link

Writers, look at the how-to book you wrote and see if your reader might need an introduction. That might be something you should work on today. Happy Writing!

Share

Praise: Writing Conclusions p. 119.Confer: with students about using the word wall words


Session 16: Writers Use Everything They Know to Make Their How-To Books Easy to Read



Teacher Notes: ABC linking chart, Word wall, Making Writing Easy to Read Anchor Chart form Previous Unit

Connection

Read the Anchor chart as shown on p. 123 together. Students should be very familiar with this chart. Writers are always writing for readers whether we are writing stories or informational books.

Teach

Continue to add to the How to Make a PB&J book or copy a sentence from a student’s how-to book. Edit the sentence using ABC linking chart or word wall to fix spelling. Fix spacing or punctuation. Point to each bullet on the anchor chart as you edit.

Active Engagement

Have students edit a sentence or two with you using individual white boards.

Link

Boys and girls I want all of you to edit one of your books today. Look at the chart to help you remember all the important things writers do. Happy Writing!

Share

Praise: students for choosing a book to edit quickly.Confer: with students who need help stretching sounds or leaving spaces.


Session 17: How-To Books Make Wonderful Gifts!



Teacher Notes: A Cookbook, Dedication paper from CD-rom

Connection

Boys and girls, years ago a very good friend of mine gave me a special gift- a how to book! Show your cookbook. Do you know what this book teaches me how to do? Cook! My friend even put stars by her favorite recipes that she wants me to try first. She dedicated this book to me! Today I want to tell you that how-to books make wonderful gifts.Teach

You are going to choose one book that you want to give to someone special as a gift. You are going to write a special dedication page to this special person. This is special paper with lines for a dedication. Sometimes we write dedications to people who help us write our books. We can also write a dedication to the person we want receive our book as a gift.Active Engagement

I want you to look in your writing folder and pick one how-to book to give as a gift. You can give it to your mom, dad, a friend, or anyone you choose. Think of that person and write a special dedication to him. T&T your partner what that dedication may say.

Link

Now go back to your writing spot and write that special dedication. Happy Writing!

Share

Praise: a student for a special dedicationConfer: with students about their dedications


Session 18: Preparing for the Publishing Party

Writers Do Their Best Work Now to Share Later



Teacher Notes: Anchor charts, checklist, markers, crayons, yarn, etc.

Connection

Boys and girls, we are almost done with our how-to writing unit. We will be celebrating on Friday!Teach

Remember you are writers and teachers and also editors. Do you remember that word? Editors make sure our work is the best it can be. You have revised your stories to make the steps easy to understand. You should correct all mistakes the best you can. Today you should make yourHow-to books beautiful. You may color in your sketches, tie your books with yarn, decorate the covers and complete the dedication page.Active Engagement

Use the editing checklists on p. 141 or similar with your students and then have them finish the publishing stage of at least one of their how-to books for the celebration.

Link

Happy Publishing!

Share

Praise: a student for editingConfer: with students about publishing books


Session 19: Publishing Celebration

Writers are Teachers!



Teacher Notes: Published How-To Books and Guests!

Connection

Boys and girls, today is our celebration! I am so proud of all the writing work you have done.We have some special guests here to celebrate with us. Let me introduce them:Teach

Remember you are writers and teachers. When a guest comes to your table, invite them to read your book or offer to read to them. You may even ask them to act it out!Active Engagement

Celebration!

Link

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